Regional language varieties and dialects are experiencing a period of enormous diffusion and of affirmation of the individuality of human beings: they are a comfort zone used to talk about everyday life, about one’s own intimacy, but also to build around oneself an identity fortress to be used in relationships with others. The close link between Roman dialect, territory and identity emerges in the two series Strappare lungo i bordi and Questo mondo non mi renderà cattivo, created by Zerocalcare. The contribution aims to analyze its language (above all, lexicon) and culture, to confirm how Roman dialect is a vehicle for representing identity., Regional language varieties and dialects are experiencing a period of enormous diffusion and of affirmation of the individuality of human beings: they are a comfort zone used to talk about everyday life, about one’s own intimacy, but also to build around oneself an identity fortress to be used in relationships with others. The close link between Roman dialect, territory and identity emerges in the two series Strappare lungo i bordi and Questo mondo non mi renderà cattivo, created by Zerocalcare. The contribution aims to analyze its language (above all, lexicon) and culture, to confirm how Roman dialect is a vehicle for representing identity.

Spain currently has, within the range of geographical areas and autonomous communities, five official languages: Galician (Galicia), Basque, Basque (Bilbao), Catalan (Barcelona), Valencian (Valencia) and Spanish which enjoy official prestige. Thus, Castilian, a language derived from the area of Castile, acquired its prolonged development from Asturias. This last pure language without a mixture of Mozarabic invasion, cultivated and developed since the Reconquista in Covadonga (a place located in the Picos de Europa, located to the north in the Asturian and Cantabrian area), made Pelayo king in 718 B.C. This last language, Spanish, is the main official language of all of Spain. The main purpose of this sociolinguistic research is to openly expose facsimiles and barriers that have arisen over time, which have been the object of obstacles, thus preventing the official status of the Asturian language. Which has been one of the oldest languages concerning other bordering areas of autonomous communities. History shows a current generation represented by older adults and peasants by profession, who still maintain oral speech discourses of ”Bable” (the Asturian language) that are still alive. This generation of adults will be responsible for leaving their oral and written legacy of the Asturian language to their preceding generations. At the end of the research, the objective is to point out the importance of the official status of the Asturian language which allows and is a clear identity of the local citizenship, that is, the Asturians. In other words, the Asturians currently represent the legacy of the area, including its Asturian language, and those who enjoy freedom of expression and civil and moralright, thus protecting the languages, in the different autonomous communities of the Spain today. Keywords: Asturian language, official spanish languages, linguistic identity, Asturians, official barriers, linguistic attitudes, spanish languages, official recognition

Spain currently has, within the range of geographical areas and autonomous communities, five official languages: Galician (Galicia), Basque, Basque (Bilbao), Catalan (Barcelona), Valencian (Valencia) and Spanish which enjoy official prestige. Thus, Castilian, a language derived from the area of Castile, acquired its prolonged development from Asturias. This last pure language without a mixture of Mozarabic invasion, cultivated and developed since the Reconquista in Covadonga (a place located in the Picos de Europa, located to the north in the Asturian and Cantabrian area), made Pelayo king in 718 B.C. This last language, Spanish, is the main official language of all of Spain. The main purpose of this sociolinguistic research is to openly expose facsimiles and barriers that have arisen over time, which have been the object of obstacles, thus preventing the official status of the Asturian language. Which has been one of the oldest languages concerning other bordering areas of autonomous communities. History shows a current generation represented by older adults and peasants by profession, who still maintain oral speech discourses of ”Bable” (the Asturian language) that are still alive. This generation of adults will be responsible for leaving their oral and written legacy of the Asturian language to their preceding generations. At the end of the research, the objective is to point out the importance of the official status of the Asturian language which allows and is a clear identity of the local citizenship, that is, the Asturians. In other words, the Asturians currently represent the legacy of the area, including its Asturian language, and those who enjoy freedom of expression and civil and moralright, thus protecting the languages, in the different autonomous communities of the Spain today. Keywords: Asturian language, official spanish languages, linguistic identity, Asturians, official barriers, linguistic attitudes, spanish languages, official recognition

Young people without extensive knowledge of the family languages risk experiencing alienation and identity crises. This study focuses on two young people and their relationship to the family languages through life story interviews. The participants rate their own language skills low and share how it has affected their upbringing and identity. With the help of narrative theory and Bourdieu’s theoretical framework, the participants’ life stories are analyzed based on capital, habitus and general features of the narrative. The study shows that the two participants have thematic experiences in common, among other things the fear of saying the wrong thing, the support of family members, having a linguistic responsibility and a view on their language skills as lacking have been consistent in both life stories. However, the details of the individual stories have had different effects on the attitudes towards language and identity the participants have today., Unga utan betydande kunskaper inom familjespråken riskerar att uppleva utanförskap och identitetskriser. Denna studie fokuserar på två ungdomar och deras relation till familjespråken genom livsberättelseintervjuer. Deltagarna värderar sina egna språkkunskaper lågt och berättar hur det har påverkat deras uppväxt och identitet. Med hjälp av Bourdieus teoretiska ramar och narrativ teori analyseras deltagarnas livberättelser utifrån kapital, habitus och generella drag i berättandet. Studien visar att de två deltagarna har tematiska upplevelser gemensamt, bland annat har rädslan att säga fel, familjemedlemmars stöd, att ha ett språkligt ansvar och ett bristperspektiv på språket varit genomgående i båda livsberättelseintervjuerna. Däremot har detaljerna i de individuella berättelserna haft olika påverkan på de attityder kring språk och identitet deltagarna har idag.

Young people without extensive knowledge of the family languages risk experiencing alienation and identity crises. This study focuses on two young people and their relationship to the family languages through life story interviews. The participants rate their own language skills low and share how it has affected their upbringing and identity. With the help of narrative theory and Bourdieu’s theoretical framework, the participants’ life stories are analyzed based on capital, habitus and general features of the narrative. The study shows that the two participants have thematic experiences in common, among other things the fear of saying the wrong thing, the support of family members, having a linguistic responsibility and a view on their language skills as lacking have been consistent in both life stories. However, the details of the individual stories have had different effects on the attitudes towards language and identity the participants have today., Unga utan betydande kunskaper inom familjespråken riskerar att uppleva utanförskap och identitetskriser. Denna studie fokuserar på två ungdomar och deras relation till familjespråken genom livsberättelseintervjuer. Deltagarna värderar sina egna språkkunskaper lågt och berättar hur det har påverkat deras uppväxt och identitet. Med hjälp av Bourdieus teoretiska ramar och narrativ teori analyseras deltagarnas livberättelser utifrån kapital, habitus och generella drag i berättandet. Studien visar att de två deltagarna har tematiska upplevelser gemensamt, bland annat har rädslan att säga fel, familjemedlemmars stöd, att ha ett språkligt ansvar och ett bristperspektiv på språket varit genomgående i båda livsberättelseintervjuerna. Däremot har detaljerna i de individuella berättelserna haft olika påverkan på de attityder kring språk och identitet deltagarna har idag.

Recent research into the plural values about nature is focusing on relational values as a concept through which to better understand the breadth and importance of situated human–nature relations. However, potential relevance of language as a mediating factor in relational values has not been sufficiently examined. To investigate the links between language and values, we explore the influence of the ancient non-Indo-European Basque language (‘Euskara’) upon people's relationships with mountain forests in the Western Pyrenees of the Basque Country. Results based on triangulation of data from Q-methodology, focus groups and a socio-demographic survey indicate that while relational values are highly rated in all principal viewpoints about local forests, there is an emergent perspective that emphasises Euskara's key role in relations with the forest via cultural identity and place attachment. We conclude that positive relational values linked to Euskara may be seen as key levers for local sustainability transitions. The fact that positive rapports with language can have a meaningful role in human–nature relations points to the need for further research into the consequential links between biological and linguistic diversity. A free Plain Language Summary can be found within the Supporting Information of this article. © 2021 The Authors. People and Nature published by John Wiley & Sons Ltd on behalf of British Ecological Society

Code-switching is perhaps one of the most salient linguistic practices among Spanish-English bilinguals in the U.S., and therefore widely investigated. (Bailey 2000; Kern 2019; Lipski 2014). While code-switching is typically associated with bilinguals who are highly proficient in two languages (Balukas & Koops 2014; Benevento & Dietrich 2015; Poplack 1980; Rangel et al. 2015), it is crucial to also highlight the code-switching practices of bilinguals who may have unequal levels of proficiency in each language, such as in the case of some heritage language (HL) learners. The present study examines socio-pragmatic functions of code-switching among heritage learners of Spanish. Using data from questionnaires and interviews, this study looks at instances of and attitudes towards code-switching. Findings indicate that code-switching was generally viewed favorably among participants, and commonly practiced by most of the participants in a variety of social contexts. Interview data also suggests that code-switching serves various socio-pragmatic functions for participants. Given the double stigma attached to both code-switching (Rangel et. al 2015) and to Spanish in the U.S. (Showstack 2012)—which often informs HL pedagogy—it is crucial to examine this linguistic practice in the context of HL learners in the U.S. in order to give code-switching a more prominent place and offer further legitimization of this practice, both in and outside the classroom.

ABSTRACT

Se realizó una investigación para determinar el grado de correlación entre la identidad lingüística y la actitud lingüística de los estudiantes en la Universidad Nacional del Altiplano de Puno, Perú. El método aplicado fue la escala de Likert que permitió el recojo de las opiniones de los estudiantes universitarios bilingües del Semestre Académico 2018 – II, de las escuelas profesionales de sociología, antropología, turismo, ciencias de la comunicación social y arte. El coeficiente de correlación de Pearson resultó 0.551, y el p-valor (0.000) fue menor que el nivel de significancia (0.05). Los resultados muestran que existe correlación positiva moderada entre la identidad lingüística y la actitud lingüística de los estudiantes. El 50 % de los estudiantes admite que siempre demuestra identidad lingüística y la mayoría de estudiantes acepta tener una actitud positiva frente a su lengua nativa. Se concluye que existe correlación positiva moderada entre la identidad lingüística y la actitud lingüística de los estudiantes de la Facultad de Ciencias Sociales de la UNA, Puno, a un nivel de 95% de confianza en términos estadísticos., An investigation was conducted to determine the degree of correlation between linguistic identity and linguistic attitudes of students at the National University of Altiplano of Puno, Peru. The method used was the Likert scale, which allowed the collection of opinions of Academic Semester 2018 - II bilingual university students from the professional schools of sociology, anthropology, tourism, social communication sciences and art. The Pearson’s correlation coefficient was 0.551, and the p-value (0.000) was less than the significance level (0.05). The results show that there is a moderate positive correlation between linguistic identity and linguistic attitudes of the students. 50% of students admit that they always demonstrate linguistic identity, and most students agree that they have a positive attitude toward their native language. It is concluded that there is a moderate positive correlation between linguistic identity and linguistic attitudes of students of the Faculty of Social Sciences at the National University of Altiplano, Puno, at a level of 95% confidence in statistical terms.

