Standard language ideology and multilingualism: Results from a survey among European students

Vogl, Ulrike

doi:10.1515/eujal-2016-0016

Cited by 22 publications

(6 citation statements)

References 16 publications

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“…Critics are likely to describe the new Unified Standard Orthography for Shona-Nyai Varieties as troubled, problematic, and artificial, but that misplaced discussion is beyond the scope of this paper. Standard languages have always been regarded as political creations (Milani & Johnson 2010;Vogl 2018;McLelland 2020) and have been criticised and rejected by critics on that basis.…”

Section: The Translation Processmentioning

confidence: 99%

From Decolonising the Mind to Kutapanura Pfungwa Dzakatapwa:a translator’s experience

Mambambo

2023

JTSA

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There has been an overwhelming interface between theories in translation, however, practical reflections on translated texts are scanty. This empirical paper evaluates the translation process. It unveils the challenges and the associated strategies from a translator’s experience while doing the first translation of Decolonising the Mind into an African language in Africa: the ChiShona text, Kutapanura Pfungwa Dzakatapwa. It was dubbed “homecoming” by the author, Professor wa Thiong’o. From perspectives relating to intellectualisation and decolonisation, the translator was the key participant in this qualitative inquiry. The translated text was the primary source of data deployed in conjunction with the source text. This research advances that an interdisciplinary approach provides the foundation for eclectic theory in translation studies. Grounded theory informed the theoretical analysis of the translated text from the target audience’s perspective. The study affirms that while translation cannot be guided by straight-jacketed approaches, copyright laws stifle the spontaneous growth of translations into African languages. Translation strategies mutate according to the text type and the languages involved. To this end, the translation of seminal literary works demands unique methods. This translator’s experience enhances narratives and discourses on the notions of translation and decoloniality, as well as the intellectualisation of African languages

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Section: The Translation Processmentioning

confidence: 99%

From Decolonising the Mind to Kutapanura Pfungwa Dzakatapwa:a translator’s experience

Mambambo

2023

JTSA

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“…Kudriatseva's paper demonstrates how different ideologies may be applied to different languages in multilingual contexts. Kudriatseva's methodological approach combines a discourse analysis of public discourse and policy documents (firmly in the tradition of much work on ideology) with quantitative survey data (as in Vogl 2018). Her data demonstrate a tension between 'two views of languageas a marker of identity and as a communication tool' (Kudriatseva, this issue), analogous to the tension identified by Vogl (2018) among her multilingual respondents between language as indexical of identity and language as a skill.…”

Section: Introductionmentioning

confidence: 98%

“…Kudriatseva's methodological approach combines a discourse analysis of public discourse and policy documents (firmly in the tradition of much work on ideology) with quantitative survey data (as in Vogl 2018). Her data demonstrate a tension between 'two views of languageas a marker of identity and as a communication tool' (Kudriatseva, this issue), analogous to the tension identified by Vogl (2018) among her multilingual respondents between language as indexical of identity and language as a skill. Public discourse and recent policy in Ukraine express an ideology of linguistic separatism, requiring that Ukrainian and Russian be kept separate, both because Russian is viewed as a possible threat to Ukrainian and because of an ideology that bilingualism itself is suspect.…”

Section: Introductionmentioning

confidence: 98%

Language standards, standardisation and standard ideologies in multilingual contexts

McLelland

2020

Journal of Multilingual and Multicultural Development

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This essaywhich also serves as an introduction to the six other articles in this special issueexamines the development of the field of language standardisation studies in recent decades. First, it notes the change in focus occasioned by drawing on the notion of language ideologies, especially standard language ideology. That ideological awakening has, in turn, revealed that standardisation studies have, until recently, been largely ideologically monolingualist. I argue that we must consider multilingualism (broadly conceived) in at least five ways when we study language standardisation: to recognise diaglossia within a single named language; to understand the nature of polycentric standards; to analyse language purism; to appreciate the key role of (foreign/ second) language learning in codification; and to trace the transmission of ideologies across languages and cultures. The paper gives examples of the ways in which our research can be unwittingly monolingualist in its concepts and methods, and examines the role of the concepts of heteroglossia and translanguaging in challenging that monolingualism. It concludes by setting an agenda for third-wave standardisation studies, with a call for standardisation studies that are enriched both by the ideological turn and by attending to multilingualism.

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“…Nowadays the attitude toward language learning has changed due to several factors [11]. Firstly, the European Union language policy ratified the formula Mother tongue +2 which means that besides the mother tongue an individual should acquire two more languages.…”

Section: Introductionmentioning

confidence: 99%

Difficulties in Teaching Russian as a Foreign Language for Beginners in the Context of European Multilingualism

Епимахова¹,

Pechinkina²,

Tarasova³

2019

Proceedings of the International Conference on European Multilingualism: Shaping Sustainable Educational and Social Environment

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The geographical location of Alsace (France) and its historical relationships define language situation in the region: most students speak French as well as German, and some of them know the Alsatian dialect. Besides, contemporary standards of education and professional activity require a certain level of English proficiency from students. As a result, teaching the Russian language at the Haute Alsace University is realized in the context of the regional, as well as individual multilingualism. The paper aims to highlight several difficulties (phonetic, lexical, and grammatical) which students face in the learning process and to suggest some ways to cope with these obstacles.

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Standard language ideology and multilingualism: Results from a survey among European students

Cited by 22 publications

References 16 publications

From Decolonising the Mind to Kutapanura Pfungwa Dzakatapwa:a translator’s experience

From Decolonising the Mind to Kutapanura Pfungwa Dzakatapwa:a translator’s experience

Language standards, standardisation and standard ideologies in multilingual contexts

Difficulties in Teaching Russian as a Foreign Language for Beginners in the Context of European Multilingualism

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