Title: Multilinguismo receptivo: um aliado das línguas menorizadas : o que é que o mirandês pode aprender da experiência frísia?
Variant title:
- Receptive multilingualism: an Ally for minoritized languages : what can Mirandese learn from the Frisian experience?
Source document: Études romanes de Brno. 2020, vol. 41, iss. 1, pp. 141-157
Extent
141-157
-
ISSN1803-7399 (print)2336-4416 (online)
Persistent identifier (DOI): https://doi.org/10.5817/ERB2020-1-10
Stable URL (handle): https://hdl.handle.net/11222.digilib/142578
Type: Article
Language
License: CC BY-SA 4.0 International
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
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.
References
[1] Aguilar-Amat, A.; & Santamaria, L. (1999). Terminologia i llengües minoritzades. Quaderns. Revista de Traducció, 3, 101–112.
[2] Araújo, M. H.; Hidalgo, R.; Melo-Pfeifer, S.; Séré, A.; & Vela, C. (Eds.). (2009). A intercompreensão em línguas românicas: conceitos, práticas, formação. Aveiro: Galapro
[3] Baetens, B. H. (1986). Bilingualism: basic principles. Clevedon: Multilingual Matters.
[4] Baker, C. (2011). Foundations of bilingual education and bilingualism. Bristol: Multilingual Matters.
[5] Bautista, A.G. (2016). Contributo para uma história do asturo-leonês em Portugal / Contribution to a history of Astur-Leonese in Portugal. Lletres Asturianes, 115, 89–102.
[6] Beerkens, R.; & ten Thije, J. D. (2011). Receptive Multilingualism in the Dutch-German Border Area. In J. N. Jørgensen (Ed.), A Toolkit for Transnational communication in Europe – Copenhagen studies in bilingualism, 64, 102–140.
[7] Belmar, G. (2018). New speakers of a minoritized language: motivation, attitudes and langauge use of 'nije sprekkers' of West Frisian. Tese de mestrado, Rijksuniversiteit Groningen.
[8] Belmar, G. (2019a). Attitudes and language use of (potential) new speakers of a minoritized language: the case of adults learning West Frisian in formal courses. Sustainable Multilingualism, 15, 170–188.
[9] Belmar, G. (2019b). How to use linguistic assertiveness and receptive multilingualism in language revitalization. Guest talk at the graduate student seminar of the Spanish Department of the University of California, Santa Barbara. https://www.academia.edu/40734996/How_to_use_Linguistic_Assertivess_and_Receptive_Multilingualism_in_Language_Revitalization
[10] Belmar, G. (em prelo). Digital presence and language revitalization: attitudes towards and use of minority languages on social media. In Sciriha, L. (Ed.), Comparative Studies in Bilingualism and Bilingual Education. Cambridge: Cambridge Scholars Publishing.
[11] Belmar, G.; Boven, C. van; & Pinho, S. (2019). Why do adults decide to learn a minority language? A study of the motivation(s) of potential new speakers of West Frisian. Sustainable Multilingualism, 14, 1, 138–151. | DOI 10.2478/sm-2019-0007
[12] Belmar, G.; & Glass, M. (2019). Virtual communities as breathing spaces for minority languages: re-framing minority language use in social media. Adeptus, 14, 1–24.
[13] Belmar, G.; & Pinho, S. (em prelo). 'Kinsto it Frysk ferstean?' Intelligibility of West Frisian for Dutch native speakers. Dutch Journal of Applied Linguistics.
[14] Bergsma, F.; Swarte, F.; & Gooskens, C. (2014). Does instruction about phonological correspondences contribute to the intelligibility of a closely related language. Dutch Journal of Applied Linguistics, 3, 1, 45–61. | DOI 10.1075/dujal.3.1.03ber
[15] Berthele, R. (2007). Zum Prozess des Verstehens und Erschließens. In B. Hufeisen, & N. Marx (Eds.), EuroComGerm – Die sieben Siebe: Germanische Sprachen lesen lernen (pp. 15–26). Aachen: Shaker Verlag.