Se realizó una investigación para determinar el grado de correlación entre la identidad lingüística y la actitud lingüística de los estudiantes en la Universidad Nacional del Altiplano de Puno, Perú. El método aplicado fue la escala de Likert que permitió el recojo de las opiniones de los estudiantes universitarios bilingües del Semestre Académico 2018 – II, de las escuelas profesionales de sociología, antropología, turismo, ciencias de la comunicación social y arte. El coeficiente de correlación de Pearson resultó 0.551, y el p-valor (0.000) fue menor que el nivel de significancia (0.05). Los resultados muestran que existe correlación positiva moderada entre la identidad lingüística y la actitud lingüística de los estudiantes. El 50 % de los estudiantes admite que siempre demuestra identidad lingüística y la mayoría de estudiantes acepta tener una actitud positiva frente a su lengua nativa. Se concluye que existe correlación positiva moderada entre la identidad lingüística y la actitud lingüística de los estudiantes de la Facultad de Ciencias Sociales de la UNA, Puno, a un nivel de 95% de confianza en términos estadísticos., An investigation was conducted to determine the degree of correlation between linguistic identity and linguistic attitudes of students at the National University of Altiplano of Puno, Peru. The method used was the Likert scale, which allowed the collection of opinions of Academic Semester 2018 - II bilingual university students from the professional schools of sociology, anthropology, tourism, social communication sciences and art. The Pearson’s correlation coefficient was 0.551, and the p-value (0.000) was less than the significance level (0.05). The results show that there is a moderate positive correlation between linguistic identity and linguistic attitudes of the students. 50% of students admit that they always demonstrate linguistic identity, and most students agree that they have a positive attitude toward their native language. It is concluded that there is a moderate positive correlation between linguistic identity and linguistic attitudes of students of the Faculty of Social Sciences at the National University of Altiplano, Puno, at a level of 95% confidence in statistical terms.

ABSTRACT

Se realizó una investigación para determinar el grado de correlación entre la identidad lingüística y la actitud lingüística de los estudiantes en la Universidad Nacional del Altiplano de Puno, Perú. El método aplicado fue la escala de Likert que permitió el recojo de las opiniones de los estudiantes universitarios bilingües del Semestre Académico 2018 – II, de las escuelas profesionales de sociología, antropología, turismo, ciencias de la comunicación social y arte. El coeficiente de correlación de Pearson resultó 0.551, y el p-valor (0.000) fue menor que el nivel de significancia (0.05). Los resultados muestran que existe correlación positiva moderada entre la identidad lingüística y la actitud lingüística de los estudiantes. El 50 % de los estudiantes admite que siempre demuestra identidad lingüística y la mayoría de estudiantes acepta tener una actitud positiva frente a su lengua nativa. Se concluye que existe correlación positiva moderada entre la identidad lingüística y la actitud lingüística de los estudiantes de la Facultad de Ciencias Sociales de la UNA, Puno, a un nivel de 95% de confianza en términos estadísticos., An investigation was conducted to determine the degree of correlation between linguistic identity and linguistic attitudes of students at the National University of Altiplano of Puno, Peru. The method used was the Likert scale, which allowed the collection of opinions of Academic Semester 2018 - II bilingual university students from the professional schools of sociology, anthropology, tourism, social communication sciences and art. The Pearson’s correlation coefficient was 0.551, and the p-value (0.000) was less than the significance level (0.05). The results show that there is a moderate positive correlation between linguistic identity and linguistic attitudes of the students. 50% of students admit that they always demonstrate linguistic identity, and most students agree that they have a positive attitude toward their native language. It is concluded that there is a moderate positive correlation between linguistic identity and linguistic attitudes of students of the Faculty of Social Sciences at the National University of Altiplano, Puno, at a level of 95% confidence in statistical terms.

Néo-bretonnants: The Construction of Linguistic Identity by the Young Generation of Breton-Speaking PeopleAccording to statistics there are today only about 200,000 people who know the Breton language, but 70% of them are over 60 years old. However, every year more than a thousand young Bretons learn the language in schools and another several thousand adults attend language courses. It seems that in a dozen years or so the Breton language will be known almost only as a second/learned language. This paper is based on open interviews conducted with pupils in the Diwan immersion High School, students of the Faculty of Breton at Rennes University and Breton language learners (aged 16–25). A large majority of them come from families who have not used Breton for two generations. The reason why these young people have decided to learn the language of their ancestors and their relation to the language are studied. The Breton identity of today is not based on knowledge of the language but on the strong emotional relation to it. The relation between their Breton identity and the language is interesting. Speaking Breton is their conscious choice. It is not their first language, in which they think and feel. The central question of the paper is concerned about to what extent the identity of néo-bretonnants is based on the relation with the language as a distinguishing feature of cultural membership, and to what extent the Breton language is the medium of enforcing this selected and consciously created identity.

ABSTRACT

The article is devoted to the problem of formation of linguistic and cultural competence during foreign language classes in the middle school. The influence of intercultural interference will be significantly offset by the inclusion of linguoculturological aspects in the content of teaching foreign language, which could serve as a system of unifying values that allow us to understand the boundaries of our own linguistic identity and the identity of a native speaker’s language. The article analyzes the results of a pedagogical experiment aimed at the formation of linguoculturological competences of students in middle school. All teaching methods and techniques were oriented to stimulate the students' creative speech activity, as well as cognitive aspects, which increased the efficiency of teaching the foreign language. The authors confirmed the hypothesis that the process of teaching foreign language will be more successful if the linguoculturological aspect is included in the content of what is taught, comprising the use of linguistic and cultural information as a valuable source of linguocultural material. For that reason, the conditions for successful assimilation of knowledge, the formation and improvement of linguocultural competence in the foreign language lesson in the middle school were created. The results of a pedagogical experiment could be used in a foreign language lesson in middle school., El artículo está dedicado al problema de la formación de competencias lingüísticas y culturales durante una lección de lengua extranjera en una escuela secundaria. La influencia de la interferencia intercultural se verá compensada significativamente por la inclusión del aspecto lingüístico-cultural en el contenido de la enseñanza de la lengua extranjera, que podría servir como un sistema de valores unificadores que nos permitan comprender los límites de nuestra propia identidad lingüística y la identidad de un nativo. el idioma del hablante. El artículo analiza los resultados de un experimento pedagógico dirigido a la formación de la competencia lingüística cultural de los estudiantes de la escuela media. Todos los métodos y técnicas de enseñanza fueron orientados a estimular la actividad del habla creativa de los estudiantes, así como la cognitiva, lo que aumentó la eficiencia de la enseñanza de la lengua extranjera.Los autores confirmaron la hipótesis de que el proceso de enseñanza de la lengua extranjera será más exitoso si se El aspecto lingüístico se incluye en el contenido de esa enseñanza, que comprende el uso de información lingüística y cultural como una fuente valiosa de material lingüístico cultural. Por esa razón, se crearon las condiciones para la asimilación exitosa de conocimientos, la formación y mejora de la competencia lingüística en la lección de lengua extranjera en la escuela media. Los resultados de un experimento pedagógico podrían usarse en una lección de lengua extranjera en la escuela secundaria.

