Chapter 10. Endangered Languages in Europe

Salminen, Tapani

doi:10.1515/9783110905694-012

Cited by 4 publications

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“…(76) Salminen (1999). Por eso tiene más sentido considerar que las auténticas minorías en las aulas son los gitanos: Garreta Bochaca (2006) bien es cierto que la posición del castellano en tales coordenadas resulta compleja, dada la doctrina internacional de rechazar que las personas pertenecientes a un grupo mayoritario en la globalidad del Estado puedan considerarse como minoría dentro de un ente subcentral del propio país (81), no puede obviarse que el gran caballo de batalla de los movimientos analizados en el ámbito educativo es garantizar el derecho a la educación en lengua madre cuando las circunstancias lo permitan.…”

Section: Revista De Estudios Políticos (Nueva éPoca)unclassified

El castellano en las aulas catalanas: claves de una incómoda recurrencia

Ortega¹

2015

Rev. Estud. Polít.

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ResumenEl presente trabajo supone un intento de explicación jurídico-filosófica de la exigencia de la presencia del castellano en la enseñanza pública catalana como problema abierto y recurrente. Para ello, se realiza un análisis pormenorizado de la articulación jurídico-constitucional de la cuestión, así como de la armazón conceptual interna sustentadora y se pone en relación con los principales modelos de justicia lingüística en boga en la actualidad. La tesis defendida pasa por entender que la jurisprudencia constitucional resulta ambigua, contradictoria e injustificadamente excepcional respecto al modelo educativo-lingüístico catalán, cuyas bases conceptuales sirven a un nacionalismo esencialista y excluyente. Los modelos multiculturalistas o no resultan aplicables o conducirían a una revisión del sistema y los liberales pondrían en cuestión la correcta articulación democrática. El resultado pone en entredicho la estabilidad del sistema jurídico-político.Palabras clave: Modelo lingüístico catalán; lenguas vehiculares; nacionalismo; justicia lingüística. AbstractThis paper aims at providing an explanation of the recurrence of demands concerning Spanish as an instruction language in Catalonian public schools. For that purpose, a detailed analysis of the constitutional and legal regime of the model is undertaken and the conceptual frame is thoroughly examined. An assessment based upon major linguistic justice models is also provided. The thesis defended here states that constitutional case-law shows to be ambiguous, contradictory and unjustifia-

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Section: Revista De Estudios Políticos (Nueva éPoca)unclassified

El castellano en las aulas catalanas: claves de una incómoda recurrencia

Ortega¹

2015

Rev. Estud. Polít.

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“…The nine factors made for the criteria for the language vitality are the number of speakers, the proportion of speakers in the total population, availability of teaching materials, language responses to new media, type and quality of documentation, language attitudes and government policies and institutions, transition of language use, community members' attitudes towards the language, and intergenerational language transmission. Based on those criteria, the language vitality is classified into six groups [6] as follows:…”

Section: Introductionmentioning

confidence: 99%

The Elicitation of Madurese Language in the Disruption Era

Ulfa¹,

Laksono²,

Mintowati³

2019

Proceedings of the Social Sciences, Humanities and Education Conference (SoSHEC 2019)

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Minority languages are significant to note for its existence in the era of disruption. The development of the era led to cultural transition and transformation that were not limited to space and time. Minority languages in the context of this paper are regional languages. Indonesia has regional languagessince it consists of various ethnic groups. Indonesia is included in an endoglossic country which only has one official language, namely Indonesian. Foreign language interference is very possible in the era of disruption. Language retention measures need to be carried out, one of which is to maintain language through the elaboration of language. This paper presented an example of Madurese language to be potentially proposed as the official regional language. Several strong reasons are foundfor the Madurese language to be used as the official regional language, seen from the large quantity of the population. In terms of ecolinguistics, the Madurese language has a percentage of 47% related to Malay. Besides, the language of the Madurese population is widely spread throughout the East Java province so that the regional language of Madura can be the official language in the provincial area.

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The Slavic Literary Micro-Languages

Nomachi

2024

The Cambridge Handbook of Slavic Linguistics

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Chapter 10. Endangered Languages in Europe

Cited by 4 publications

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El castellano en las aulas catalanas: claves de una incómoda recurrencia

El castellano en las aulas catalanas: claves de una incómoda recurrencia

The Elicitation of Madurese Language in the Disruption Era

The Slavic Literary Micro-Languages

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