From Statistical to Geolinguistic Data: Mapping and Measuring Linguistic Diversity

Barni, Monica

doi:10.2139/ssrn.896668

Cited by 9 publications

(5 citation statements)

References 16 publications

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“…In this environment, English was mostly used in combination with Italian and came in third place. Unsurprisingly in the same neighborhood, Barni (2006) found similar results for English as the third most frequently visible language. It is, however, interesting to note that it was not the ample use of English, but of Chinese that became socially disputed.…”

Section: China and Indonesiamentioning

confidence: 51%

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A Panorama of Linguistic Landscape Studies

Gorter¹,

Cenoz²

2023

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Section: China and Indonesiamentioning

confidence: 51%

“…Various groups of migrants reside in the Esquilino neighborhood in Rome, and therefore this is not a Chinatown in the common sense of the word. Barni (2006) found an abundant use of Chinese on signage (similar to Gorter [2009]). However, in the following years the use of Chinese became contested, especially monolingual Chinese.…”

Section: Chinatownsmentioning

confidence: 92%

A Panorama of Linguistic Landscape Studies

Gorter¹,

Cenoz²

2023

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“…The number of different languages encountered on public signs in a city is sometimes a surprise for the researcher. Barni (2006: 11) found traces of 24 varieties in the linguistic landscape of one neighbourhood in Rome, a predominantly monolingual Italian city. London, where Baker & Eversley (2000) estimated that school children speak over 300 different home languages, has been used to demonstrate the extensive linguistic diversity of modern urban settings (Salverda 2002).…”

Section: Theoretical Approachmentioning

confidence: 99%

Multilingual interaction and minority languages: Proficiency and language practices in education and society

Gorter

2013

Lang. Teach.

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Link to this article: http://journals.cambridge.org/abstract_S0261444812000481How to cite this article: Durk Gorter (2015). Multilingual interaction and minority languages: Prociency and language practices in education and society. Language Teaching, 48, In this plenary speech I examine multilingual interaction in a number of European regions in which minority languages are being revitalized. Education is a crucial variable, but the wider society is equally significant. The context of revitalization is no longer bilingual but increasingly multilingual. I draw on the results of a long-running project on the 'Added value of multilingualism and diversity in educational contexts' among secondary school students, and show that there are interesting differences and similarities between the minority language (Basque or Frisian), the majority language (Spanish or Dutch) and English. The focus on multilingualism is applied inside and outside the school. The discussion demonstrates the complexity of everyday multilingual practices and the outcomes have implications for the gap between education and society and for further research into the linkages between language proficiency and actual language practices.

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“…Current and changing demographics of large urban areas, cf. (Bains 2005;Barni 2006;Pamuk 2006;Van der Merwe 1993;Williams 2000), see also (Higgs, Williams, and Dorling 2004). For the most part, these studies are based on census data on ethno-linguistic groups combined with some use of GIS technology.…”

mentioning

confidence: 99%

“…Some of the cities studied in such a fashion are Cape Town, London, San Francisco, New York, Boston, Montreal, a neighbourhood in Rome (cf. Barni 2006). 2.…”

mentioning

confidence: 99%