The article represents the results of the Tatar media discourse analysis aimed to the defining the lingua-pragmatic characteristics of bilingualism coverage and pragmatic settings of the Tatar linguistic identity as well (in relation to regional and individual bilingualism), as media discourse has “exclusive suitability [...] in researches on bilingual linguistic identity discourse” (ANTONOVNA; RISHATOVNA; GUMEROVNA, 2019). Having analyzed 50 newspaper articles and 16 posts (all found) in social network Vkontakte (vkontakte vk.com). with bilingualism as the central topic, the authors came to the following conclusions about the peculiarities of bilingualism coverage in Tatar media discourse: in traditional media discourse the problem of bilingualism is widely covered, while in Tatar internet discourse it finds rather weak coverage, but much more emotional (as the topic is raised by speakers with strong national identity only). Due to the fact that “Russian is still the prevalent functional language in all spheres of language use in Tatarstan” (VESSEY, 2013). both in traditional media discourse and internet discourse the use of the Tatar language in all spheres of life is understood as bilingualism, not the coexistence of the two official languages of the Republic, though the recognition of bilingualism as the part of national identity also takes place. The actual position of the Tatar language is stated not legitimate and both the government of the Republic and the ordinary native speakers are to be blamed for it. It is frequently mentioned that the development of harmonious bilingualism in Tatarstan requires the adoption of additional legislative measures, strict control over their compliance, wider and better implementation of the Tatar language in the educational and legislative processes, holding events in support of the tatar language, etc. in internet discourse, the problem of bilingualism in family circle is also raised., O artigo representa os resultados da análise do discurso da mídia tártara que visa definir as características linguísticas pragmáticas da cobertura do bilinguismo e configurações pragmáticas da identidade linguística tártara (em relação ao bilinguismo regional e individual), como o discurso da mídia tem “adequação exclusiva [...] em pesquisas sobre o discurso da identidade linguística bilíngue”(ANTONOVNA; RISHATOVNA; GUMEROVNA, 2019) tendo analisado 50 artigos de jornal e 16 posts (todos encontrados) na rede social vkontakte (vkontakte vk.com). tendo o bilinguismo como o tópico central, os autores chegaram às seguintes conclusões sobre as peculiaridades da cobertura do bilinguismo no discurso da mídia tártaro: no discurso da mídia tradicional, o problema do bilinguismo é amplamente coberto, enquanto no discurso da internet tártaro encontra uma cobertura bastante fraca, mas muito mais emocional (já que o tópico é levantado por palestrantes com forte identidade nacional apenas). devido ao fato de que “o russo ainda é a língua funcional prevalente em todas as esferas de uso da língua no Tartaristão” (VESSEY, 2013). tanto no discurso da mídia tradicional quanto no discurso da internet, o uso da língua tártara em todas as esferas da vida é entendido como bilinguismo, não a coexistência das duas línguas oficiais da república, embora o reconhecimento do bilinguismo como parte da identidade nacional também ocorra. a posição real da língua tártara não é declarada legítima e tanto o governo da república quanto os falantes nativos comuns são culpados por isso. é frequentemente mencionado que o desenvolvimento do bilinguismo harmonioso no Tataristão requer a adoção de medidas legislativas adicionais, controle estrito sobre seu cumprimento, implementação mais ampla e melhor da língua tártara nos processos educacionais e legislativos, realização de eventos em apoio à língua tártara etc. no discurso da internet, o problema do bilinguismo no círculo familiar também é levantado., El artículo representa los resultados del análisis del discurso de los medios tártaros dirigido a definir las características lingua-pragmáticas de la cobertura del bilingüismo y los escenarios pragmáticos de la identidad lingüística tártara también (en relación con el bilingüismo regional e individual), como lo ha hecho el discurso de los medios “ idoneidad exclusiva [...] en investigaciones sobre el discurso de la identidad lingüística bilingüe ”(ANTONOVNA; RISHATOVNA; GUMEROVNA, 2019). habiendo analizado 50 artículos periodísticos y 16 publicaciones (todas encontradas) en la red social vkontakte (vkontakte vk.com). con el bilingüismo como tema central, los autores llegaron a las siguientes conclusiones sobre las peculiaridades de la cobertura del bilingüismo en el discurso de los medios tártaros: en el discurso de los medios tradicionales, el problema del bilingüismo está ampliamente cubierto, mientras que en el discurso tártaro de internet encuentra una cobertura bastante débil, pero mucho más emocional (ya que el tema lo plantean oradores con una fuerte identidad nacional únicamente). debido al hecho de que “el ruso sigue siendo el idioma funcional predominante en todas las esferas del uso del lenguaje en tartaristán” (VESSEY, 2013). tanto en el discurso mediático tradicional como en el discurso de internet el uso de la lengua tártara en todos los ámbitos de la vida se entiende como bilingüismo, no como coexistencia de las dos lenguas oficiales de la república, aunque también se da el reconocimiento del bilingüismo como parte de la identidad nacional. se afirma que la posición real del idioma tártaro no es legítima y tanto el gobierno de la república como los hablantes nativos ordinarios son culpables de ello. con frecuencia se menciona que el desarrollo del bilingüismo armonioso en tartaristán requiere la adopción de medidas legislativas adicionales, un control estricto de su cumplimiento, una implementación más amplia y mejor del idioma tártaro en los proceso

The study starts by shedding light on the specific language situation in Luxembourg’s schools and society and explores the ways in which national curriculum is constructed utilizing the three official languages of Luxembourg, namely French, German and Luxembourgish. Against this backdrop it provides a detailed discussion of how specific ideas of a national linguistic identity have evolved in the course of history, and the extent to which they act as the basis for debates on language policy in today’s Luxembourgian school system. Identity formation and curriculum making shall therefore be considered as co-constructing processes, in the sense that the curriculum anticipates future societal ideals. In this respect, the curriculum ‘fabricates’ certain kinds of people and also different kinds of people (Popkewitz, 2008, 2020). Keeping this definition in mind, curriculum design becomes challenging when the school population is highly heterogenous and multilingual in itself: In addition to its historically and contextually determined multilingualism, the Grand Duchy of Luxembourg is home to numerous immigrant languages, and today almost 48% of the population are foreigners (STATEC, 2020a). Educational policy thus has to integrate pupils of non-Luxembourg origin and languages into the trilingual school system. While considering the different usage of languages in Luxembourgian society and the school system, I examine how certain ideas of multilingualism evolved and with it the representation of an ideal member of Luxembourg’s society. The dissertation will first give a historical and sociopolitical overview, concentrating on the interrelation of nation building during the 19th century and the creation of a national school system. Following the historical background, this dissertation focuses on the school and curriculum reform process of 2009 in Luxembourg, in the course of which the former education act of 1912 was replaced by a new law on elementary education. The reform

The study starts by shedding light on the specific language situation in Luxembourg’s schools and society and explores the ways in which national curriculum is constructed utilizing the three official languages of Luxembourg, namely French, German and Luxembourgish. Against this backdrop it provides a detailed discussion of how specific ideas of a national linguistic identity have evolved in the course of history, and the extent to which they act as the basis for debates on language policy in today’s Luxembourgian school system. Identity formation and curriculum making shall therefore be considered as co-constructing processes, in the sense that the curriculum anticipates future societal ideals. In this respect, the curriculum ‘fabricates’ certain kinds of people and also different kinds of people (Popkewitz, 2008, 2020). Keeping this definition in mind, curriculum design becomes challenging when the school population is highly heterogenous and multilingual in itself: In addition to its historically and contextually determined multilingualism, the Grand Duchy of Luxembourg is home to numerous immigrant languages, and today almost 48% of the population are foreigners (STATEC, 2020a). Educational policy thus has to integrate pupils of non-Luxembourg origin and languages into the trilingual school system. While considering the different usage of languages in Luxembourgian society and the school system, I examine how certain ideas of multilingualism evolved and with it the representation of an ideal member of Luxembourg’s society. The dissertation will first give a historical and sociopolitical overview, concentrating on the interrelation of nation building during the 19th century and the creation of a national school system. Following the historical background, this dissertation focuses on the school and curriculum reform process of 2009 in Luxembourg, in the course of which the former education act of 1912 was replaced by a new law on elementary education. The reform

In recent years, some of the research within the field of English as a Lingua Franca (ELF) seems to have gone through a re-orientation, shifting focus from form to practice. This has highlighted the dynamic nature of languages and identities performed in interaction, leading to the conceptualization of ‘English as a multi-lingua franca’, which refers to placing emphasis on multilingualism in ELF interactions. While much of ELF research has favored in-person spoken interaction, the increasing presence of electronically mediated intercultural communication (EMIC) in society encourages a consideration of online communication as a setting for ELF usage. Online interactions veer between written and spoken communication, thus providing many ways for speakers to express their linguistic identities and show ownership of the language produced. As such, in this paper a temporary multilingual social configuration was observed with regards to participants’ linguistic behavior. Six participants were asked to engage in discussion throughout one week in an online group chat, with the aim of acquiring further insight into how linguistic identity is performed in relation to language ownership and linguistic innovation by ELF speakers within the context of an online environment. The EMIC data was supported by individual interviews that took place prior to the group discussion, and follow-up interviews after the chat had ended. Through a qualitative thematic analysis, the research questions were discussed in relation to the three main focal issues of the study, i.e., linguistic identity, language ownership and linguistic innovation. The findings are in line with recent research that indicate that ELF is a multilingual practice that is shaped by its speakers, as well as the specific context of the interaction.

In recent years, some of the research within the field of English as a Lingua Franca (ELF) seems to have gone through a re-orientation, shifting focus from form to practice. This has highlighted the dynamic nature of languages and identities performed in interaction, leading to the conceptualization of ‘English as a multi-lingua franca’, which refers to placing emphasis on multilingualism in ELF interactions. While much of ELF research has favored in-person spoken interaction, the increasing presence of electronically mediated intercultural communication (EMIC) in society encourages a consideration of online communication as a setting for ELF usage. Online interactions veer between written and spoken communication, thus providing many ways for speakers to express their linguistic identities and show ownership of the language produced. As such, in this paper a temporary multilingual social configuration was observed with regards to participants’ linguistic behavior. Six participants were asked to engage in discussion throughout one week in an online group chat, with the aim of acquiring further insight into how linguistic identity is performed in relation to language ownership and linguistic innovation by ELF speakers within the context of an online environment. The EMIC data was supported by individual interviews that took place prior to the group discussion, and follow-up interviews after the chat had ended. Through a qualitative thematic analysis, the research questions were discussed in relation to the three main focal issues of the study, i.e., linguistic identity, language ownership and linguistic innovation. The findings are in line with recent research that indicate that ELF is a multilingual practice that is shaped by its speakers, as well as the specific context of the interaction.

Based on the accounts by four elder speakers of the Swedish minority language Meänkieli, given in October 2020, this study investigates the attitudes and sentiments among elder speakers of Meänkieli towards the languages they speak. The participants have migrated as young adults from the Torne Valley, where Meänkieli is traditionally spoken, to places in Sweden where their language use has been restricted by the lack of Meänkieli domains. The testimonies have been collected via semi-structured interviews and analysed through thematic analysis, taking perspectives from theories on language ideology, linguistic identity and linguistic biography, revealing how the participants' linguistic personas and repertoires have taken form throughout their lives, alongside their life experiences. The results show that the participants highly value their multilingualism, and that their language use is a deliberate as well as subconscious tool for expression and affirmation of identity and belonging. It is also shown that the languages often are associated with discrete chronological and geographical parts of the participants' lives. Furthermore, have the participants not passed Meänkieli on to their children, due to the lack of parental strategies and learner motivation, showcasing the importance of linguistic context and child agency in language acquisition. Future research would benefit from inclusion of a wider spectrum of social class, and from testimonies of the children of migrated Meänkieli speakers to complement the parental perspective, in order to further investigate the factors behind language shift outside of a minority language's domains., Baserat på berättelserna från fyra äldre talare av det svenska minoritetsspråket meänkieli, givna i intervjuer i oktober 2020, undersöker denna studie äldre meänkieli-talares attityder och känslor gentemot de språk de talar. Som unga vuxna har studiens deltagare flyttat från Tornedalen, där meänkieli traditionellt talas, till platser i Sverige där användandet av meänkieli begränsats av förlusten av språkdomäner. Berättelserna är inhämtade genom semi-strukturerade intervjuer, och är analyserade med hjälp av tematisk analys med perspektiv hämtade från språkideologier, språklig identitet och språklig biografi, för att påvisa hur deltagarnas språkliga personor och repertoarer har formats under deras liv och genom deras upplevelser. Resultaten visar att deltagarna sätter stort värde på sin flerspråkighet, och att de både medvetet och undermedvetet använder språken för att uttrycka och befästa språklig identitet och tillhörighet. Vidare visas hur språken ofta associeras med väldefinierade kronologiska och geografiska delar av deltagarnas liv. Deltagarna har inte fört meänkieli vidare till sina barn med anledning av brist på strategier från föräldrarna och barnens motivation att lära, vilket belyser relevansen av den språkliga omgivningen och barnets delaktighet i språkinlärningen. För att ytterligare förstå drivkrafterna bakom språkskiften utanför ett minoritetsspråks domäner skulle framtida undersökningar gynnas av att ett bredare spektrum av sociala klasser inkluderas, och av att barn till utflyttade meänkielitalare får komplettera sina föräldrars perspektiv med sina egna skildringar.