[16] Bezooijen, R. van; & Berg, R. van den (1999a). Taalvariëteiten in Nederland en Vlaanderen: hoe staat het met hun verstaanbaarheid? Taal en Tongval L1, 1, 15, 33.
[17] Bezooijen, R. van; & Berg, R. van den (1999b). Word intelligibility of language varieties in the Netherlands and Flanders under minimal conditions. Linguistics in the Netherlands, 1–12.
[18] Bezooijen, R. van; & Berg, R. van den (1999c). Verstaanberheid van het Gronings, Fries, Limburgs and West-Vlaams: waar zitten de problemen. Em Artikelen van de Derde Sociolinguïstiche Conferentie (pp. 49–60). Lunteren. Delft: Eburon.
[19] Bezooijen, R. van; & Gooskens, C. (2005). How easy is it for speakers of Dutch to understand Frisian and Afrikaans, and why? In Linguistics in the Netherlands (pp. 13–24). Amsterdam: John Benjamins.
[20] Bezooijen, R. van; & Gooskens, C. (2007). Interlingual text comprehension: linguistic and extralinguistic determinants. In J. D. tem Thije & L. Zeevaert (Eds.), Receptive multilingualism and intercultural communication: linguistic analysis, languages, policies and didactic concepts (pp. 249–264). Amsterdam: John Benjamins.
[21] Blees, G. J.; Mak, W.M.; & ten Thije, J. D. (2014). English as a lingua franca versus lingua receptiva in problem-solving conversations between Dutch and German students. Applied Linguistics Review, 5, 1, 173–193. | DOI 10.1515/applirev-2014-0008
[22] Braunmüller, K.; & Zeevaert, L. (2001). Semikommunikation, rezeptive Mehrsprachigkeit und verwandte Phänomene. Eine bibliographische Bestandsaufnahme. Arbeiten zur Mehrsprachigkeit – Folge B, nr. 19, Universität Hamburg.
[23] Cenoz, J.; & Gorter, D. (2017). Minority languages and sustainable translanguaging: threat or opportunity? Journal of Multicultural Development, 38, 1, 901–912. | DOI 10.1080/01434632.2017.1284855
[24] Cook, V. J. (1991). The poverty-of-the-stimulus argument and multi-competence. Second Language Research, 7, 2, 103–117.
[25] Cook, V. J. (1992). Evidence for multi-competence. Language learning, 42, 4, 557–591. | DOI 10.1111/j.1467-1770.1992.tb01044.x
[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.
[29] Ferguson, C. A. (1959). Diglossia. Word, 15, 325–340. | DOI 10.1080/00437956.1959.11659702
[30] Ferreira, V. (2016). New speakers of Minderico: Dynamics and tensions in the revitalization process. Language Documentation and Conservation, 9, 26–37.
[31] Fishman, J. (2001). From theory to practice (and vice versa): review, reconsideration and reiteration. In J. Fishman (Ed.), Can threatened languages be saved? Reversing language shift, revisited: a 21st century perspective (pp. 451–483). Clevedon: Multilingual Matters.
[32] Fonseca, M. (2012). Apprendre par le plurilinguisme: exploration du carrefour entre intercompréhension en langues romanes et enseignement bilingue. In C. Degache & S. Garbarino (Eds.), Actes du colloque IC2012. Intercompréhension: compétences plurielles, corpus, intégration. Université Stendhal Grenoble 3.
[33] García, O.; & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In A. Blackledge & A. Creese (Eds.), Heteroglossia as practice and pedagogy (pp. 199–216). Dordrecht: Springer.
[34] Giles, H.; & Niedzielski, N. (1998). 'Italian is beautiful, German is ugly'. In L. Bauer & P. Trudgill (Eds.), Language myths (pp. 85–93). London: Penguin.
[35] Golubović, J.; & Gooskens, C. (2015). Mutual intelligibility between West and South Slavic languages. Russian linguistics, 39, 3, 351–373. | DOI 10.1007/s11185-015-9150-9
[36] Gooskens, C. (2006). Linguistic and extra-linguistic predictors of Inter-Scandinavian communication. In J. van der Weijer & B. Los (Eds.), Linguistics in the Netherlands, 23 (pp. 101–113). Amsterdam: John Benjamins.
