This research investigates the increasing importance of the Kazakh language in Kazakhstan, a process referred to as Kazakhization, and its implications for employment opportunities and economic...Show moreThis research investigates the increasing importance of the Kazakh language in Kazakhstan, a process referred to as Kazakhization, and its implications for employment opportunities and economic outcomes. The study highlights several key factors contributing to this linguistic shift, including governmental language policies, educational reforms, and the rising bilingual requirements in the job market. Concurrently, the study highlights that demographic shifts, particularly the decreasing proportion of ethnic Russians and the increasing share of ethnic Kazakhs, further bolster the use of Kazakh. Contrary to earlier findings that suggested a significant income gap between Russian and Kazakh speakers caused by language proficiency in Russian, this research demonstrates that income disparities are more influenced by demographic and socio-economic factors such as age and regional economic conditions rather than linguistic factors.Show less
The European Union (EU) is founded on the principle of ‘unity in diversity’, that is the diversity of cultures, customs and beliefs, and languages. Today around 445 million people, who together...Show moreThe European Union (EU) is founded on the principle of ‘unity in diversity’, that is the diversity of cultures, customs and beliefs, and languages. Today around 445 million people, who together speak over 80 languages, find their home in the 27 member states of the EU. As the EU greatly values its rich cultural and linguistic diversity, it is committed to safeguarding its 24 official languages and promoting the learning of multiple languages in the Member States of the EU. One of the main goals of the EU’s language policies and initiatives is for every citizen to be able to speak two languages in addition to their mother tongue. This goal, first formulated in 1995, is also known as the ‘mother tongue + 2’ formula. In the 2002 Barcelona European Council, the EU called for the improvement of education in order to give students the chance to develop language skills in two foreign languages in school. In reality, however, not all citizens are convinced of the merits of speaking various languages, which shows that linguistic diversity is not yet the norm. Besides that, publications of the European Commission show that only a quarter of EU citizens are able to hold a conversation in two foreign languages. As Member States of the EU have the right to decide on their own language policy due to the principle of subsidiarity, the influence of the EU’s language policy is limited. For this reason, the aim of this thesis is to investigate the reality of compliance to the ‘mother tongue + 2’ formula through the analysation of national language policies and language learning in two Member States, namely the Netherlands and Hungary. By conducting qualitative literature review this thesis found that in both countries the education system plays an important role in the acquisition of foreign language knowledge. However, in both countries a lot of improvements can be made in order to assure that every citizen learns two languages besides their mother tongue.Show less
The Mapuche are the largest indigenous community in Chile and they speak their own language, Mapudungun. Unfortunately, over the course of history, the Mapuche have experienced many hardships,...Show moreThe Mapuche are the largest indigenous community in Chile and they speak their own language, Mapudungun. Unfortunately, over the course of history, the Mapuche have experienced many hardships, especially in relation to the Chilean state. One of these hardships is the gradual loss of their language in favour of Spanish. This development can be seen through the fact that younger generations stop to speak the language and that Spanish is taking over the traditional use of Mapudungun in family affairs and ceremonial situations. Therefore, and in order to compensate for the historical debt that the Chilean state has with the Mapuche, the government implemented a Bilingual Intercultural Education Programme in 1996. Additionally, this is a good example of a method of revitalisation, which could help reverse the existing language shift. However, the programme in its current state has a lot of deficiencies, making it unsuccessful in achieving its objective. Consequently, this thesis will argue for the improvement of the programme, in order to increase its contribution in revitalising Mapudungun and to prevent the possible extinction of the language. The previous is important in the scope of the demands for rights of self-determination for which the Mapuche have struggled throughout history.Show less
Abstract Kachru (1985) described three groups of English speaking world - inner, outer and extending, out of which the last circle includes those speakers who use English for international purposes...Show moreAbstract Kachru (1985) described three groups of English speaking world - inner, outer and extending, out of which the last circle includes those speakers who use English for international purposes. As he claimed, for native speakers’ standard norm is acceptable, however, for the rest of the circles, local variations are more logical. Georgia is part of the third, extending circle, and thus, the question which deviances from norm are acceptable and which are not is the question to ask. The presented study of Georgian-accented English is the first research in the Georgian-English accent studies that is oriented to find out the three groups of pronunciation mistakes: unintelligible, disturbing and ugly. This was possible by creating three groups of listeners, native English speaking, Georgian and Dutch English speaking judges who assessed the Georgian-English speech and singled out the problematic features. The results of the study has shown some serious mistakes that hinder the intelligibility and are disturbing. However, those features that were assessed as ugly were not considered to be very important and were advised to improve only on the higher level of English teaching.Show less
In this paper I attempt to answer what the effect was that Japanese language policies had on the Taiwanese people and what the effects were on the post-colonial period. To answer this, I examine...Show moreIn this paper I attempt to answer what the effect was that Japanese language policies had on the Taiwanese people and what the effects were on the post-colonial period. To answer this, I examine why the Taiwanese people were taught Japanese, how this was put into effect and how it affected them, even after Japan gave Taiwan up as a colony.Show less
Minority languages worldwide are threatened with extinction as speakers shift to the majority language. The Ryukyuan languages spoken on the Ryukyu Islands, the most southern part of Japan,are no...Show moreMinority languages worldwide are threatened with extinction as speakers shift to the majority language. The Ryukyuan languages spoken on the Ryukyu Islands, the most southern part of Japan,are no exception. This thesis aims to foresee and advice on the future of one of these languages: uchināguchi, spoken on the largest island of the archipelago. Through interviews and (participant) observation the motives and goals of those learning the language in Tokyo are categorized and compared to those studying uchināguchi on the island itself. Applying theories from the field of language planning and sociolinguistics, the conclusion aims to help teachers and students alike, shaping the future of this particular minority language.Show less
