Teaching And Researching Language And Culture Joan Kelly Hall Pdf
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- Methods For Teaching Foreign Languages By Joan Kelly Hall
- Teaching and Researching Language and Culture
- Human Rights and Language Policy in Education
Summary: Language and culture are concepts increasingly found at the heart of developments in applied linguistics and related fields. Taken together, they can provide interesting and useful insights into the nature of language acquisition and expression.
Such assimilation is not freely chosen if the choice is between one's mother tongue and one's future. Limitations on people's ability to use their native language—and limited facility in speaking the dominant or official national language—can exclude people from education, political life and access to justice. In more than 30 countries in the region, the official language is different from the one most commonly used. Only 13 percent of the children who receive primary education do so in their native language.
Methods For Teaching Foreign Languages By Joan Kelly Hall
Such assimilation is not freely chosen if the choice is between one's mother tongue and one's future. Limitations on people's ability to use their native language—and limited facility in speaking the dominant or official national language—can exclude people from education, political life and access to justice.
In more than 30 countries in the region, the official language is different from the one most commonly used. Only 13 percent of the children who receive primary education do so in their native language. One might expect that the report would suggest a positive solution, which not only respects human rights HRs , but is also based on solid research. Sadly, this is not the case. The report suggests that:. A lingua franca to facilitate communications among different groups in some cases the official language serves this purpose.
Official recognition of the mother tongue or of indigenous languages for those without full command of the official language or lingua franca ibid. Schools often see the mother tongues of minorities as necessary but negative temporary tools while the minority child is learning a dominant language.
As soon as he or she is deemed in some way competent in the dominant language, the mother tongue can be left behind, and the child has no right to maintain it and develop it further in the educational system. This can be seen as a serious HRs violation. There have been many language rights for dominant language speakers for millennia, without anybody calling them language rights.
Additionally, several linguistic minorities have for centuries had some language rights, in some countries even legally formalised. Rights have been formulated pragmatically, and mostly by lawyers. The first bilateral agreements between two countries , also old, were mostly about religious not linguistic minorities, but often the two coincided. The first multilateral agreement covering national minorities was the Final Act of the Congress of Vienna Capotorti, , p.
After the Second World War, the individual rights formulated by the United Nations were supposed to protect minority persons as individuals and collective minority rights were seen as unnecessary. A better protection of linguistic minorities only started to develop after Francesco Capotorti, as a UN Special Rapporteur on the Rights of Minorities, published his report.
It was only in the early s that the area of linguistic human rights LHRs started crystallising as a multidisciplinary research area. Earlier, language rights and human rights were more separated from each other; both were the domain of lawyers, with few, if any, linguists involved.
Both areas were driven by practical—political concerns and the research was mainly descriptive, not analytical. Even today, there is a fairly tight separation. Few lawyers know much about language some exceptions are Fernand de Varennes, e.
Many of those sociolinguists, political scientists and educationists who are today writing about LHRs, know too little about international law also here there are exceptions, e. This is a fast growing area where major concept clarification and multidisciplinary teamwork is urgently needed.
It should be clear, though, that those language rights are LHRs, which are so basic for a dignified life that everybody has them because of being human; therefore, in principle no state or individual is allowed to violate them. Transmission of languages from the parent generation to children is the most vital factor for the maintenance of both oral and sign languages.
When more children gain access to formal education, much of their more formal language learning, which occurred earlier in the community, takes place in schools. If an alien language is used in schools—i. Thus educational LHRs, especially an unconditional right to mother tongue medium MTM education, are central for the maintenance of languages and for the prevention of linguistic and cultural genocide.
It is clear, though, that neither LHRs nor schools alone can in any way guarantee the maintenance and further development of languages—they are both necessary but not sufficient for this purpose. There are no miracle cures or panaceas. Indigenous peoples and minorities are the ones whose LHRs need strengthening. Often language disappears completely in educational paragraphs.