[37] Gooskens, C. (2007). The contribution of linguistic factors to the intelligibility of closely related languages. Journal of Multilingual and Multicultural Development, 28, 6, 445–467. | DOI 10.2167/jmmd511.0
[38] Gooskens, C. (2011). Asymmetrical intelligibility between the Scandinavian languages: experimental approaches. http://let.rug.nl/gooskens/project/pdf/pres_kiel_2010.pdf
[39] Gooskens, C. (2013). Experimental methods for measuring intelligibility of closely related language varieties. In R. Baylay, R. Cameron, & C. Lucas (Eds.), The Oxford Handbook of Sociolinguistics (pp. 195–213). Oxford: Oxford University Press.
[40] Gooskens, C.; & Bezooijen, R. van (2006). Mutual comprehensibility of written Afrikaans and Dutch: symmetrical or asymmetrical? Literary and Linguistic Computing, 23, 543–557. | DOI 10.1093/llc/fql036
[41] Gooskens, C.; Bezooijen, R. van; & Heuven, V. J. van (2015). Mutual intelligibility of Dutch-German cognates by children: the devil is in the detail. Linguistics, 53, 2, 255–283.
[42] Gooskens, C.; & Heeringa, W. (2004). The Position of Frisian in the Germanic Language Area. In D. Gilbers, M. Schreuder, & N. Knevel (Eds.), On the boundaries of phonology and phonetics (pp. 61–87). Groningen: University of Groningen.
[43] Gooskens, C.; & Heuven, V. J. van (2017). Measuring cross-linguistic intelligibility in the Germanic, Romance and Slavic Language Groups. Speech Communication, 89, 25–36. | DOI 10.1016/j.specom.2017.02.008
[44] Gooskens, C.; Heuven, V. J. van; Golubović, J.; Schüppert, A.; Swarte, G.; & Voigt, S. (2018). Mutual intelligibility between closely related languages in Europe. International Journal of Multilingualism, 15, 2, 169–193. | DOI 10.1080/14790718.2017.1350185
[45] Grin, F. (2008). L'intercompréhension, efficience et équité. In V. Conti, & F. Grin (Eds.), S'entendre entre langues voisines: vers l'intercompréhension (pp. 79–109). Chêne-Bourgh: Georg.
[46] Haan, G. J. de (1997). Contact-induced changes in modern West Frisian. Us Wurk Tydskrift foar Frisistyk / Journal of Frisian Studies, 46, 61–89.
[47] Haugen, E. (1996). Semicommunication: The language gap in Scandinavia. Sociological Inquiry, 36, 2, 280–297. | DOI 10.1111/j.1475-682X.1966.tb00630.x
[48] Hélot, C. (2012). Linguistic diversity and education. In M. Martin-Jones, A. Blackledge, & A. Creese (Eds.), The Routledge Handbook of Multilingualism (pp. 214–231). New York: Routledge.
[49] Hilton, N.; & Gooskens, C. (2013). Language policies and attitudes towards Frisian in the Netherlands. In C. Gooskens, & R. van Bezooijen (Eds.), Phonetics in Europe: Perception and Production (pp. 139–157). Frankfurt am Main: P.I.E. – Peter Lang.
[50] Hargitai, E.G. (2014). A situação da língua mirandesa – Bi- e plurilinguismo numa comunidade minoritária no Nordeste de Portugal. PhD tese: Budapest Eötvös Loránd University.
[51] Hornsby, M. (2015). Revitalizing minority languages. New speakers of Breton, Yiddish and Lemko. Basingstoke: Palgrave MacMillan.
[52] Laanen, F. (2001). The Frisian language in the Netherlands. In S. Trifunovska (Ed.), Minority Rights in Europe: European Minorities and Languages (pp. 67–84). The Hague: Asser Press.
