Subjective ethnolinguistic vitality: a comparison of two measures

Allard, Réal; Landry, Rodrigue

doi:10.1515/ijsl.1994.108.117

Cited by 100 publications

(59 citation statements)

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“…The third and last part of this instrument is an 8-item attitudinal scale. This scale was constructed following Allard and Landry (1994) and Miller (2000). It measures four types of attitudes or beliefs about language: general beliefs (facts which are perceived to exist between language communities); normative beliefs (what ought to be regarding the relative position between languages, according to the speaker); personal beliefs (the speakers sense of belonging to a group, his/her perceived efficacy in regard to language); and goal beliefs (the speakers desires and aspirations regarding his/her languages).…”

Section: Resultsmentioning

confidence: 99%

Intergenerational Spanish transmission in El Paso, Texas

Velázquez¹

2009

SiC

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This study examines the beliefs held by a group of adult Spanish-English bilinguals from El Paso, Texas regarding the vitality of Spanish in their community and the ways in which their own experience of being bilingual on the US-Mexico border has influenced their perceptions of the benefits and costs of fostering Spanish development in their children. Results show that parents’ positive attitudes toward Spanish did not translate into the investment of time and resources to foster Spanish development in their children nor, ultimately, into the use of Spanish by their children. Households where the mother perceived herself as having an active role in her children’s linguistic development and where she perceived both Spanish and a bilingual/biethnic identity as desirable for her children’s future were also households where children were expected to speak Spanish at home and where more opportunities for linguistic development were present. The author argues that these beliefs must be understood as a consequence of the underlying tensions present in the community, where intense linguistic and interethnic contact takes place every day.

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Section: Resultsmentioning

confidence: 99%

Intergenerational Spanish transmission in El Paso, Texas

Velázquez¹

2009

SiC

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“…This questionnaire was also based on Giles et al (1977), but was modified according to the typology of beliefs elaborated by Kreitler (1976, 1982): (a) general beliefs about how things are, (b) normative beliefs concerning what should exist, (c) personal beliefs about one's own behaviour, and (d) goal beliefs about one's desire to behave in a particular way. The BEVQ has since been applied (with modifications) in different settings (Allard & Landry, 1994;Evans, 1996;Kam, 2002). The main weakness of this model is that it measures respondents' assessment of objective ethnolinguistic vitality only.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Language Attitudes of Estonian Secondary School Students

Ehala¹,

Niglas²

2006

Journal of Language, Identity & Education

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The results of a survey of language attitudes of Estonian secondary school students, ages 15 to 18, are presented, and the implications for the practice of language maintenance are discussed. The survey revealed that Estonian is valued as a token of identity but not much as a commodity in the sense of linguistic economy. It is argued that globalisation has changed the immediate communication domain from a national state level to a transnational level. Because of this global change, the traditional understanding of ethnolinguistic vitality may no longer be entirely adequate-the importance of subjective vitality factors gain importance over objective vitality factors. This means that in the near future, ideological issues concerning group identity become the key that determines which communities retain their language and which are to lose it.Key words: language attitudes, ethnolinguistic vitality, language maintenance, Estonian It is widely believed the 21st century will witness a massive extinction of languages, with estimates ranging from 50% to 90% of living languages facing such a threat (see Crystal, 2000; Krauss, 1992). A typical endangered language is a minority language that has a poor support system and low economic value. National languages, however, are considered safe. Although there is some international recognition that smaller national languages may be threatened in a few domains, such as science and higher education, and "proper provision for linguistic diversity" (Communique, 2003, p. 6) is necessary, nobody really believes that any of these could become moribund within a few generations. Yet in our era of global information exchange and mobility, official language status by itself (even with all the necessary infrastructure) might not guarantee the ethnolinguistic vitality of a language if the attitudes of its speakers do not support it: the vast bulk of loss of linguistic di-JOURNAL OF LANGUAGE, IDENTITY, AND EDUCATION, 5(3), 209-227 Copyright © 2006, Lawrence Erlbaum Associates, Inc. Correspondence should be sent to Martin Ehala, Tallinn University, Narva Rd. 25, Tallinn EE10120, Estonia. E-mail: ehala@tlu.ee versity is going to be due to voluntary language shift. To what extent it will affect national languages remains to be seen.In this article we present the results of a large-scale survey of language attitudes of Estonian secondary school students, ages 15 to 18, and discuss the implications for the practice of language maintenance. LINGUISTIC SITUATION IN ESTONIAIn 1816, serfdom was abolished in Estonia and the local population, mainly peasants, regained their personal freedom. As the dominant language in 19th century Estonia was German, upward social mobility of Estonians was often accompanied by language shift. About that time, the first attempts were made to establish Estonian as a language of culture. Back then, these attempts were seen as hopeless even by the national activists themselves who considered Estonian a dying language in their inner circle discussions (Undusk, 2004). Ne...

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“…L'identité ethnolinguistique est la partie la plus affective de la disposition cognitivo-affective envers chacune des langues et chacun des groupes linguistiques (Allard & Landry, 1994;Landry & Rousselle, 2003). Elle comprend deux composantes distinctes : l'autodéfinition (le « ce que je suis ») et l'engagement identitaire, le degré auquel cette identité est valorisée et le degré d'engagement envers elle .…”

Section: Développement Psycholangagierunclassified

Un modèle macroscopique du développement psycholangagier en contexte intergroupe minoritaire1

Landry¹,

Allard²,

Deveau³

2008

Self Cite

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Résumé L’article présente un modèle macroscopique du développement psycholangagier en contexte intergroupe minoritaire. Ce modèle comprend quatre niveaux d’analyse et décrit un rapport de force entre un endogroupe minoritaire et un exogroupe majoritaire, montrant comment le développement psycholangagier des membres du groupe minoritaire peut être à la fois le produit d’un déterminisme social et le fruit d’une autodétermination de l’individu et du groupe. Les relations entre différents types de socialisation ethnolangagière et plusieurs variables psycholangagières sont décrites par l’entremise d’un modèle vérifiable à l’aide de la modélisation par équations structurelles. Ces deux modèles montrent que certains aspects du développement psycholangagier sont fortement associés à la vitalité ethnolinguistique du groupe alors que d’autres peuvent être davantage pris en charge par l’individu et le groupe. Le concept d’autonomie culturelle permet de faire une synthèse des divers facteurs reliés à la revitalisation d’une communauté ethnolinguistique minoritaire.

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Subjective ethnolinguistic vitality: a comparison of two measures

Cited by 100 publications

References 0 publications

Intergenerational Spanish transmission in El Paso, Texas

Intergenerational Spanish transmission in El Paso, Texas

Language Attitudes of Estonian Secondary School Students

Un modèle macroscopique du développement psycholangagier en contexte intergroupe minoritaire1

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