Similarly, the UN International Covenant on Economic, Social and Cultural Rights, having mentioned language on par with race, colour, sex, religion, etc.
Many books and articles on LHRs show this. In areas inhabited by persons belonging to national minorities traditionally or in substantial numbers, if there is sufficient demand , the parties shall endeavour to ensure, as far as possible and within the framework of their education systems , that persons belonging to those minorities have adequate opportunities for being taught in the minority language or for receiving instruction in this language emphases added for modifications. Thornberry, , pp.
Of course the balance between binding formulations and sensitivity to local conditions is a difficult one. Still, indirectly, its education section forces all others except those defined as members of language communities which roughly correspond to national territorially based minorities to assimilate.
Despite hard work by Catalans who, together with the Basques, have been extremely active in getting LHRs on a global agenda , the draft Declaration is not going to be accepted by UNESCO member states in its present form. New interpretations Article 27, discussed subsequently or enlargement of the scope linguistic genocide of older instruments, new instruments under negotiation e.
In those States in which ethnic, religious or linguistic minorities exist, persons belonging to such minorities shall not be denied the right, in community with the other members of their group, to enjoy their own culture, to profess and practice their own religion, or to use their own language.
The first protection … ensures that minorities receive all of the other protections without regard to their ethnic, national, or religious status; they thus enjoy a number of linguistic rights that all persons in the state enjoy, such as freedom of expression and the right in criminal proceedings to be informed of the charge against them in a language they understand, if necessary through an interpreter provided free of charge.
It stated that the existence of a minority does not depend on a decision by the state, but requires to be established by objective criteria important in relation to countries which deny having linguistic minorities—e.
France, Greece, Turkey. When the United Nations did preparatory work for what became the International Convention for the Prevention and Punishment of the Crime of Genocide E , , linguistic genocide as a central aspect of cultural genocide was discussed alongside physical genocide as a serious crime against humanity see Capotorti, , p.
It is thus not included in the final Convention of Denmark, USA and UK were among those who opposed the prohibition of cultural genocide and UK wanted the Convention to be limited in the strict sense to the physical extermination of human groups.
The Soviet bloc countries, China, Pakistan and Venezuela, among others, wanted to keep Article 3 in force. This happens to millions of speakers of threatened languages all over the world.
There are no schools or classes teaching the children through the medium of the threatened indigenous or minority languages. Most children obviously want in their own interest to learn the official language of their country. Most children also want to learn English if it is not one of the official languages.
But learning new languages, including the dominant languages, should not happen subtractively, but rather additively, in addition to their own languages.
Subtractive formal education, which teaches children something of a dominant language at the cost of their first language, is genocidal. This dominant language can be official e. English in the USA ; it can be the language of a numerical majority as in France or the USA ; often it is an old colonial language, spoken only by a small but powerful numerical minority e.
A false educational philosophy claims that minority children learn the dominant language best if they have most of their education through the medium of it. Many studies have shown that the longer the mother tongue remains the main medium of education, the better the minority children learn the dominant language and other subjects see, e. Some lawyers claim that the deliberate intention required by the Convention is not there.
They represent an authoritative interpretation and concretisation of the minimum in present HRs standards. Teacher training is made a duty on the state Article One problem has been that, even if minorities have been granted the right to found private schools with their own language as the main medium of education, the state has not had any obligation to participate in the costs.
If the Human Rights Committee's reinterpretation of Article 27 starts having some effect and new litigation would be needed to test this , the economic hurdles might be solved. The USA, Canada and Australia seem to be among the countries most prominent in delaying its acceptance.
He sees LHRs in education as a necessary prerequisite for the maintenance of indigenous languages and traditional knowledge. Without implementation, monitoring and proper complaint procedures, many of the possibilities in the new or emerging instruments are lost. The European Charter is supposed to be an inclusive, positive language rights instrument.