Based on the accounts by four elder speakers of the Swedish minority language Meänkieli, given in October 2020, this study investigates the attitudes and sentiments among elder speakers of Meänkieli towards the languages they speak. The participants have migrated as young adults from the Torne Valley, where Meänkieli is traditionally spoken, to places in Sweden where their language use has been restricted by the lack of Meänkieli domains. The testimonies have been collected via semi-structured interviews and analysed through thematic analysis, taking perspectives from theories on language ideology, linguistic identity and linguistic biography, revealing how the participants' linguistic personas and repertoires have taken form throughout their lives, alongside their life experiences. The results show that the participants highly value their multilingualism, and that their language use is a deliberate as well as subconscious tool for expression and affirmation of identity and belonging. It is also shown that the languages often are associated with discrete chronological and geographical parts of the participants' lives. Furthermore, have the participants not passed Meänkieli on to their children, due to the lack of parental strategies and learner motivation, showcasing the importance of linguistic context and child agency in language acquisition. Future research would benefit from inclusion of a wider spectrum of social class, and from testimonies of the children of migrated Meänkieli speakers to complement the parental perspective, in order to further investigate the factors behind language shift outside of a minority language's domains., Baserat på berättelserna från fyra äldre talare av det svenska minoritetsspråket meänkieli, givna i intervjuer i oktober 2020, undersöker denna studie äldre meänkieli-talares attityder och känslor gentemot de språk de talar. Som unga vuxna har studiens deltagare flyttat från Tornedalen, där meänkieli traditionellt talas, till platser i Sverige där användandet av meänkieli begränsats av förlusten av språkdomäner. Berättelserna är inhämtade genom semi-strukturerade intervjuer, och är analyserade med hjälp av tematisk analys med perspektiv hämtade från språkideologier, språklig identitet och språklig biografi, för att påvisa hur deltagarnas språkliga personor och repertoarer har formats under deras liv och genom deras upplevelser. Resultaten visar att deltagarna sätter stort värde på sin flerspråkighet, och att de både medvetet och undermedvetet använder språken för att uttrycka och befästa språklig identitet och tillhörighet. Vidare visas hur språken ofta associeras med väldefinierade kronologiska och geografiska delar av deltagarnas liv. Deltagarna har inte fört meänkieli vidare till sina barn med anledning av brist på strategier från föräldrarna och barnens motivation att lära, vilket belyser relevansen av den språkliga omgivningen och barnets delaktighet i språkinlärningen. För att ytterligare förstå drivkrafterna bakom språkskiften utanför ett minoritetsspråks domäner skulle framtida undersökningar gynnas av att ett bredare spektrum av sociala klasser inkluderas, och av att barn till utflyttade meänkielitalare får komplettera sina föräldrars perspektiv med sina egna skildringar.

This article analyses the social dynamics observable in a conversation with a minoritized language activist about the neighbouring speech communities. The study demonstrates that the local variety, along with its socially meaningful context, can be an important factor for the interactionally constructed local identity. The interviewee is a member of the community of practice of A Fala de Xálima, a Galician-Portuguese Romance minoritized language with about 5,000 speakers; they live in the Spanish province of Cáceres (on the border with Portugal). The analysis applies the ontological and epistemological principles of sociocultural linguistics in order to identify some indexical interactional orientations, such as stance and ideology., Celem artykułu jest analiza dynamik społecznych, które można zaobserwować w konwersacji z aktywistą na rzecz języka mniejszościowego, prowadzonej na temat sąsiednich społeczności językowych. W dalszej kolejności, celem jest ukazanie, że lokalna odmiana językowa, brana pod uwagę wraz ze swoim społecznie znaczącym kontekstem, może znacząco wpływać na lokalną tożsamość językową, budowaną w sposób interakcjonalny. Rozmowa została przeprowadzona z członkiem wspólnoty praktyki A Fala de Xálima – języka mniejszościowego należącego do galicyjsko-portugalskiej grupy języków romańskich – która liczy ok. 5000 użytkowników mieszkających w hiszpańskiej prowincji Cáceres (na granicy z Portugalią). W analizie autor posługuje się zasadami ontologiczno-epistemologicznymi tzw. językoznawstwa społeczno-kulturowego i przy ich użyciu opisuje wybrane orientacje indeksykalne o charakterze interakcjonalnym, takie jak pozycjonowania społeczne (ang. stance) i ideologie.

The article represents the results of the Tatar media discourse analysis aimed to the defining the lingua-pragmatic characteristics of bilingualism coverage and pragmatic settings of the Tatar linguistic identity as well (in relation to regional and individual bilingualism), as media discourse has “exclusive suitability [...] in researches on bilingual linguistic identity discourse” (ANTONOVNA; RISHATOVNA; GUMEROVNA, 2019). Having analyzed 50 newspaper articles and 16 posts (all found) in social network Vkontakte (vkontakte vk.com). with bilingualism as the central topic, the authors came to the following conclusions about the peculiarities of bilingualism coverage in Tatar media discourse: in traditional media discourse the problem of bilingualism is widely covered, while in Tatar internet discourse it finds rather weak coverage, but much more emotional (as the topic is raised by speakers with strong national identity only). Due to the fact that “Russian is still the prevalent functional language in all spheres of language use in Tatarstan” (VESSEY, 2013). both in traditional media discourse and internet discourse the use of the Tatar language in all spheres of life is understood as bilingualism, not the coexistence of the two official languages of the Republic, though the recognition of bilingualism as the part of national identity also takes place. The actual position of the Tatar language is stated not legitimate and both the government of the Republic and the ordinary native speakers are to be blamed for it. It is frequently mentioned that the development of harmonious bilingualism in Tatarstan requires the adoption of additional legislative measures, strict control over their compliance, wider and better implementation of the Tatar language in the educational and legislative processes, holding events in support of the tatar language, etc. in internet discourse, the problem of bilingualism in family circle is also raised., O artigo representa os resultados da análise do discurso da mídia tártara que visa definir as características linguísticas pragmáticas da cobertura do bilinguismo e configurações pragmáticas da identidade linguística tártara (em relação ao bilinguismo regional e individual), como o discurso da mídia tem “adequação exclusiva [...] em pesquisas sobre o discurso da identidade linguística bilíngue”(ANTONOVNA; RISHATOVNA; GUMEROVNA, 2019) tendo analisado 50 artigos de jornal e 16 posts (todos encontrados) na rede social vkontakte (vkontakte vk.com). tendo o bilinguismo como o tópico central, os autores chegaram às seguintes conclusões sobre as peculiaridades da cobertura do bilinguismo no discurso da mídia tártaro: no discurso da mídia tradicional, o problema do bilinguismo é amplamente coberto, enquanto no discurso da internet tártaro encontra uma cobertura bastante fraca, mas muito mais emocional (já que o tópico é levantado por palestrantes com forte identidade nacional apenas). devido ao fato de que “o russo ainda é a língua funcional prevalente em todas as esferas de uso da língua no Tartaristão” (VESSEY, 2013). tanto no discurso da mídia tradicional quanto no discurso da internet, o uso da língua tártara em todas as esferas da vida é entendido como bilinguismo, não a coexistência das duas línguas oficiais da república, embora o reconhecimento do bilinguismo como parte da identidade nacional também ocorra. a posição real da língua tártara não é declarada legítima e tanto o governo da república quanto os falantes nativos comuns são culpados por isso. é frequentemente mencionado que o desenvolvimento do bilinguismo harmonioso no Tataristão requer a adoção de medidas legislativas adicionais, controle estrito sobre seu cumprimento, implementação mais ampla e melhor da língua tártara nos processos educacionais e legislativos, realização de eventos em apoio à língua tártara etc. no discurso da internet, o problema do bilinguismo no círculo familiar também é levantado., El artículo representa los resultados del análisis del discurso de los medios tártaros dirigido a definir las características lingua-pragmáticas de la cobertura del bilingüismo y los escenarios pragmáticos de la identidad lingüística tártara también (en relación con el bilingüismo regional e individual), como lo ha hecho el discurso de los medios “ idoneidad exclusiva [...] en investigaciones sobre el discurso de la identidad lingüística bilingüe ”(ANTONOVNA; RISHATOVNA; GUMEROVNA, 2019). habiendo analizado 50 artículos periodísticos y 16 publicaciones (todas encontradas) en la red social vkontakte (vkontakte vk.com). con el bilingüismo como tema central, los autores llegaron a las siguientes conclusiones sobre las peculiaridades de la cobertura del bilingüismo en el discurso de los medios tártaros: en el discurso de los medios tradicionales, el problema del bilingüismo está ampliamente cubierto, mientras que en el discurso tártaro de internet encuentra una cobertura bastante débil, pero mucho más emocional (ya que el tema lo plantean oradores con una fuerte identidad nacional únicamente). debido al hecho de que “el ruso sigue siendo el idioma funcional predominante en todas las esferas del uso del lenguaje en tartaristán” (VESSEY, 2013). tanto en el discurso mediático tradicional como en el discurso de internet el uso de la lengua tártara en todos los ámbitos de la vida se entiende como bilingüismo, no como coexistencia de las dos lenguas oficiales de la república, aunque también se da el reconocimiento del bilingüismo como parte de la identidad nacional. se afirma que la posición real del idioma tártaro no es legítima y tanto el gobierno de la república como los hablantes nativos ordinarios son culpables de ello. con frecuencia se menciona que el desarrollo del bilingüismo armonioso en tartaristán requiere la adopción de medidas legislativas adicionales, un control estricto de su cumplimiento, una implementación más amplia y mejor del idioma tártaro en los proceso

