[Language Contact And Language Conflict Pdf Download
Abdul Soumphonphakdy
This book contains 17 studies by leading international scholars working on a wide range of topics in Arabic socio-linguistics, divided into four parts. The studies in Part 1 address questions of national language planning in a diglossic situation, with a particular focus on North Africa. Part 2 explores the relationship of identity and language choice in different Arabic-speaking communities living both within and outside the Arab World. Part 3 examines language choice in such diverse contexts as popular preaching, humour and Arab women's writing. Part 4 contains 5 papers in which variation, code-switching and generational language shift in the Arabic-language diaspora in Europe and the USA are the focus. The collection as a whole provides wide-ranging introduction to key areas of current research, which will be of interest to the general sociolinguist as well as the Arabic language specialist.
This contribution deals with language contact and language conflict in autochthonous language minority settings in the European Union. It rounds up a number of concepts that guide macro-socio-linguistic and macrocontact-linguistic research on language minorities. The description of these concepts results in a list of research desiderata.
The selected articles compiled in the present volume are based on contributions prepared for the 17th International L.A.U.D. (Linguistic Agency University of Duisburg) Symposium held at the University of Duisburg on 23-27 March 1992. The 13 papers in this book focus on problems and issues of intercultural communication. The first part is devoted to theoretical aspects related to the interaction of language and culture and deals with the issue from anthropological, cognitive, and linguistic points of view. Part II raises issues of language policy and language planning such as the manipulation of language in intercultural contact; it includes case studies pertaining to multilingual settings, for example in Africa, Australia, Melanesia, and Europe. The volume opens with a foreword by Dell H. Hymes.
This paper addresses the issue of conflict and rivalry concerning the function and status of the languages used in Morocco, namely Classical/Standard Arabic, Moroccan Arabic, Berber, French, Spanish, and English. Although these languages have not provoked any serious nationalism or linguistic rivalry in this multilingual context, they are emerging as powerful markers and rally points for group identity and cultural authenticity. This paper aims at exploring (1) the genesis of the conflict, (2) the attitudes toward Arabization and French-Arabic bilingualism and the educational and sociocultural implications. It examines how sociolinguistic phenomena such as language contact and conflict affect the implementation of Arabization in Morocco.
As a medium of communication, discursive representation,and education, mass media, and Globalization havebecome crucial factors in modern cultures. They areengaged in a variety of exchanges. One of the mainpractices is that people use language to learn about othersand to talk about themselves. Globalization has had andwill continue to have effects on many aspects of societyincluding language (Steger et al., 2003). Therefore, theymay serve as an important site for forming identitiesand conveying ideologies. As technological means andmediated communication are evolving, this also reflects the evolution of the ways that people use to share their beliefs,ideas, and cultures. That is, communication, particularlyin its visible and mediatized forms, is a subject to ongoingchange in today's interconnected and globalized world.One major consequence of globalization is the increasedspread and interconnectedness of languages, in particularthe English language (Crystalet al., 2000). English becamethe language of economics and technology, and it is calleda lingua franca.
Whereas the case in Algeria, which given to its inherentmultilingual nature and colonial past under the French,has undoubtedly witnessed a cross current of languageactivities. Algeria began to arabize all public sectors, particularly education, after gaining independence in 1962,for ideological reasons relating to national identity andnationalism. On the other hand, it has preserved French asthe scientific and technological language. Tabory & Taboray(1987) wrote "The Algerian situation is complex, as it isat a crossroads of tensions between French, the coloniallanguage, and Arabic, the new national language; ClassicalArabic versus popular Algerian Arabic; and diverse Berberdialects versus Arabic,". (As mentioned on page 2 of Rezig2011). That is to say, the presence of this variety generateda language problem, either political or pedagogical, and itsparked outcries in which everyone claimed a monopoly onthe language issue: Arabization, French-Arabic bilingualism,and the position of the English language, without reachingan agreement (Lakhal et al., 2008).