[53] Lewis, G.; Jones, B.; & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18, 7, 641–654. | DOI 10.1080/13803611.2012.718488
[54] Lüdi, G. (2007). The Swiss model of plurilingual communication. In J. D. ten Thije & L. Zeevaert (Eds.), Receptive multilingualism: Linguistic analyses, language policies and didactic concepts (pp. 159–178). Amsterdam: John Benjamins.
[55] Marwick, A.; & Boyd, D. (2011). I tweet honestly, I tweet passionately: Twitter users, context collapse and the imagined audience. New Media & Society, 13, 1, 114–133. | DOI 10.1177/1461444810365313
[56] Nelde, P.H. (1978). Sprachkontakt und Sprachwechsel in Brüssel. Em P. Sture Ureland (Ed.), Sprachkontakt in Nordseegebiet (pp. 19–43). Tübingen: Max Niemeyer. | DOI 10.1515/9783111345437.19
[57] Nerbonne, J. (2001). Change, Convergence and Divergence among Dutch and Frisian. In Philologia Frisica anno 1999 (pp. 88–109). Ljouwert/Leeuwarden: Fryske Akademy.
[58] O'Rourke, B.; & DePalma, R. (2016). Language-learning holidays: what motivates people to learn a minority language? International Journal of Multilingualism, 14, 4, 332–340. | DOI 10.1080/14790718.2016.1184667
[59] O'Rourke, B.; Pujolar, J.; & Ramallo, F. (2015). New speakers of minority languages: the challenging opportunity – Foreword. International Journal of the Sociology of Language, 231, 1–20. | DOI 10.1515/ijsl-2014-0029
[60] O'Rourke, B.; & Ramallo, F. (2013). Competing ideologies of linguistic authority amongst new speakers in contemporary Galicia. Language in Society, 42, 3, 287–305. | DOI 10.1017/S0047404513000249
[61] Pietikäinen, S.; & Kelly-Holmes, H. (2011). Multilingualism in the periphery. Oxford: Oxford University Press.
[62] Poza, L. (2017). Translanguaging: Definitions, Implications and Further Needs in Burgeoning Inquiry. Berkeley Review of Education, 6, 2, 101–128. | DOI 10.5070/B86110060
[63] Provinsje Fryslân (2015). De Fryske taalatlas 2015. Fryske taal yn byld. Ljouwert/Leeuwarden: Provinsje Fryslân.
[64] Pujolar, J.; & O'Rourke, B. (2018). Position paper: The Debates on "New Speakers" and "Non-Native" Speakers as Symptoms of Late Modern Anxieties over Linguistic Ownership (Unpublished). https://www.academia.edu/35039330/Position_paper_The_debates_on_news_speakers_and_non-native_speakers_as_symptoms_of_late_modern_anxieties_over_linguistic_ownership
[65] Quarteu, R.; & Frías Conde, X. (2002). L mirandês ũa lhéngua minoritaira na Pertual. Ianua, 2, 89–105.
[66] Rebhein, J.; ten Thije, J. D.; & Verschil, A. (2012). Lingua receptive (LaRa) – remarks on the quintessence of receptive multilingualism. International Journal of Bilingualism, 16(3), 248–264. | DOI 10.1177/1367006911426466
[67] Rothman, J.; Cabrelli, J.; & Boot, K. de (2013). Third Language Acquisition. In J. Herschensohn & M. YoungScholten (Eds.), Handbook of Second Language Acquisition (pp. 372–393). Cambridge: Cambridge University Press.
[68] Silva, A. I. (2017). E se eu fosse s/Surda? Implicações para a Educação Básica. In L. Menezes, A. P. Cardoso, B. Rego, J. P. Balula, M. Figueiredo & S. Felizardo (Eds.), Olhares sobre a Educação: em torno da formação de professores (pp. 221–230). Viseu: Escola Superior de Educação de Viseu.
[69] Suay, F. (2016). Com incidir en els usos lingüístics? Una perspectiva psicològica. Presented at the 24 Linguistics Colloquium "La promoció de l'ús de la llengua des del sistema educatiu: realitats i possibilitats" at the University of Barcelona.
[70] Suay, F.; & Sanginés, D. (2010). Sortir de l'armari lingüístic: una guia de conducta per a viure en català. Barcelona: Angle Editorial.
