Topic
Indigenous language
About: Indigenous language is a research topic. Over the lifetime, 1438 publications have been published within this topic receiving 17790 citations. The topic is also known as: autochthonous language.
Papers published on a yearly basis
Papers
Book•
1 Jan 2001
TL;DR: In this article, the denuncation of ethnicity in the era of globalization has been discussed, with the aim of re-contextualizing ethnicity in a post-globalization context.
Abstract: CONTENTS Preface to the 2nd Edition Preface to the 1st edition INTRODUCTION Language ecology The politics of language The nation-state model Linguistic human rights Critical sociolinguistics Overview Prospects for change Chapter 1: THE DENUNCIATION OF ETHNICITY Academic denunciations of ethnicity Resituating ethnicity in the era of globalization Ethnicity and modernity Ethnicity as primordial Ethnicity as constructed Ethnicity as intentional Hybridity: the postmodernist politics of identity Limits to the social construction of ethnicity Finding common ground - ethnicity, habitus, and field Ethnies Chapter 2: NATIONALISM AND ITS DISCONTENTS Linguistic nationalism The will to nationhood The modern (nation-)state The modernists Limits of the modernist account Ethno-symbolic accounts of nationalism Dominant ethnies The construction of sociological minorities Chapter 3: LIBERALISM AND MULTICULTURALISM The pluralist dilemma Defending liberal democracy Critiquing liberal democracy The cosmopolitan alternative Rethinking liberal democracy Chapter 4: LANGUAGE, IDENTITY, RIGHTS, AND REPRESENTATION Language and identity Identity in language Language and culture Language, culture and politics Language decline: the death of Irish? 'Resigned language realism': is language revival just flogging a dead horse? Re-evaluating language shift Linguistic markets and symbolic violence Vive la France: the construction of la langue legitime Legitimating and institutionalizing minority languages Chapter 5: LANGUAGE, EDUCATION AND MINORITY RIGHTS Educating for the majority Educating for the minority Minority group responses to language education policies Bridging the gap between policy and practice Minority language and education rights in international law Chapter 6: MONOLINGUALISM, MOBILITY AND THE PRE-EMINENCE OF ENGLISH English as global lingua franca The normative power of monolingualism The problem with history The problem with instrumentalism The problem with bilingual education 'Doesn't anyone speak English around here?' The US 'English Only' movement Chapter 7: THE RISE OF REGIONALISM: RE-INSTANTIATING MINORITY LANGUAGES Quebec: safeguarding French in a sea of English Catalonia: the quest for political and linguistic autonomy Wales: the development of a bilingual state in a 'forgotten' nation Chapter 8: INDIGENOUS RIGHTS: SELF-DETERMINATION, LANGUAGE AND EDUCATION Indigenous peoples, self-determination, and international law Indigenous peoples and national law Indigenous language and education rights Aotearoa/New Zealand: a tale of two ethnicities Chapter 9: RE-IMAGINING THE NATION-STATE Addressing constructivism Tolerability and the crux of majority opinion Polyethnic language and education rights: Pasifika in Aotearoa/New Zealand The challenge of multiculturalism Towards a more pluralist conception of language rights BIBLIOGRAPHY Notes
929 citations
1 Jan 2013
TL;DR: Hornberger as discussed by the authors discusses the relationship between language policy and language planning, and discusses examples of language policy that are not intentional and/or not planned, as well as the historical trajectory of the two fields.
Abstract: The natural first question is: What is language policy? The question is commonly asked in books on the topic but concrete definitions are less common than discussions of language policy in terms of types, goals, or examples. This chapter will take both approaches by first examining and synthesizing definitions already in circulation and then looking at some example language policies to see how these definitions hold up. Complicating the question is the relationship between language policy and the term that preceded it, language planning. Most would agree that language policy and language planning are closely related but different activities. Some argue that language planning subsumes language policy (Kaplan and Baldauf 1997) while others argue that language policy subsumes language planning (Schiffman 1996). For the title of this book, the term language policy is adopted for two reasons: (1) terminological simplicity, and (2) within accepted definitions of language planning, there is an assumption that some agent(s) makes a plan intended to influence language forms or functions, yet, there are many examples of language policy that are not intentional and/or not planned. However, throughout much of the book I will use language planning and policy, often referred to as LPP, both out of respect for the tradition of research that gave rise to the field (language planning) and The historical trajectory because the two fields have, for all intents and purposes, coalesced into one (Hornberger2006a).