The article is devoted to the problem of formation of linguistic and cultural competence during foreign language classes in the middle school. The influence of intercultural interference will be significantly offset by the inclusion of linguoculturological aspects in the content of teaching foreign language, which could serve as a system of unifying values that allow us to understand the boundaries of our own linguistic identity and the identity of a native speaker’s language. The article analyzes the results of a pedagogical experiment aimed at the formation of linguoculturological competences of students in middle school. All teaching methods and techniques were oriented to stimulate the students' creative speech activity, as well as cognitive aspects, which increased the efficiency of teaching the foreign language. The authors confirmed the hypothesis that the process of teaching foreign language will be more successful if the linguoculturological aspect is included in the content of what is taught, comprising the use of linguistic and cultural information as a valuable source of linguocultural material. For that reason, the conditions for successful assimilation of knowledge, the formation and improvement of linguocultural competence in the foreign language lesson in the middle school were created. The results of a pedagogical experiment could be used in a foreign language lesson in middle school., El artículo está dedicado al problema de la formación de competencias lingüísticas y culturales durante una lección de lengua extranjera en una escuela secundaria. La influencia de la interferencia intercultural se verá compensada significativamente por la inclusión del aspecto lingüístico-cultural en el contenido de la enseñanza de la lengua extranjera, que podría servir como un sistema de valores unificadores que nos permitan comprender los límites de nuestra propia identidad lingüística y la identidad de un nativo. el idioma del hablante. El artículo analiza los resultados de un experimento pedagógico dirigido a la formación de la competencia lingüística cultural de los estudiantes de la escuela media. Todos los métodos y técnicas de enseñanza fueron orientados a estimular la actividad del habla creativa de los estudiantes, así como la cognitiva, lo que aumentó la eficiencia de la enseñanza de la lengua extranjera.Los autores confirmaron la hipótesis de que el proceso de enseñanza de la lengua extranjera será más exitoso si se El aspecto lingüístico se incluye en el contenido de esa enseñanza, que comprende el uso de información lingüística y cultural como una fuente valiosa de material lingüístico cultural. Por esa razón, se crearon las condiciones para la asimilación exitosa de conocimientos, la formación y mejora de la competencia lingüística en la lección de lengua extranjera en la escuela media. Los resultados de un experimento pedagógico podrían usarse en una lección de lengua extranjera en la escuela secundaria.

The paper analyzes the nominal forms of treatment as a feature of linguistic identity in the youth-speaking communities in Bogotá D.C. The methodology was approached from four stages: selection of the informants from the technique of qualified selective sampling; choice of data collection instruments (spontaneous recording, sociolinguistic questionnaire, in-depth interview and focus group); organization of the corpus and analysis of the data obtained from the perspective of interactional sociolinguistics.The results generated a direct relationship between the formulas of nominal treatment as a central feature of the linguistic identity in juvenile speech of the studied speech community, which is configured through linguistic awareness, linguistic behavior, group cohesion, practices discussion, communication stablished in the mass media and social networks. It is concluded that the various social deictics are a definitive feature of the linguistic identity in youth speech in the various youth communication scenarios., O artigo analisa se as fórmulas de tratamento nominal, são uma característica da identidade linguística nas comunidades de expressão juvenil na localidade de Kennedy, Bogotá D.C. A metodologia foi abordada em quatro fases: selecção de informadores com a técnica de amostragem selectiva qualificada; escolha de instrumentos de recolha de dados (registo espontâneo, questionário sociolinguístico, entrevista aprofundada e grupo focal); organização do corpus e análise dos dados obtidos a partir da perspectiva da sociolinguística interactiva. Os resultados mostraram uma relação directa entre as fórmulas de tratamento nominal como uma característica central da identidade linguística no discurso juvenil da comunidade estudada, que se configura através da consciência linguística, comportamento linguístico, coesão grupal, práticas discursivas, comunicação nos meios de comunicação de massas e redes sociais. Conclui-se que os vários deictics sociais são uma característica definitiva da identidade linguística no discurso dos jovens em vários cenários comunicativos., El artículo analiza si las fórmulas de tratamiento nominal, son un rasgo de identidad lingüística en las comunidades de habla juveniles en la localidad de Kennedy, Bogotá D.C. La metodología se abordó desde cuatro etapas: selección de los informantes con la técnica del muestreo selectivo cualificado; elección de los instrumentos de recolección de datos (grabación espontánea, cuestionario sociolingüístico, entrevista a profundidad y grupo focal); organización del corpus y análisis de los datos obtenidos desde la perspectiva de la sociolingüística interaccional. Los resultados arrojaron una relación directa entre las fórmulas de tratamiento nominal como rasgo central de la identidad lingüística en habla juvenil de la comunidad de habla estudiada, la cual se configura a través de la conciencia lingüística, el comportamiento lingüístico, la cohesión grupal, las prácticas discusivas, la comunicación efectuada en los medios masivos de comunicación y las redes sociales. Se concluye que los diversos deícticos sociales son un rasgo definitivo de la identidad lingüística en el habla juvenil en los diversos escenarios comunicativos.

Denna studie utgår från ett sociokulturellt perspektiv i sin undersökning om tornedalska elevers språkliga identitet och relation till meänkieli. Studien utfördes genom triangulering som bestod av visuella språkliga porträtt, gruppintervjuer och fältanteckningar i tre fjärdeklasser i två olika tornedalska skolor. Metoden visuella språkliga porträtt, även kallad språkporträtt, är en unik metod som inte använts i tidigare svensk forskning om minoritetsspråk. Den kreativa process som arbetet med språkporträtt innebär för eleverna hjälper eleverna att utveckla sina tankar om språk och identitet. Tillsammans med gruppintervjuer och fältanteckningar ger denna studie ett slutresultat med hög reliabilitet och validitet. I studien synliggörs även vilka luckor det finns kring beskrivningen av tornedalingarnas historia. Resultatet av denna studie sammanfattar att meänkieli fortsättningsvis är en betydelsefull del av tornedalska elevers språkliga identitet. Åtta av 20 elever vill lära sig mer meänkieli då språket är en essentiell del av elevernas kultur och identitet. Detta är ett viktigt resultat för att ge ny glöd och motivering till att revitaliserings-arbetet av meänkieli ska fortgå. Vidare visar resultatet av denna studie att dialekter har en stor betydelse för elevers språkliga identitet. Eleverna beskriver sitt muntliga språkbruk i form av olika svenska dialekter. Tornedalska elever är inte representerade i aktuell forskning och denna studie bidrar med en viktig röst till samtalet om hur språk, kultur och identitet är faktorer som inte går att skilja åt. På så vis innebär en framtid för meänkieli även en framtid för den tornedalska kulturen och identiteten., This study is based on a socio-cultural perspective and aims to examine Swedish Tornedalian pupils´ linguistic identity and relationship to meänkieli. The study was performed by triangulation which consisted of visual linguistic portraits, group interviews and field notes in three classes in fourth year in two different schools in Swedish Tornedalen. The method visual linguistic portraits, also called language portraits in this study, is a unique method that has not been used in previous Swedish research about minority languages. The creative process of working with the language portraits helps pupils develop their thoughts about language and identity. Together with group interviews and field notes, this study has a high reliability and validity. In this study it also becomes clear what historical gaps that exist around the description of Swedish Tornedalen. A summary of the study still shows that meänkieli is a very important part of Swedish Tornedalian pupils’ linguistic identity. Eight out of 20 pupils want to learn more meänkieli because pupils describe the language as an essential part of their culture and identity. This is an important result to give the revitalization of meänkieli more energy and motivation. Furthermore, the results of this study show that dialects are of great importance for pupils´ linguistic identity. The pupils describe their oral language in form of different Swedish dialects. Tornedalian pupils are not represented in current research and this study contributes with an important voice to the conversation about how language, culture and identity are factors that cannot be distinguished. In this way, a future for meänkieli also means a future for the culture and identity of Tornedalen in Sweden., Tämän tutkimusten tarkoitus on selvittää ruottin toornionlaakson koulukläppiteen kielellinen itenttiteetti ja suhe meänkieleen. Tutkimuksen teoria perustuu sosiokyltturinen näkökulma ja tehtiin triangulerinkiin kautta jota sisältää visyallinen kielellinen potretti, joukkointerjyyvit ja panna kirjoihin. Tutkimuksessa on mukana kolme eri luokkia kaksi eri meänmaan koulusta. Metuuti visyallinen kielellinen potretti myös sanottu kielipotretti, ei ole ennen nähty ruottin riikin tutkimuksissa minuriteettikielissä. Koulukläppiteen kreativi työskentely kielipotrettiten kanssa auttaa ne käsittäämään niien ajatukset kielestä ja itenttiteettistä. Tutkimuksen lopputulos on vahva reliabiliteetti ja validiteetti triangulerinkiin kautta. Tutkimukssessa selvästi tulle näkön mikkä putteet meänmaan histoorialinen muistelussa on. Lopputulos tästä tutkimuksesta on että meänkieli jatkuvasti on kolon tärkeä osa ruottin toornionlaakson koulukläppiten kielellinen itenttiteettiä. Kaheksan koulukläppiä kaksikymmenestä halvaavat oppia enemmän meänkieltä. Meänkieli on niien mielestä tärkeä osaa kylttuuristä ja itentitettistä. Nämät tulokset ovat tärkeitä revitaliserings teko meänkielelle. Eespäin lopputulos näyttä että dialektit ovat iso osa kielellisestä itenttittettistä. Koulukläppit korostavat että niien suullinen kieli on joku ruottin dialekti. Koska ruottin toornionlaakson koulukläppit ei ole edustettuina missän aktyellissa tutkintossa tämän tutkimuksen tarkoitus on että nostaa ja laajenaa kansapuhe miten kieli, kylttuuri ja itenttiteetti ovat tekiötä jotta ei voi eroitella. Täten tulevaisuus meänkielelle tarkoittaa myös tulevaisuus meänmaan kylttuurille ja itenttiteettille.