Still, it excludes many more languages in Europe than it includes. False information or lack of information about both research results and details in HRs instruments that the various countries have signed and ratified are also more the rule than the exception when decisions are made about education. Important language status planning decisions are often based on false information, even in situations where the correct information is easily available and has in fact been offered to the decision makers.
Often Western researchers also suffer from ethnocentricity, and lack of knowledge of the languages and cultures of others see, e. Tuhiwai Smith, ; Kontra, ; Hountondji, But lack of LHRs is not only an information problem. The political will of states to grant LHRs is the main problem. She claims ibid. These necessities for survival include not only basic food and housing which would come under economic and social rights , but also basics for the sustenance of a dignified life, including basic civil, political and cultural rights—and LHRs are a part here of cultural rights.
Desirable, more efficient and economical; however, if citizens do not understand the language they are governed in and if huge talent is wasted because children do not profit and are even harmed by formal education, this is inefficient and wasteful. In addition, states seem to see granting of LHRs as divisive.
Editors: Nancy H. Contents Search. Human Rights and Language Policy in Education. Download entry PDF. How to cite. This process is experimental and the keywords may be updated as the learning algorithm improves. The press release about the UN report see web address provided earlier exemplifies the role of language as an exclusionary tool: Limitations on people's ability to use their native language—and limited facility in speaking the dominant or official national language—can exclude people from education, political life and access to justice.
A national or official state language. In the Council of Europe's European Charter for Regional or Minority Languages , a state can choose which paragraphs or subparagraphs it wishes to apply a minimum of 35 is required. The Article covering medium of education is so heavily qualified that the minority is completely at the mercy of the state: In areas inhabited by persons belonging to national minorities traditionally or in substantial numbers, if there is sufficient demand , the parties shall endeavour to ensure, as far as possible and within the framework of their education systems , that persons belonging to those minorities have adequate opportunities for being taught in the minority language or for receiving instruction in this language emphases added for modifications.
The Framework Convention has been criticised by politicians and international lawyers, who are normally very careful in their comments.
It declares: In those States in which ethnic, religious or linguistic minorities exist, persons belonging to such minorities shall not be denied the right, in community with the other members of their group, to enjoy their own culture, to profess and practice their own religion, or to use their own language.
Teaching and Researching Language and Culture
On the Offensive " This book sheds light on the derogatory phrases, insults, slurs, stereotypes, tropes and more that make up linguistic discrimination. Each chapter addresses a different area of prejudice: race and ethnicity; gender identity; sexuality; religion; health and disability; physical appearance; and age. Reviewer Login. Publishing Partner: Publisher Login. New from Cambridge University Press! On the Offensive By Karen Stollznow On the Offensive " This book sheds light on the derogatory phrases, insults, slurs, stereotypes, tropes and more that make up linguistic discrimination.
The transdisciplinary framework, initially proposed by the Douglas Fir Group and elaborated upon in Essentials of SLA for L2 Teachers Hall, , is new intellectual structure for understanding the many dimensions of learning additional languages [i]. In this paper, I first overview the framework, and then lay out eight fundamental themes on language and learning that derive from the framework and offer action possibilities for research. Finally, I offer six implications arising from the themes for L2 teaching. Al-Hoorie, A. Sixty years of language motivation research: Looking back and looking forward. SAGE Open.
View Analyze the Video - Annenberg Learner. What is the Best Language Teaching Method? PDF Interaction as method and result of language learning. Teaching and Researching: Language and Culture eBook. Teaching and Researching : Language and Culture. FREE shipping on qualifying offers.
Human Rights and Language Policy in Education
His research interests include rhetorical genre studies, L2 literacy, language awareness, and L2 learner characteristics. She is particularly interested in sociolinguistic aspects of bidialectism and second-dialect acquisition and development. She conducts multimodal research on teaching and learning across the curriculum, with a focus on technology-mediated pedagogy. Kress and colleagues. Address for correspondence: Dr.
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