[71] Swarte, F. (2011). Language attitudes of adults living in Friesland towards the Frisian language. Tese de mestrado, Rijksuniversiteit Groningen.
[72] Swarte, F. (2016). Predicting the mutual intelligibility of Germanic languages from linguistic and extra-linguistic factors. PhD tese, Rijksuniversiteit Groningen.
[73] Swarte, F.; Hilton, N. H.; & Gooskens, C. (2013). Onderlinge Verstaandbaarheid tussen Noord- em Westlauwers Fries. Us Wurk. Tydskrift foar Frisistyk / Journal of Frisian Studies, 62, 21–46.
[74] Ten Thije, J. D.; & Zeevaert, L. (Eds.) (2007). Receptive multilingualism. Linguistic analysis, language policies and didactic concepts. Amsterdam: John Benjamins.
[75] Trosset, C. S. (1986). The social identity of Welsh learners. Language in Society, 15, 2, 165–191. | DOI 10.1017/S0047404500000178
[76] Velasco, P.; & García, O. (2014). Translanguaging and the writing of bilingual learners. Bilingual Research Journal, 37, 1, 6–23. | DOI 10.1080/15235882.2014.893270
[77] Vries, T. de (2010). De fersteanberens fan it Frysk foar dialektsprekkers. Us Wurk. Tydskrift foar Frisistyk / Journal of Frisian Studies, 59(3–4), 132–157.
[78] Wolf, H. (2013). Wat makket it út oft it Frysk útsjert? http://www.demoanne.nl/makket-it-no-ut-oft-itfrysk-utsjert/
[79] Wolff, H. (1959). Intelligibility and inter-ethnic attitudes. Anthropological Linguistics, 1, 34–41.
[80] Ytsma, J. (1995). Frisian as first and second language. Ljouwert: Fryske Akademy.
[81] Ytsma, J. (2007). Language and attitudes in Fryslân. In D. Lasagabaster & A. Huguet (Eds.), Multilingualism in European bilingual contexts (pp. 144–164). Clevedon: Multilingual Matters.
[82] Yuko, G. B.; & Kenji, H. (2004). Bilingualism and Second Language Acquisition. In T. Bathis & W. Ritchie (Eds.), The Handbook of Bilingualism and Multilingualism (pp. 114–132). Singapore: Blackwell Publishing.
[83] Zeevaert, L. (2007). Receptive multilingualism and inter-Scandinavian semicommunication. In J.D. ten Thije & L. Zeevaert (Eds.), Receptive multilingualism. Linguistic analyses, language policies and didactic concepts (pp. 103–135). Amsterdam: John Benjamins.
[2] Araújo, M. H.; Hidalgo, R.; Melo-Pfeifer, S.; Séré, A.; & Vela, C. (Eds.). (2009). A intercompreensão em línguas românicas: conceitos, práticas, formação. Aveiro: Galapro
[3] Baetens, B. H. (1986). Bilingualism: basic principles. Clevedon: Multilingual Matters.
[4] Baker, C. (2011). Foundations of bilingual education and bilingualism. Bristol: Multilingual Matters.
[5] Bautista, A.G. (2016). Contributo para uma história do asturo-leonês em Portugal / Contribution to a history of Astur-Leonese in Portugal. Lletres Asturianes, 115, 89–102.
[6] Beerkens, R.; & ten Thije, J. D. (2011). Receptive Multilingualism in the Dutch-German Border Area. In J. N. Jørgensen (Ed.), A Toolkit for Transnational communication in Europe – Copenhagen studies in bilingualism, 64, 102–140.
[7] Belmar, G. (2018). New speakers of a minoritized language: motivation, attitudes and langauge use of 'nije sprekkers' of West Frisian. Tese de mestrado, Rijksuniversiteit Groningen.
[8] Belmar, G. (2019a). Attitudes and language use of (potential) new speakers of a minoritized language: the case of adults learning West Frisian in formal courses. Sustainable Multilingualism, 15, 170–188.