Code-switching (CS) is a linguistic activity typical of bilingual speakers, and thus, a central feature characterising Latino/a literature. The present study reads Junot Díaz’s “Invierno,” a short story from This Is How You Lose Her (2012), with a focus on the oral code-switches that the bilingual Latino/a characters make from English—their second language (L2)—to Spanish—their first language (L1). More specifically, it explores the relationship between CS, language emotionality and identity. The Spanish code-switches are analysed in terms of the emotionality degree they elicit and, linguistically, according to frequency and type—intersentential CS, intrasentential CS and tag-switching. The results reveal a low percentage of Spanish vocabulary, which, nevertheless, fills the story with Latino-Dominican touches and transports the reader to the Caribbean lifestyle. This is probably due to the fact that most are emotionally charged words and expressions, which supports the idea that the frequency of CS to L1 increases when talking about emotional topics with known interlocutors. Thefindings suggest that the L1 and the L2 play different roles in the characters’ lives: the former is preferred for cultural and emotional expressions and is the language the one they identify with more, while the latter is colder and more objective., El cambio de código es una actividad lingüística típica en hablantes bilingües y, por lo tanto, un rasgo característico de la literatura latina. El presente estudio propone una lectura de “Invierno,” una de los cuentos de This Is How You Lose Her (2012), de Junot Díaz, a partir de los cambios de código orales que los personajes latinos bilingües hacen del inglés—su segunda lengua (L2)—al español—su primera lengua (L1). En concreto, explora la relación entre el cambio de código, la emocionalidad del lenguaje y la identidad. Los cambios de código al español se analizan en relación al grado de emocionalidad que transmiten y, lingüísticamente, según la frecuencia y el tipo—intersentential CS, intrasentential CS y tagswitching. Los resultados revelan un bajo porcentaje de vocabulario en español, que, no obstante, llena la historia de toques latino-dominicanos y transporta al lector al estilo de vida caribeño. Probablemente esto se debe al hecho de que la mayoría de las palabras y expresiones españolas tienen carga cultural y emocional, lo cual apoya la idea de que la frecuencia de cambio de código a la primera lengua aumenta al hablar sobre temas emocionales con interlocutores conocidos. Los resultados sugieren que la L1 y la L2 desempeñan roles diferentes en la vida de los personajes, siendo la primera la preferida para la expresión emocional y con la que más se identifican y la segunda más fría y objetiva.

The objective of this article is to analyze the long polemic that surrounds pronunciation as a national identity mark, as some “hommes des lettres” maintained in the pages of the Diario de México. Jacobo de Villaurrutia, editor and collaborator of the newspaper, was the most important voice that led the controversy toward a more open and less normative position., Resumen: El objetivo de este artículo es analizar la larga polémica que, en torno a la pronunciación, como marca de identidad nacional, sostuvieron algunos letrados en las páginas del Diario de México. Jacobo de Villaurrutia, editor y colaborador del periódico, fue la voz más importante que condujo la polémica hacia una postura más abierta y menos normativa.

Denna studie utgår från ett sociokulturellt perspektiv i sin undersökning om tornedalska elevers språkliga identitet och relation till meänkieli. Studien utfördes genom triangulering som bestod av visuella språkliga porträtt, gruppintervjuer och fältanteckningar i tre fjärdeklasser i två olika tornedalska skolor. Metoden visuella språkliga porträtt, även kallad språkporträtt, är en unik metod som inte använts i tidigare svensk forskning om minoritetsspråk. Den kreativa process som arbetet med språkporträtt innebär för eleverna hjälper eleverna att utveckla sina tankar om språk och identitet. Tillsammans med gruppintervjuer och fältanteckningar ger denna studie ett slutresultat med hög reliabilitet och validitet. I studien synliggörs även vilka luckor det finns kring beskrivningen av tornedalingarnas historia. Resultatet av denna studie sammanfattar att meänkieli fortsättningsvis är en betydelsefull del av tornedalska elevers språkliga identitet. Åtta av 20 elever vill lära sig mer meänkieli då språket är en essentiell del av elevernas kultur och identitet. Detta är ett viktigt resultat för att ge ny glöd och motivering till att revitaliserings-arbetet av meänkieli ska fortgå. Vidare visar resultatet av denna studie att dialekter har en stor betydelse för elevers språkliga identitet. Eleverna beskriver sitt muntliga språkbruk i form av olika svenska dialekter. Tornedalska elever är inte representerade i aktuell forskning och denna studie bidrar med en viktig röst till samtalet om hur språk, kultur och identitet är faktorer som inte går att skilja åt. På så vis innebär en framtid för meänkieli även en framtid för den tornedalska kulturen och identiteten., This study is based on a socio-cultural perspective and aims to examine Swedish Tornedalian pupils´ linguistic identity and relationship to meänkieli. The study was performed by triangulation which consisted of visual linguistic portraits, group interviews and field notes in three classes in fourth year in two different schools in Swedish Tornedalen. The method visual linguistic portraits, also called language portraits in this study, is a unique method that has not been used in previous Swedish research about minority languages. The creative process of working with the language portraits helps pupils develop their thoughts about language and identity. Together with group interviews and field notes, this study has a high reliability and validity. In this study it also becomes clear what historical gaps that exist around the description of Swedish Tornedalen. A summary of the study still shows that meänkieli is a very important part of Swedish Tornedalian pupils’ linguistic identity. Eight out of 20 pupils want to learn more meänkieli because pupils describe the language as an essential part of their culture and identity. This is an important result to give the revitalization of meänkieli more energy and motivation. Furthermore, the results of this study show that dialects are of great importance for pupils´ linguistic identity. The pupils describe their oral language in form of different Swedish dialects. Tornedalian pupils are not represented in current research and this study contributes with an important voice to the conversation about how language, culture and identity are factors that cannot be distinguished. In this way, a future for meänkieli also means a future for the culture and identity of Tornedalen in Sweden., Tämän tutkimusten tarkoitus on selvittää ruottin toornionlaakson koulukläppiteen kielellinen itenttiteetti ja suhe meänkieleen. Tutkimuksen teoria perustuu sosiokyltturinen näkökulma ja tehtiin triangulerinkiin kautta jota sisältää visyallinen kielellinen potretti, joukkointerjyyvit ja panna kirjoihin. Tutkimuksessa on mukana kolme eri luokkia kaksi eri meänmaan koulusta. Metuuti visyallinen kielellinen potretti myös sanottu kielipotretti, ei ole ennen nähty ruottin riikin tutkimuksissa minuriteettikielissä. Koulukläppiteen kreativi työskentely kielipotrettiten kanssa auttaa ne käsittäämään niien ajatukset kielestä ja itenttiteettistä. Tutkimuksen lopputulos on vahva reliabiliteetti ja validiteetti triangulerinkiin kautta. Tutkimukssessa selvästi tulle näkön mikkä putteet meänmaan histoorialinen muistelussa on. Lopputulos tästä tutkimuksesta on että meänkieli jatkuvasti on kolon tärkeä osa ruottin toornionlaakson koulukläppiten kielellinen itenttiteettiä. Kaheksan koulukläppiä kaksikymmenestä halvaavat oppia enemmän meänkieltä. Meänkieli on niien mielestä tärkeä osaa kylttuuristä ja itentitettistä. Nämät tulokset ovat tärkeitä revitaliserings teko meänkielelle. Eespäin lopputulos näyttä että dialektit ovat iso osa kielellisestä itenttittettistä. Koulukläppit korostavat että niien suullinen kieli on joku ruottin dialekti. Koska ruottin toornionlaakson koulukläppit ei ole edustettuina missän aktyellissa tutkintossa tämän tutkimuksen tarkoitus on että nostaa ja laajenaa kansapuhe miten kieli, kylttuuri ja itenttiteetti ovat tekiötä jotta ei voi eroitella. Täten tulevaisuus meänkielelle tarkoittaa myös tulevaisuus meänmaan kylttuurille ja itenttiteettille.

The objective of this article is to analyze the long polemic that surrounds pronunciation as a national identity mark, as some “hommes des lettres” maintained in the pages of the Diario de México. Jacobo de Villaurrutia, editor and collaborator of the newspaper, was the most important voice that led the controversy toward a more open and less normative position., Resumen: El objetivo de este artículo es analizar la larga polémica que, en torno a la pronunciación, como marca de identidad nacional, sostuvieron algunos letrados en las páginas del Diario de México. Jacobo de Villaurrutia, editor y colaborador del periódico, fue la voz más importante que condujo la polémica hacia una postura más abierta y menos normativa.

Code-switching (CS) is a linguistic activity typical of bilingual speakers, and thus, a central feature characterising Latino/a literature. The present study reads Junot Díaz’s “Invierno,” a short story from This Is How You Lose Her (2012), with a focus on the oral code-switches that the bilingual Latino/a characters make from English—their second language (L2)—to Spanish—their first language (L1). More specifically, it explores the relationship between CS, language emotionality and identity. The Spanish code-switches are analysed in terms of the emotionality degree they elicit and, linguistically, according to frequency and type—intersentential CS, intrasentential CS and tag-switching. The results reveal a low percentage of Spanish vocabulary, which, nevertheless, fills the story with Latino-Dominican touches and transports the reader to the Caribbean lifestyle. This is probably due to the fact that most are emotionally charged words and expressions, which supports the idea that the frequency of CS to L1 increases when talking about emotional topics with known interlocutors. Thefindings suggest that the L1 and the L2 play different roles in the characters’ lives: the former is preferred for cultural and emotional expressions and is the language the one they identify with more, while the latter is colder and more objective., El cambio de código es una actividad lingüística típica en hablantes bilingües y, por lo tanto, un rasgo característico de la literatura latina. El presente estudio propone una lectura de “Invierno,” una de los cuentos de This Is How You Lose Her (2012), de Junot Díaz, a partir de los cambios de código orales que los personajes latinos bilingües hacen del inglés—su segunda lengua (L2)—al español—su primera lengua (L1). En concreto, explora la relación entre el cambio de código, la emocionalidad del lenguaje y la identidad. Los cambios de código al español se analizan en relación al grado de emocionalidad que transmiten y, lingüísticamente, según la frecuencia y el tipo—intersentential CS, intrasentential CS y tagswitching. Los resultados revelan un bajo porcentaje de vocabulario en español, que, no obstante, llena la historia de toques latino-dominicanos y transporta al lector al estilo de vida caribeño. Probablemente esto se debe al hecho de que la mayoría de las palabras y expresiones españolas tienen carga cultural y emocional, lo cual apoya la idea de que la frecuencia de cambio de código a la primera lengua aumenta al hablar sobre temas emocionales con interlocutores conocidos. Los resultados sugieren que la L1 y la L2 desempeñan roles diferentes en la vida de los personajes, siendo la primera la preferida para la expresión emocional y con la que más se identifican y la segunda más fría y objetiva.

