Swedish television as a mechanism for language planning and policy

Hult, Francis M.

doi:10.1075/lplp.34.2.04hul

Cited by 14 publications

(7 citation statements)

References 17 publications

(22 reference statements)

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“…(Hult 2010b: 160-161, building on Lo Bianco 2005 Hult argues that this hierarchy, with Swedish at the top, followed closely by English, and minority languages at the bottom, reflects a similar value hierarchy in Swedish society, with minority languages only minimally visible on the airwaves. In his analysis, Hult reveals the explicit involvement of SVT in status planning since it actively participates in the functional positioning of language, but he also shows how SVT's programming plays a role in discourse planning "by projecting through the television screen a way of understanding multilingualism that (re)produces the current linguistic order of Sweden" (Hult 2010b: 172).…”

Section: Quote 35 Discourse Planningmentioning

confidence: 95%

“…Hult's research primarily focuses on Sweden (Hult 2003(Hult , 2004(Hult , 2005(Hult , 2010a(Hult , 2010b(Hult , 2012 and, here, he sets his sights on the programming of Sveriges Television (SVT), the public service television company of Sweden. He draws upon a unique mix of documents as data -Swedish laws and language policies, government bills, broadcast licenses, and public service reports from SVT -to reveal how the Swedish government explicitly incorporates SVT as an instrument for language planning.…”

Section: Francis M Hultmentioning

confidence: 99%

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Language Policy

Johnson¹

2013

364

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Research and Practice in Applied Linguistics Series Standing Order ISBN 978-1-403-91184-1 hardcover 978-1-403-91185-8 paperback (outside North America only)You can receive future titles in this series as they are published by placing a standing order. Please contact your bookseller or, in case of diffi culty, write to us at the address below with your name and address, the title of the series and the ISBN quoted above.

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Section: Quote 35 Discourse Planningmentioning

confidence: 95%

Section: Francis M Hultmentioning

confidence: 99%

Language Policy

Johnson¹

2013

364

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“…This includes, for instance, the paucity of materials focused on language and language awareness at more advanced levels, the long-standing divide between language and literature instruction (Paran, 2008), and a disconnect between the texts and genres found in the language classroom with the digitally mediated texts and genres supported by Internet communication, online communities, and platforms, and which are increasingly relevant to language learners’ lives. Bridging activities can therefore be highly relevant for linking EE, OILE, and new media literacies, including those fostered by online fan communities, in contexts where a great deal of digital media or popular culture consumption may regularly take place in English (see, e.g., Hult, 2010, for an examination of the presence of English-language programming on domestic television channels in Sweden).…”

Section: Literature Reviewmentioning

confidence: 99%

Critically examining the use of blog-based fanfiction in the advanced language classroom

Sauro¹,

Sundmark²

2018

ReCALL

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This paper critically examines the integration of online fanfiction practices into an advanced university English language classroom. The fanfiction project, The Blogging Hobbit, was carried out as part of a course in the teacher education program at a Swedish university for students who were specializing in teaching English at the secondary school level. Participants were 122 students who completed the course in 2013 and 2014. In both classes, students were organized into groups of three to six to write collaborative blog-based role-play fanfiction of a missing moment from JRR Tolkien’s fantasy novelThe Hobbit. The 31 resulting pieces of collaborative fanfiction, the online formats they were published in, the 122 reflective essays produced by the two classes, and interviews with a focal group of participants were used to explore how technology and learners’ experience with this technology may have mediated the resulting stories. In addition, the classroom fanfiction texts were compared with comparable online writing published in the fanfiction site Archive of Our Own (Ao3) to identify thematic and stylistic differences. The results showed that students’ lack of familiarity with publishing in blogs often posed a challenge that some groups were able to overcome or exploit to facilitate or enhance the readability of their completed stories. Compared to online fanfiction, the classroom fanfiction was less innovative with respect to focal characters yet more collective in its focus, with stories being told from multiple characters’ perspectives.