[9] Belmar, G. (2019b). How to use linguistic assertiveness and receptive multilingualism in language revitalization. Guest talk at the graduate student seminar of the Spanish Department of the University of California, Santa Barbara. https://www.academia.edu/40734996/How_to_use_Linguistic_Assertivess_and_Receptive_Multilingualism_in_Language_Revitalization
[10] Belmar, G. (em prelo). Digital presence and language revitalization: attitudes towards and use of minority languages on social media. In Sciriha, L. (Ed.), Comparative Studies in Bilingualism and Bilingual Education. Cambridge: Cambridge Scholars Publishing.
[11] Belmar, G.; Boven, C. van; & Pinho, S. (2019). Why do adults decide to learn a minority language? A study of the motivation(s) of potential new speakers of West Frisian. Sustainable Multilingualism, 14, 1, 138–151. | DOI 10.2478/sm-2019-0007
[12] Belmar, G.; & Glass, M. (2019). Virtual communities as breathing spaces for minority languages: re-framing minority language use in social media. Adeptus, 14, 1–24.
[13] Belmar, G.; & Pinho, S. (em prelo). 'Kinsto it Frysk ferstean?' Intelligibility of West Frisian for Dutch native speakers. Dutch Journal of Applied Linguistics.
[14] Bergsma, F.; Swarte, F.; & Gooskens, C. (2014). Does instruction about phonological correspondences contribute to the intelligibility of a closely related language. Dutch Journal of Applied Linguistics, 3, 1, 45–61. | DOI 10.1075/dujal.3.1.03ber
[15] Berthele, R. (2007). Zum Prozess des Verstehens und Erschließens. In B. Hufeisen, & N. Marx (Eds.), EuroComGerm – Die sieben Siebe: Germanische Sprachen lesen lernen (pp. 15–26). Aachen: Shaker Verlag.
[16] Bezooijen, R. van; & Berg, R. van den (1999a). Taalvariëteiten in Nederland en Vlaanderen: hoe staat het met hun verstaanbaarheid? Taal en Tongval L1, 1, 15, 33.
[17] Bezooijen, R. van; & Berg, R. van den (1999b). Word intelligibility of language varieties in the Netherlands and Flanders under minimal conditions. Linguistics in the Netherlands, 1–12.
[18] Bezooijen, R. van; & Berg, R. van den (1999c). Verstaanberheid van het Gronings, Fries, Limburgs and West-Vlaams: waar zitten de problemen. Em Artikelen van de Derde Sociolinguïstiche Conferentie (pp. 49–60). Lunteren. Delft: Eburon.
[19] Bezooijen, R. van; & Gooskens, C. (2005). How easy is it for speakers of Dutch to understand Frisian and Afrikaans, and why? In Linguistics in the Netherlands (pp. 13–24). Amsterdam: John Benjamins.
[20] Bezooijen, R. van; & Gooskens, C. (2007). Interlingual text comprehension: linguistic and extralinguistic determinants. In J. D. tem Thije & L. Zeevaert (Eds.), Receptive multilingualism and intercultural communication: linguistic analysis, languages, policies and didactic concepts (pp. 249–264). Amsterdam: John Benjamins.
[21] Blees, G. J.; Mak, W.M.; & ten Thije, J. D. (2014). English as a lingua franca versus lingua receptiva in problem-solving conversations between Dutch and German students. Applied Linguistics Review, 5, 1, 173–193. | DOI 10.1515/applirev-2014-0008
[22] Braunmüller, K.; & Zeevaert, L. (2001). Semikommunikation, rezeptive Mehrsprachigkeit und verwandte Phänomene. Eine bibliographische Bestandsaufnahme. Arbeiten zur Mehrsprachigkeit – Folge B, nr. 19, Universität Hamburg.
[23] Cenoz, J.; & Gorter, D. (2017). Minority languages and sustainable translanguaging: threat or opportunity? Journal of Multicultural Development, 38, 1, 901–912. | DOI 10.1080/01434632.2017.1284855
[24] Cook, V. J. (1991). The poverty-of-the-stimulus argument and multi-competence. Second Language Research, 7, 2, 103–117.