This review article covers the International scientific and practical conference "Traditions and Innovations in Developing Stu­dents' Professional Lingual Identity". In 2019 the conference was initi­ated and organized by the chair of Russian and foreign languages and speech culture of The Ural State Law University (Ekaterinburg, Russia). Scientific and methodological themes of the conference united scien­tists from the Russian Federation and other countries (China, Kyrgyz­stan, USA) by their research interests. The article summarizes the key ideas of the reports presented by the participants., В статье представлены материалы Международной научно-методической конференции "Применение традиционных и инновационных технологий развития профессиональной языковой личности студентов", прошедшей 14 февраля 2019 г. в Екатеринбурге.

The following paper looks at how users of Spanglish, a hybrid that was born from the interactions of those who live in an English-speaking country like the US and keep their Hispanic linguistic roots, might not be just using it because it’s only natural, but they might be doing it in purpose as a way of enacting their identities. Special attention is taken to the case of students of Spanish as a Heritage Language, since they are the ones that seem to be using this register the most. In this case, it is discussed the teaching of the standard variety of Spanish to Heritage Language Learners (HLLs), and the incorporation and value of other forms of Spanish, even Spanglish., El siguiente trabajo se enfoca en cómo los usuarios del "spanglish", un híbrido que nace de las interacciones entre aquellos que viven en un país de habla inglesa como es EE. UU. y mantienen sus raíces lingüísticas latinas, podrían estar usándolo no solo porque les resulta natural, sino que estarían haciéndolo para visibilizar su identidad. Se le presta especial atención al caso de los estudiantes de español como lengua por herencia, ya que son ellos los que parecen estar utilizando este registro principalmente. En este caso, se discute el tema de la enseñanza de la variedad estándar del español a estudiantes de español por herencia, y la incorporación y valorización de otras formas de español, incluso de "spanglish".

The following paper looks at how users of Spanglish, a hybrid that was born from the interactions of those who live in an English-speaking country like the US and keep their Hispanic linguistic roots, might not be just using it because it’s only natural, but they might be doing it in purpose as a way of enacting their identities. Special attention is taken to the case of students of Spanish as a Heritage Language, since they are the ones that seem to be using this register the most. In this case, it is discussed the teaching of the standard variety of Spanish to Heritage Language Learners (HLLs), and the incorporation and value of other forms of Spanish, even Spanglish., El siguiente trabajo se enfoca en cómo los usuarios del "spanglish", un híbrido que nace de las interacciones entre aquellos que viven en un país de habla inglesa como es EE. UU. y mantienen sus raíces lingüísticas latinas, podrían estar usándolo no solo porque les resulta natural, sino que estarían haciéndolo para visibilizar su identidad. Se le presta especial atención al caso de los estudiantes de español como lengua por herencia, ya que son ellos los que parecen estar utilizando este registro principalmente. En este caso, se discute el tema de la enseñanza de la variedad estándar del español a estudiantes de español por herencia, y la incorporación y valorización de otras formas de español, incluso de "spanglish".

La obra novelística de Maïssa Bey gira en torno a la cultura, la sociedad y la identidad argelinas, donde se encuentra una lengua francesa rehabilitada para servir efectivamente a las intenciones del autor, en sustitución de la lengua materna, la lengua «argelina». La novelista nos ofrece una obra en la que su lengua materna se impone a través de la cultura y la oralidad que representan los dos lados de una memoria colectiva única y esto, en un idioma, el francés, que ella supo personalizar. En este artículo, estudiamos y desvelamos la dimensión identidad-lingüística, así como la perspectiva intercultural que caracteriza la escritura de Maïssa Bey., The literary works of Maïssa Bey are presented in the form of novels that deal with Algerian culture, society, and identity, and in them a readjusted French language, that substitutes the native “Algerian” language, is utilized in order to effectively serve the author’s intentions. The writer offers us a novel in which her native language is made overwhelming through culture and orality, which represent the two sides of a single collective memory throughout a French language she knew how to personalize. In this paper, we study and unveil the linguistic-identity dimension and the intercultural perspective that characterize Maïssa Bey’s writing.

The following paper looks at how users of Spanglish, a hybrid that was born from the interactions of those who live in an English-speaking country like the US and keep their Hispanic linguistic roots, might not be just using it because it’s only natural, but they might be doing it in purpose as a way of enacting their identities. Special attention is taken to the case of students of Spanish as a Heritage Language, since they are the ones that seem to be using this register the most. In this case, it is discussed the teaching of the standard variety of Spanish to Heritage Language Learners (HLLs), and the incorporation and value of other forms of Spanish, even Spanglish., El siguiente trabajo se enfoca en cómo los usuarios del "spanglish", un híbrido que nace de las interacciones entre aquellos que viven en un país de habla inglesa como es EE. UU. y mantienen sus raíces lingüísticas latinas, podrían estar usándolo no solo porque les resulta natural, sino que estarían haciéndolo para visibilizar su identidad. Se le presta especial atención al caso de los estudiantes de español como lengua por herencia, ya que son ellos los que parecen estar utilizando este registro principalmente. En este caso, se discute el tema de la enseñanza de la variedad estándar del español a estudiantes de español por herencia, y la incorporación y valorización de otras formas de español, incluso de "spanglish".

La obra novelística de Maïssa Bey gira en torno a la cultura, la sociedad y la identidad argelinas, donde se encuentra una lengua francesa rehabilitada para servir efectivamente a las intenciones del autor, en sustitución de la lengua materna, la lengua «argelina». La novelista nos ofrece una obra en la que su lengua materna se impone a través de la cultura y la oralidad que representan los dos lados de una memoria colectiva única y esto, en un idioma, el francés, que ella supo personalizar. En este artículo, estudiamos y desvelamos la dimensión identidad-lingüística, así como la perspectiva intercultural que caracteriza la escritura de Maïssa Bey., The literary works of Maïssa Bey are presented in the form of novels that deal with Algerian culture, society, and identity, and in them a readjusted French language, that substitutes the native “Algerian” language, is utilized in order to effectively serve the author’s intentions. The writer offers us a novel in which her native language is made overwhelming through culture and orality, which represent the two sides of a single collective memory throughout a French language she knew how to personalize. In this paper, we study and unveil the linguistic-identity dimension and the intercultural perspective that characterize Maïssa Bey’s writing.

The following paper looks at how users of Spanglish, a hybrid that was born from the interactions of those who live in an English-speaking country like the US and keep their Hispanic linguistic roots, might not be just using it because it’s only natural, but they might be doing it in purpose as a way of enacting their identities. Special attention is taken to the case of students of Spanish as a Heritage Language, since they are the ones that seem to be using this register the most. In this case, it is discussed the teaching of the standard variety of Spanish to Heritage Language Learners (HLLs), and the incorporation and value of other forms of Spanish, even Spanglish., El siguiente trabajo se enfoca en cómo los usuarios del "spanglish", un híbrido que nace de las interacciones entre aquellos que viven en un país de habla inglesa como es EE. UU. y mantienen sus raíces lingüísticas latinas, podrían estar usándolo no solo porque les resulta natural, sino que estarían haciéndolo para visibilizar su identidad. Se le presta especial atención al caso de los estudiantes de español como lengua por herencia, ya que son ellos los que parecen estar utilizando este registro principalmente. En este caso, se discute el tema de la enseñanza de la variedad estándar del español a estudiantes de español por herencia, y la incorporación y valorización de otras formas de español, incluso de "spanglish".

The following paper looks at how users of Spanglish, a hybrid that was born from the interactions of those who live in an English-speaking country like the US and keep their Hispanic linguistic roots, might not be just using it because it’s only natural, but they might be doing it in purpose as a way of enacting their identities. Special attention is taken to the case of students of Spanish as a Heritage Language, since they are the ones that seem to be using this register the most. In this case, it is discussed the teaching of the standard variety of Spanish to Heritage Language Learners (HLLs), and the incorporation and value of other forms of Spanish, even Spanglish., El siguiente trabajo se enfoca en cómo los usuarios del "spanglish", un híbrido que nace de las interacciones entre aquellos que viven en un país de habla inglesa como es EE. UU. y mantienen sus raíces lingüísticas latinas, podrían estar usándolo no solo porque les resulta natural, sino que estarían haciéndolo para visibilizar su identidad. Se le presta especial atención al caso de los estudiantes de español como lengua por herencia, ya que son ellos los que parecen estar utilizando este registro principalmente. En este caso, se discute el tema de la enseñanza de la variedad estándar del español a estudiantes de español por herencia, y la incorporación y valorización de otras formas de español, incluso de "spanglish".

