Název: Multilinguismo receptivo: um aliado das línguas menorizadas : o que é que o mirandês pode aprender da experiência frísia?
Variantní název:
- Receptive multilingualism: an Ally for minoritized languages : what can Mirandese learn from the Frisian experience?
Zdrojový dokument: Études romanes de Brno. 2020, roč. 41, č. 1, s. 141-157
Rozsah
141-157
-
ISSN1803-7399 (print)2336-4416 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/ERB2020-1-10
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/142578
Type: Článek
Jazyk
Licence: CC BY-SA 4.0 International
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Neste artigo sugerimos a inclusão de estratégias de assertividade linguística e práticas de multilinguismo receptivo nos projectos de revitalização de línguas menorizadas. Em concreto, comparámos as situações do frísio ocidental e do mirandês, e basando-nos nas semelhanças —a) as duas línguas têm uma falta de prestígio evidente embora sejam reconhecidas oficialmente pelos governos respectivos, e b) as duas línguas estão estreitamente relacionadas com a língua dominante respectiva— vamos propor uma estratégia para projectos de revitalização da língua mirandesa. Esta proposta, no entanto, pode também ser aplicável noutros contextos semelhantes, como, por exemplo, os das outras línguas românicas da península ibérica.
In this article we will suggest the inclusion of linguistic assertiveness strategies and receptive multilingualism practices in the revitalization projects of minoritized languages. In particular, we compared the situations of West Frisian and Mirandese, and based off the similarities between them — a) both languages suffer from an evident lack of prestige even when they are officially recognized by their respective governments, and b) both languages are closely related with the respective dominant language — we will suggest a strategy for the revitalization projects of Mirandese. This proposal, however, can also be applicable in other similar contexts, such as the situations of other Romance languages in the Iberian Peninsula.
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[26] Cummins, J. (1981). Empirical and theoretical underpinnings of bilingual education. Journal of Education, 163, 1, 16–29. | DOI 10.1177/002205748116300104
[27] Cummins, J. (1991). Interdependence of first- and second-language proficiency in bilingual children. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 70–89). Cambridge: Cambridge University Press.
[28] Cummins, J. (2001). Fundamental Psycholinguistic and Sociological Principles Underlying Educational Success for Linguistic Minority Students. In T. Skutnabb-Kangas, R. Philipson, A.K. Mohatny, & M. Panda (Eds.), Social Justice Through Multilingual Education (pp. 19–35). Bristol: Multilingual Matters.
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