[25] Cook, V. J. (1992). Evidence for multi-competence. Language learning, 42, 4, 557–591. | DOI 10.1111/j.1467-1770.1992.tb01044.x
[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.
[29] Ferguson, C. A. (1959). Diglossia. Word, 15, 325–340. | DOI 10.1080/00437956.1959.11659702
[30] Ferreira, V. (2016). New speakers of Minderico: Dynamics and tensions in the revitalization process. Language Documentation and Conservation, 9, 26–37.
[31] Fishman, J. (2001). From theory to practice (and vice versa): review, reconsideration and reiteration. In J. Fishman (Ed.), Can threatened languages be saved? Reversing language shift, revisited: a 21st century perspective (pp. 451–483). Clevedon: Multilingual Matters.
[32] Fonseca, M. (2012). Apprendre par le plurilinguisme: exploration du carrefour entre intercompréhension en langues romanes et enseignement bilingue. In C. Degache & S. Garbarino (Eds.), Actes du colloque IC2012. Intercompréhension: compétences plurielles, corpus, intégration. Université Stendhal Grenoble 3.
[33] García, O.; & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In A. Blackledge & A. Creese (Eds.), Heteroglossia as practice and pedagogy (pp. 199–216). Dordrecht: Springer.
[34] Giles, H.; & Niedzielski, N. (1998). 'Italian is beautiful, German is ugly'. In L. Bauer & P. Trudgill (Eds.), Language myths (pp. 85–93). London: Penguin.
[35] Golubović, J.; & Gooskens, C. (2015). Mutual intelligibility between West and South Slavic languages. Russian linguistics, 39, 3, 351–373. | DOI 10.1007/s11185-015-9150-9
[36] Gooskens, C. (2006). Linguistic and extra-linguistic predictors of Inter-Scandinavian communication. In J. van der Weijer & B. Los (Eds.), Linguistics in the Netherlands, 23 (pp. 101–113). Amsterdam: John Benjamins.
[37] Gooskens, C. (2007). The contribution of linguistic factors to the intelligibility of closely related languages. Journal of Multilingual and Multicultural Development, 28, 6, 445–467. | DOI 10.2167/jmmd511.0
[38] Gooskens, C. (2011). Asymmetrical intelligibility between the Scandinavian languages: experimental approaches. http://let.rug.nl/gooskens/project/pdf/pres_kiel_2010.pdf
[39] Gooskens, C. (2013). Experimental methods for measuring intelligibility of closely related language varieties. In R. Baylay, R. Cameron, & C. Lucas (Eds.), The Oxford Handbook of Sociolinguistics (pp. 195–213). Oxford: Oxford University Press.
[40] Gooskens, C.; & Bezooijen, R. van (2006). Mutual comprehensibility of written Afrikaans and Dutch: symmetrical or asymmetrical? Literary and Linguistic Computing, 23, 543–557. | DOI 10.1093/llc/fql036
[41] Gooskens, C.; Bezooijen, R. van; & Heuven, V. J. van (2015). Mutual intelligibility of Dutch-German cognates by children: the devil is in the detail. Linguistics, 53, 2, 255–283.
[42] Gooskens, C.; & Heeringa, W. (2004). The Position of Frisian in the Germanic Language Area. In D. Gilbers, M. Schreuder, & N. Knevel (Eds.), On the boundaries of phonology and phonetics (pp. 61–87). Groningen: University of Groningen.
[43] Gooskens, C.; & Heuven, V. J. van (2017). Measuring cross-linguistic intelligibility in the Germanic, Romance and Slavic Language Groups. Speech Communication, 89, 25–36. | DOI 10.1016/j.specom.2017.02.008
[44] Gooskens, C.; Heuven, V. J. van; Golubović, J.; Schüppert, A.; Swarte, G.; & Voigt, S. (2018). Mutual intelligibility between closely related languages in Europe. International Journal of Multilingualism, 15, 2, 169–193. | DOI 10.1080/14790718.2017.1350185
[45] Grin, F. (2008). L'intercompréhension, efficience et équité. In V. Conti, & F. Grin (Eds.), S'entendre entre langues voisines: vers l'intercompréhension (pp. 79–109). Chêne-Bourgh: Georg.