Introduction. Nowadays, in the modern world there is a marked tendency towards increasing mobility of the population. The problem of regular complex monitoring of migration processes is caused by the need for assimilation of representatives of the ethnic minorities arriving to the permanent residence to regions of Russia, which neither geographically, nor linguistically are areas with high concentrations of their native ethnic groups. Unfortunately, statistical information on migrants in the majority of regions is limited to the results of national population censuses. In the meantime, the lack of analytical work does not enable to solve effectively a number of essential social problems, including the field of education where teachers often face problems of training of pupils of multinational composition and have to consider a linguistic identity of ethnic minorities. The aim of the present article is to reveal and describe the principles of determination of linguistic identity of ethnic groups according to their influence on activity of subjects of education and educational policy of the region (the case study of the representatives of various ethnic groups, living in the south of the Tyumen Region, the town of Ishim).Methodology and research methods. The study was based on a comparative historical method of investigation. The main research methods involve: contentanalysis of legislative acts and documents; participant and non-participant observation over the migrants’ children during individual work on teaching the Russian and English languages; qualitative and quantitative analysis; the survey methods, including the expert questionnaires, conducted by specially developed techniques. Results and scientific novelty. The full linguistic representation of the city with the multinational population is given on the basis of the statistical data obtained from official sources and gained during the empirical research. The language strategies used by migrants are describe, Введение. В современном мире заметна тенденция роста мобильности населения. Необходимость ассимиляции представителей национальных меньшинств, прибывающих на постоянное место жительства в регионы России, которые ни географически, ни лингвистически не являются территориями компактного проживания их родных этносов, актуализирует задачу регулярного комплексного мониторинга миграционных процессов. К сожалению, в большинстве регионов статистическая информация о мигрантах ограничена результатами национальных переписей населения. Вместе с тем, отсутствие аналитической работы не позволяет эффективно решать ряд насущных социальных задач, в том числе в области образования, где педагоги часто сталкиваются с проблемами обучения многонационального состава учеников и должны учитывать языковое своеобразие этнических меньшинств. Цель изложенного в статье исследования – на примере национального состава жителей одного из городов юга Тюменской области (г. Ишима) выявить и описать принципы определения языковой идентичности этносов с точки зрения их влияния на деятельность субъектов образования и образовательную политику региона. Методы и методики. Работа выполнялась с опорой на сравнительно-исторический метод. Использовались контент-анализ законодательных актов и документов; невключенное и включенное наблюдение за детьми мигрантов в ходе индивидуальной работы по преподаванию им русского и английского языков; качественный и количественный анализ; опрос, в том числе экспертный, по специально разработанным методикам. Результаты и научная новизна. На основе статистических данных, почерпнутых из официальных источников и полученных в результате эмпирического исследования, дана полная языковая картина города с многонациональным населением. Описаны языковые стратегии, применяющиеся в среде мигрантов. Обозначен комплекс принципов, по которым представители различных этносов устанавливают свое языковое тождество. Позиционирование языковой самоидентичности рассмотрено как фактор, воздействующий на

The present work has as objective to study the loranisms, from a rejoinder perspective: sociolinguistic and anthropological-cultural, in the novel The exodus of Yangana. Therefore, the Lojana culture moves linguistically by the use of lojanismos, those that survive in the collective memory: by the daily conversational use of the Lojano speakers and by the literary use of their writers and intellectuals. In a special way, these expressive forms in the exodus of Yangana, the archetypal novel narrative in the use of the stylistics of lojanismos, given that this particularity corresponds to a type of realistic literature-manners. Ángel Felicísimo Rojas, through the mouths of his characters, transmits Loja’s native speech, reproducing a dialect that highlights the lexical singularities and semantic competences of the inhabitants of the southern region of Ecuador., El presente trabajo tiene como objetivo estudiar los lojanismos, desde una perspectiva dúplice: sociolingüística y antropológico-cultural, en la novela El éxodo de Yangana. Por lo tanto, la cultura lojana se mueve lingüísticamente por el uso de lojanismos, los cuales perviven en la memoria colectiva: por el uso conversacional cotidiano de los hablantes lojanos y por el empleo literario de sus escritores e intelectuales. De manera especial, estas formas expresivas relucen en El éxodo de Yangana, narración novelesca arquetípica en la utilización estilística de lojanismos, dado que tal particularidad corresponde a un tipo de literatura realista-costumbrista. Ángel Felicísimo Rojas, por boca de sus personajes, transmite el habla autóctona lojana, reproduciendo un dialecto que pone de relieve las singularidades lexicales y competencias semánticas de los habitantes de la región austral del Ecuador.

The present work has as objective to study the loranisms, from a rejoinder perspective: sociolinguistic and anthropological-cultural, in the novel The exodus of Yangana. Therefore, the Lojana culture moves linguistically by the use of lojanismos, those that survive in the collective memory: by the daily conversational use of the Lojano speakers and by the literary use of their writers and intellectuals. In a special way, these expressive forms in the exodus of Yangana, the archetypal novel narrative in the use of the stylistics of lojanismos, given that this particularity corresponds to a type of realistic literature-manners. Ángel Felicísimo Rojas, through the mouths of his characters, transmits Loja’s native speech, reproducing a dialect that highlights the lexical singularities and semantic competences of the inhabitants of the southern region of Ecuador., El presente trabajo tiene como objetivo estudiar los lojanismos, desde una perspectiva dúplice: sociolingüística y antropológico-cultural, en la novela El éxodo de Yangana. Por lo tanto, la cultura lojana se mueve lingüísticamente por el uso de lojanismos, los cuales perviven en la memoria colectiva: por el uso conversacional cotidiano de los hablantes lojanos y por el empleo literario de sus escritores e intelectuales. De manera especial, estas formas expresivas relucen en El éxodo de Yangana, narración novelesca arquetípica en la utilización estilística de lojanismos, dado que tal particularidad corresponde a un tipo de literatura realista-costumbrista. Ángel Felicísimo Rojas, por boca de sus personajes, transmite el habla autóctona lojana, reproduciendo un dialecto que pone de relieve las singularidades lexicales y competencias semánticas de los habitantes de la región austral del Ecuador.

The article describes the lexicon in B. Akunin blog posts using the method of content analysis. The main parameters of the analysis were the functional-style belonging of lexical units, words of emotional expression, imagery and the author’s presense in the text., Работа посвящена описанию лексики в записях блога Б. Акунина с применением метода контент-анализа. Основными параметрами анализа были выбраны функционально-стилевая принадлежность лексических единиц, эмоционально-экспрессивная окраска, степень образности и авторское «присутствие» в тексте.

This essay deals with the use of linguistic stereotypes in three different movies with British accents, namely Harry Potter and the Order of the Phoenix, The Lord of the Rings: The Fellowship of the Ring and Narnia: The Lion the Witch and the Wardrobe, with a main focus on phonology. It investigates whether attitudes towards British accents found in studies about ideological beliefs about accent variation are reflected in the selected movies and discusses the notion of linguistic identity. The essay analyses how studies of perceived prestige and attractiveness of accents correlates to the character types males, females, main heroes, villains, comic relief and mentors in the selected movies. The essay finds a correlation between Received Pronunciation and every character type. It also finds that accents rated high on the discussed lists most often correlate to the character types mentor, villain and hero, while accents lower down on the list correlates with the character types comic relief and villains. The use of accents in these movies is probably intentional and not coincidental.

After their forced conversion on 1501, the Moorish community of the Kingdom of Castille faces a complex process of cultural assimilation required by the Crown, in which stands out, because of its visibility, the prohibition of Arabic or “algarabía”. References to said language, specially to that of the Moorish minority, are continuous, as Arabic is thoroughly identified with Islam and its conservation with the absence of the assimilation that the Castillian Crown pursued. Therefore, we study the language as one of the more evident distinguishing features of this group, for its symbolic nature, that translates to their writing and their proper names., Tras la conversión forzosa de 1501, la comunidad morisca del reino de Castilla se enfrenta a un complejo proceso de asimilación cultural exigido por la Corona, en el que destaca, por su visibilidad, la prohibición de la lengua árabe o “algarabía”. Las referencias a esta situación lingüística, sobre todo a la de la minoría morisca, son continuas, ya que el árabe se identifica plenamente con la religión islámica y su conservación con la ausencia de la asimilación que perseguía la Corona castellana. Estudiamos, pues, la lengua como una de las señas de identidad más evidentes de este grupo, por su carácter simbólico, que se traslada a la escritura e incluso al nombre propio.

After their forced conversion on 1501, the Moorish community of the Kingdom of Castille faces a complex process of cultural assimilation required by the Crown, in which stands out, because of its visibility, the prohibition of Arabic or “algarabía”. References to said language, specially to that of the Moorish minority, are continuous, as Arabic is thoroughly identified with Islam and its conservation with the absence of the assimilation that the Castillian Crown pursued. Therefore, we study the language as one of the more evident distinguishing features of this group, for its symbolic nature, that translates to their writing and their proper names., Tras la conversión forzosa de 1501, la comunidad morisca del reino de Castilla se enfrenta a un complejo proceso de asimilación cultural exigido por la Corona, en el que destaca, por su visibilidad, la prohibición de la lengua árabe o “algarabía”. Las referencias a esta situación lingüística, sobre todo a la de la minoría morisca, son continuas, ya que el árabe se identifica plenamente con la religión islámica y su conservación con la ausencia de la asimilación que perseguía la Corona castellana. Estudiamos, pues, la lengua como una de las señas de identidad más evidentes de este grupo, por su carácter simbólico, que se traslada a la escritura e incluso al nombre propio.

This essay deals with the use of linguistic stereotypes in three different movies with British accents, namely Harry Potter and the Order of the Phoenix, The Lord of the Rings: The Fellowship of the Ring and Narnia: The Lion the Witch and the Wardrobe, with a main focus on phonology. It investigates whether attitudes towards British accents found in studies about ideological beliefs about accent variation are reflected in the selected movies and discusses the notion of linguistic identity. The essay analyses how studies of perceived prestige and attractiveness of accents correlates to the character types males, females, main heroes, villains, comic relief and mentors in the selected movies. The essay finds a correlation between Received Pronunciation and every character type. It also finds that accents rated high on the discussed lists most often correlate to the character types mentor, villain and hero, while accents lower down on the list correlates with the character types comic relief and villains. The use of accents in these movies is probably intentional and not coincidental.

В статье рассматриваются средства коммуникативного образования, способствующие развитию исследовательских навыков при обучении иностранному языку студентов как языковых личностей; представляется точка зрения на суть научно-исследовательской работы в вузе как творческого вида деятельности студентов; анализируются формы научно-исследовательской работы и представляются критерии оценки студенческих докладов на научной конференции. In the article the means of communicative education promoting development of research skills when getting training in foreign language of students as linguistic identity are considered; the point of view on an essence of research work in higher education institution as a creative kind of student’s activity is represented; forms of research work are analyzed and criteria for the assessment of student’s reports at an academic conference are represented.