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“…components of the ecology (Cormack, 2007b;Hult, 2010b), and key agents in the "political economy of language" (Spitulnik, 1999). The significance of the media comes from their potential capacity not to merely "reflect events," but also "create" them.…”

Section: Media and Language Policy And Planningmentioning

confidence: 99%

“…This chapter examines de facto policies in the broadcast media, arguably one of the most important types of institutional support for minority groups (Giles, et al, 1977). It is argued that the relative presence of languages in the media can function as a contributing factor in the formation of positive image of languages and their speakers (Hult, 2010b), raising the status of languages not only in the eyes of speakers of the minority languages, but also in the eyes of the speakers of the majority languages (Bell, 2010;de Bres, 2010). This "prestige factor" is considered very important to children within minority communities because "they hold the key to the minority language's future" (Howel, 1992, p. 217).…”

Section: Introductionmentioning

confidence: 99%

Language Policy, Language Practices and Language Shift in Tabriz

Mirvahedi¹

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<p>This thesis examines how Azeri, a minority language with the largest number of speakers in Iran, is marginalized by de facto monolingual language policies of the state favoring Farsi, the only official language, over Azeri in the three selected domains. The research provides insights into how family language policies, i.e. attitudes, ideologies and practices in the home, are influenced by macro policies of multilingual nation-states, leading to language maintenance/shift among minority groups. The investigation adopted and integrated a number of complementary theoretical frameworks and paradigms. An ecology of language paradigm (Haugen, 1972; Hornberger & Hult, 2008; Mühlhäusler, 1996) was used to situate the research within a broader sociopolitical, historical and economic context. The ethnolinguistic vitality model (Giles, Bourhis, & Taylor, 1977), and language policy and planning (LPP) frameworks proposed by Shohamy (2006) and Lo Bianco (2005, 2008c, 2012a; 2013) were utilized to explore the complex interaction between macro level LPP activities and micro level attitudes and practices. The integrated model demonstrates how language policies implemented within state-run domains and institutions produce particular Discourses. The proposed framework further illustrates how such Discourses may influence people at the grass roots level which in turn could lead to language maintenance/shift in different communities and groups. The data base for the study comprised two phases: the first phase involved ethnographic observations of the public sphere (linguistic landscape data), language use in the home (three case studies), and the local channel for Azeris (media data), interviews with fifty children, and authorities of ten kindergartens and preschools. A focus-group interview was also conducted in this phase to assist with designing an attitude questionnaire which was administered in the second phase to 150 parents of young children. The empirical data suggests that family language policies among Azeris in Tabriz are constantly and increasingly influenced by monolingual policies of the state. The institutionalization and legitimization of Farsi through de facto LPP activities has resulted in formation of uncommitted, if not negative, attitudes among Azeri parents regarding their ethnic language. The analysis shows how a Farsi-only education system cajoles kindergarten principals into favoring Farsi over Azeri, leading them to suggest that parents and children speak Farsi in the home to ease their integration into the education system. The linguistic landscape data demonstrates the absence of Azeri both in top-down governmental and private individual signage indicating its low status compared to Farsi and English, the two prevalent languages in public signage in Tabriz. Exploring the broadcasting media suggests Azeris' inclination towards Farsi, and then in a second place, Turkish channels. As a result, having attracted only one percent of Azeri audience, the only available channel provided by the government for Azeris, Sahand TV, provides arguably no institutional support for Azeri. The findings suggest that although family members may be viewed as free agents to choose a particular language to speak in the home, in reality such choices are highly constrained by the ecology surrounding the home which is shaped by LPP decisions and activities. Overall, this thesis sheds light on the complex nature of language policy and planning in multilingual nation-states, and how they impact on language maintenance/shift processes among minority groups, whilst also illuminating how language ecologies are manipulated by nation-states to achieve particular non-linguistic goals.</p>

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Swedish television as a mechanism for language planning and policy

Cited by 14 publications

References 17 publications

Language Policy

Language Policy

Critically examining the use of blog-based fanfiction in the advanced language classroom

Language Policy, Language Practices and Language Shift in Tabriz

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