Algeria, like many other multilingual countries around theworld, faces a complex linguistic situation that considersthe country's long colonial history, the diverse sociodemographicand linguistic make-up of its population, andthe desire to meet national language demand along withinternational communication needs. University teachers/students, language policymakers, and decision-makershave faced language contact challenges (language conflicts;identity, and ideology) as a result of this complex linguisticreality. The country's language policy, in existence sinceindependence, overlooks this multilingual reality andasserts the country's linguistic homogeneity. Thus, Algeriais difficult, if not impossible, to be classified as monolingualor even multilingual.
Content Analysis: Content analysis was originally used as aquantitative research technique, involving the "systematic,objective, quantitative analysis of message characteristics"(Neundorf et al., 2002), but in recent decades it has beenexpanded to include "a family of techniques all of which emphasize frequency counts of concepts within and/oracross texts" (Hashemnezhad et al., 2015). It looks at boththe manifest aspects of a message, which are the obvious,countable, and observable components, and the latestfeatures, which are the meanings concealed behind themanifest features of a text (Rose et al., 2015).
The descriptive content analysis technique is well suitedfor the aims of this study because of its unobtrusiveness(smooth, uninterruptable data gathering process),the approximately permanent nature of data, and theexplicitness of the analytic scheme. Thematic analysis isthe search for themes across the entire data to produce anaccurate report of the analysis that is linked to the researchfocus (Blaxter et al., 2010). The analysed themes are relatedto language contact; language conflict; identity and ideology,as well as the factors that influence the current linguisticsituation; globalization, and media in Algerian universities.The major source of data for this study is a collection ofAlgerian academic studies on similar topics Table 1.
Each of these academic publications looked at similaraspects of present linguistics situations in Algerian highereducation from a variety of angles and conventions. Theanalysis circle depicts the patterns of language contact inintended concepts within a framework that includes thepossible factors underlying the language mixing of French,English, and Arabic, as well as the relationships betweenlanguage, culture, and identity among a multilingual group,whether this is illustrated in accounts of socio-culturalhistory of Algerian linguistic facts or presented in terms ofstatistical measures depicting recent globalized demands.The framework is a set of linguistic dimension patterns thatguide the descriptive content analysis.
The findings and discussion of this paper are organized ina thematic sequence that reflects the answers to the threeresearch questions and, in turn, the study's aims. The firstresearch question aims to demonstrate the speed withwhich linguistic globalization and media have spread, as well as their effects on students' language contexts, to uncoverany dominance of one language over another, whichcould lead to the loss of national -cultural identity. Thesecond study theme focuses on determining the linguisticperspective of language interaction and the complexityof its effects to delimit any potential language conflict byhighlighting national identity and ideological inhibition. Thethird question is to reveal a current sociolinguistics reality ofuniversity students in Algeria and to discover how positivefeedback might help the country improve and encourageintercultural relations. As a result, the reforms of Algeria'slanguage planning strategy may be shown, indicating theneed of strengthening the language (s) of technology andscience to meet the growing waves of globalization.
This section relates to the first study question aboutthe impact of globalization and social media on Algerianstudents of English, specifically in terms of analyzing thecontent of language(s)contact and sociolinguistics patterns.Globalization linguistics confronts the process of sustainingnational language(s) and the desire to promote worldwidelanguage demands such as the English language, asevidenced by the data provided below (comparison betweennumerous previous researches). As a result of this globaland technological advancement, a new interconnectedrelationship to social media emerged in the form of a hybridcontext that incorporates diverse languages and structuresin similar conversations.
The colonial history of Algeria has influenced its linguisticcomplexity, resulting in a one-of-a-kind melting pot oflanguages (see chapter one; section 1.3.2). FollowingAlgeria's independence in 1962, the Algerian governmentset out to reestablish Islamic and cultural traditions thathad become hybridized under the colonial rules, duringwhich France imposed its language by destroying Algerianculture (Maamri et al., 2009). As a result, the indigenouslanguages of the region have been suppressed. However,educational reforms and Arabization efforts have drasticallychanged the language situation in Algeria since the country'sindependence in 1962. Today, a sizable proportion ofAlgerians are bilingual (fluent in Modern Standard Arabicand French), with an increasing proportion also fluent inEnglish. As a result of their language exposure, AVA studentshave developed a strong borrowing habit. Her study thenlooked into why students borrowed/mixed languages, aswell as the patterns they used in their social media writingsand speeches.
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