Language ideology and practice among Judeo-Spanish-speaking Sephardim in Seattle and South Florida

Kirschen, Bryan

doi:10.1016/j.langcom.2019.08.002

Cited by 4 publications

(1 citation statement)

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“…Due to the devastating consequences of the Second World War (see, for instance, Mazower, 2006, andNaar, 2016, on the devastation of the Sephardic community of Salonica), but also to such circumstances as Turkish-only language policies in the 1930s and 1940s (Gerson Şarhon, 2011) or the social prestige of the Hebrew language in Israel (Spolsky & Shohamy, 1999;Zuckermann, 2020), resulting in strong tendences within the post-war generations to switch to other, majority languages such as Turkish, Greek, Hebrew, Castilian Spanish, or English, the survival of Ladino is imperilled (Bunis, 2018;Moseley, 2010). Relatively few fluent mother-tongue speakers remain, and Ladino is now primarily spoken in family and in religious contexts (Kirschen, 2019), which entails that the language generally is not used outside quite limited settings.…”

Section: Ladino -A Brief Descriptionmentioning

confidence: 99%

Challenges and needs in Ladino teaching among ten language revitalisation activists

Fredholm

2023

Meldar

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This article presents results from interviews with ten teachers engaged in Ladino (Judaeo-Spanish) revitalisation. The purpose of the study is to collect Ladino teachers’ experiences to understand the challenges they face and the needs they express to continue their activities. Challenges were related to students’ linguistic backgrounds, students’ and teachers’ confidence about expressing themselves in Ladino, and to views on language normativity. The teachers expressed needs concerning finding stable teacher positions, about creating a Ladino proficiency test and certificate, developing resources for language teaching, and updating Ladino’s vocabulary to reflect contemporary life. Creating venues for learners to use the language, and opportunities for Ladino teachers to meet and discuss pedagogical issues were seen as important. The teachers’ views differed considerably regarding questions on language norms, and an official language proficiency certificate. The results point to the need for further discussions, and for teacher development initiatives.

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