Although European educational policies seemingly promote multilingualism, many countries continue to grapple with developing educational responses that recognise students’ complex linguistic identities. This discussion piece reflects on questions relating to multilingualism that have occurred within the Portuguese education system.
This article addresses the complex relationships between political discourses, demographic constellations, the affordances of new technologies, and linguistic practices in contemporary Germany. It focuses on political and personal responses to the increasingly multilingual nature of German society and the often-conflicting ways in which “the German language” figures in strategies promoting social integration and Germany's global position. In order to do this, the idea of “the German language” is contextualized in relation to both internal and external processes of contemporary social change. On the one hand, changes to the social order arising from the increasingly complex patterns of inward migration have led to conflicts between a persistent monolingual ideology and multilingual realities. On the other hand, changes in the global context and the explosive growth of new social media have resulted in both challenges and new opportunities for the German language in international communication. In this context, the article explores internal and external policy responses, for example, in relation to education and citizenship in Germany, and the embedding of German language campaigns in strategies promoting multilingualism; and impacts on individual linguistic practices and behaviors, such as the emergence of “multiethnolects” and online multilingualism.
English abstract (full article is in French):
This study unpacks Valery Larbaud’s (1881–1957) presentation of the concept of the ethnic, linguistic, or foreign ‘Other’ in the period between the two World Wars. A French travel writer, critic and translator, Valery Larbaud moved away from the abstract classical European construct of Man to explore the concrete diversity of people, populations, and languages. In an age when scientific theory divided different ethnic groups into as many unequal species, Larbaud advocated for the unity of a single human race. It is thus through his adherence to the tenets, promulgated by Christian universalism, of the fraternal unity of all creatures that he was inoculated against racist tendencies.
State of the Art
This review article provides an overview of important, recent approaches to conceptual history from scholarship on South Asia. While conceptual history is not a consolidated field in South Asia, the colonial encounter has greatly stimulated interest in conceptual inquiries. Recent scholarship questions the uniformity even of well-researched concepts such as liberalism. It is methodologically innovative in thinking about the influence of economic structures for the development of concepts. Rethinking religious and secular languages, scholars have furthermore stressed the importance of smaller communicative units such as genre or hermeneutical practices to shape ideas e.g. of the political. As part of global and imperial formations, scholars are well aware of the link between power and colonial temporalities. Lastly, they have suggested new sources for conceptual history, such as literature, film, and sound.
Toward a Jewish History of Concepts
The field of modern European Jewish history, as I hope to show, can be of great interest to those who deal with conceptual history in other contexts, just as much as the conceptual historical project may enrich the study of Jewish history. This article illuminates the transformation of the Jewish languages in Eastern Europe-Hebrew and Yiddish-from their complex place in traditional Jewish society to the modern and secular Jewish experience. It presents a few concrete examples for this process during the nineteenth and early twentieth centuries. The article then deals with the adaptation of Central and Western European languages within the internal Jewish discourse in these parts of Europe and presents examples from Germany, France, and Hungary.
Rethinking Literacy, Language, and Learning Texts
Elizabeth P. Quintero
This article has evolved from teaching future teachers about literacy and language in multilingual contexts. The examples are taken from contexts in the United States with learners from around the world. Professionals in the classrooms, in the teacher development programs, and in schools and colleges of education have been doing responsible research for many years, and have learned much regarding the learning of multilingual people who represent a multitude of histories. In this article the focus is on rethinking literacy, languages (home languages and target languages of host countries), the connections between personal and communal history and learning texts, and how all of the above relate to the curriculum in various learning arenas.
A Tentative Assessment
Demetrio Cojtí Cuxil
The history of Guatemala is dominated by authoritarian and conservative governments. It is said that the country is presently transitioning toward democracy, yet the government, as well as the democratic system itself, continues to be structurally colonialist and racist. Guatemala's leaders have not realized the implications for the government and for civil society of the constitutional and political recognition of the country as multi-ethnic, multi-lingual, and multicultural. Further-more, Guatemalan political elites ask and expect that individual and collective members of society be multi-ethnic and multi-lingual, even when the government and its organs are not. The necessary transition, public as well as private, from mono-nationalism to multi-nationalism can be achieved, but it would be more efficient and consistent if the government would take heed of civil society.
Museums in the Age of Global Mobility, Mexico City, 7–9 June 2017
Gwyneira Isaac, Diana E. Marsh, Laura Osorio Sunnucks and Anthony Shelton
While museums are perceived as institutions dedicated to the dissemination and exchange of culturally diverse knowledges, museum scholarship has been hampered by a lack of multilingual networks and publications necessary for the exchange of museological perspectives between different linguistic, regional, and national communities. At the same time, the museum decolonization movement, the move from monocultural to pluricultural societies, the political resurgence of cultural essentialism, escalating environmental deterioration, and the international impact of current migration crises—by both uniting and dividing peoples—have clarified the need for institutions to socially and intellectually engage with the increasingly complex global flows and disruptions of people and ideas.
Bolivia is currently immersed in the Education Revolution, based on the implementation of a socio-community education system built upon a series of principles, among which intracultural, intercultural and pluri-lingual education is a fundamental pillar. I conducted ethnographic fieldwork from 2008 to 2010 in a school that put into practice some of these postulates. This article focuses on the articulation of curriculum content, practice and new education policies. The school claimed to carry out what the new law proposed in the context of intraculturalism, interculturalism and multilingualism. This study focused on the articulation of practice and curriculum in the school, regarding the tenets of the new law, and the consequences in relation to racism and essentialization of culture.
Visualizing Linguistic Space in Modern Travel Writing
This article focuses on the travelogue of the twentieth century. Deftly using the spaces of city/country to situate language and people Miranda France, in Bad Times in Buenos Aires: A Writer's Adventures in Argen tina (1999), presents a hierarchy of linguistic value and poignancy of place by semantically conflating English, Spanish, and indigenous Latin American languages with a different spatial positioning relative to the Other in the bustle of Buenos Aires. The consequence is the building of a hierarchical edifice—which metaphorically as it literally centers English, and places its speakers atop the city— situates Spanish and its speakers at a street level; and relegates indigenous peoples to the lowest metropolitan reaches—unseen and underground—marginalized to the periphery of her literary geoscape. This conflation of linguistic code with the synecdoche of space introduces another way in which to examine the politics of travel writing in a globally connected, multilingual world.