860 citations
3 Oct 2003
TL;DR: Tsui et al. as discussed by the authors discussed the centrality of medium-of-instruction policy in socopolitical processes and the importance of minority languages in English-Dominant States.
Abstract: Contents: Preface. A.B.M. Tsui, J.W. Tollefson, The Centrality of Medium-of-Instruction Policy in Sociopolitical Processes. Part I: Minority Languages in English-Dominant States. S. May, Maori-Medium Education in Aotearoa/New Zealand. D.V. Jones, M. Martin-Jones, Bilingual Education and Language Revitalization in Wales: Past Achievements and Current Issues. T.L. McCarty, Dangerous Difference: A Critical-Historical Analysis of Language Education Policies in the United States. Part II: Language in Post-Colonial States. A.B.M. Tsui, Medium of Instruction in Hong Kong: One Country, Two Systems, Whose Language? A. Pakir, Medium-of-Instruction Policy in Singapore. S.K. Gill, Medium-of-Instruction Policy in Higher Education in Malaysia: Nationalism Versus Internationalization. I. Nical, J.J. Smolicz, M.J. Secombe, Rural Students and the Philippine Bilingual Education Program on the Island of Leyte. E. Annamalai, Medium of Power: The Question of English in Education in India. H. Alidou, Medium of Instruction in Post-Colonial Africa. Part III: Managing and Exploiting Language Conflict. V. Webb, Language Policy in Post-Apartheid South Africa. K.A. King, C. Benson, Indigenous Language Education in Bolivia and Ecuador: Contexts, Changes, and Challenges. J.W. Tollefson, Medium of Instruction in Slovenia: European Integration and Ethnolinguistic Nationalism. J.W. Tollefson, A.B.M. Tsui, Contexts of Medium-of-Instruction Policy.
650 citations
TL;DR: A simple model of language competition is developed that explains historical data on the decline of Welsh, Scottish Gaelic, Quechua, and other endangered languages and a linguistic parameter that quantifies the threat of language extinction can be derived.
Abstract: Thousands of the world's languages are vanishing at an alarming rate, with 90% of them being expected to disappear with the current generation1. Here we develop a simple model of language competition that explains historical data on the decline of Welsh, Scottish Gaelic, Quechua (the most common surviving indigenous language in the Americas) and other endangered languages. A linguistic parameter that quantifies the threat of language extinction can be derived from the model and may be useful in the design and evaluation of language-preservation programmes.
608 citations
Book•
2 Jul 1992
TL;DR: Language Diversity and Thought examines the Sapir-Whorf linguistic relativity hypothesis: the proposal that the grammar of the particular language we speak affects the way we think about reality as discussed by the authors.
Abstract: Language Diversity and Thought examines the Sapir–Whorf linguistic relativity hypothesis: the proposal that the grammar of the particular language we speak affects the way we think about reality. Adopting an historical approach, the book reviews the various lines of empirical inquiry which arose in America in response to the ideas of anthropologists Edward Sapir and Benjamin L. Whorf. John Lucy asks why there has been so little fruitful empirical research on this problem and what lessons can be learned from past work. He then proposes a new, more adequate approach to future empirical research. A companion volume, Grammatical Categories and Cognition, illustrates the proposed approach with an original case study. The study compares the grammar of American English with that of Yucatec Maya, an indigenous language spoken in southeastern Mexico, and then identifies distinctive patterns of thinking related to the differences between the two languages.
537 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2025 | 36 |
| 2024 | 42 |
| 2023 | 80 |
| 2022 | 103 |
| 2021 | 78 |
| 2020 | 107 |