[46] Haan, G. J. de (1997). Contact-induced changes in modern West Frisian. Us Wurk Tydskrift foar Frisistyk / Journal of Frisian Studies, 46, 61–89.
[47] Haugen, E. (1996). Semicommunication: The language gap in Scandinavia. Sociological Inquiry, 36, 2, 280–297. | DOI 10.1111/j.1475-682X.1966.tb00630.x
[48] Hélot, C. (2012). Linguistic diversity and education. In M. Martin-Jones, A. Blackledge, & A. Creese (Eds.), The Routledge Handbook of Multilingualism (pp. 214–231). New York: Routledge.
[49] Hilton, N.; & Gooskens, C. (2013). Language policies and attitudes towards Frisian in the Netherlands. In C. Gooskens, & R. van Bezooijen (Eds.), Phonetics in Europe: Perception and Production (pp. 139–157). Frankfurt am Main: P.I.E. – Peter Lang.
[50] Hargitai, E.G. (2014). A situação da língua mirandesa – Bi- e plurilinguismo numa comunidade minoritária no Nordeste de Portugal. PhD tese: Budapest Eötvös Loránd University.
[51] Hornsby, M. (2015). Revitalizing minority languages. New speakers of Breton, Yiddish and Lemko. Basingstoke: Palgrave MacMillan.
[52] Laanen, F. (2001). The Frisian language in the Netherlands. In S. Trifunovska (Ed.), Minority Rights in Europe: European Minorities and Languages (pp. 67–84). The Hague: Asser Press.
[53] Lewis, G.; Jones, B.; & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18, 7, 641–654. | DOI 10.1080/13803611.2012.718488
[54] Lüdi, G. (2007). The Swiss model of plurilingual communication. In J. D. ten Thije & L. Zeevaert (Eds.), Receptive multilingualism: Linguistic analyses, language policies and didactic concepts (pp. 159–178). Amsterdam: John Benjamins.
[55] Marwick, A.; & Boyd, D. (2011). I tweet honestly, I tweet passionately: Twitter users, context collapse and the imagined audience. New Media & Society, 13, 1, 114–133. | DOI 10.1177/1461444810365313
[56] Nelde, P.H. (1978). Sprachkontakt und Sprachwechsel in Brüssel. Em P. Sture Ureland (Ed.), Sprachkontakt in Nordseegebiet (pp. 19–43). Tübingen: Max Niemeyer. | DOI 10.1515/9783111345437.19
[57] Nerbonne, J. (2001). Change, Convergence and Divergence among Dutch and Frisian. In Philologia Frisica anno 1999 (pp. 88–109). Ljouwert/Leeuwarden: Fryske Akademy.
[58] O'Rourke, B.; & DePalma, R. (2016). Language-learning holidays: what motivates people to learn a minority language? International Journal of Multilingualism, 14, 4, 332–340. | DOI 10.1080/14790718.2016.1184667
[59] O'Rourke, B.; Pujolar, J.; & Ramallo, F. (2015). New speakers of minority languages: the challenging opportunity – Foreword. International Journal of the Sociology of Language, 231, 1–20. | DOI 10.1515/ijsl-2014-0029
[60] O'Rourke, B.; & Ramallo, F. (2013). Competing ideologies of linguistic authority amongst new speakers in contemporary Galicia. Language in Society, 42, 3, 287–305. | DOI 10.1017/S0047404513000249
[61] Pietikäinen, S.; & Kelly-Holmes, H. (2011). Multilingualism in the periphery. Oxford: Oxford University Press.
[62] Poza, L. (2017). Translanguaging: Definitions, Implications and Further Needs in Burgeoning Inquiry. Berkeley Review of Education, 6, 2, 101–128. | DOI 10.5070/B86110060
[63] Provinsje Fryslân (2015). De Fryske taalatlas 2015. Fryske taal yn byld. Ljouwert/Leeuwarden: Provinsje Fryslân.
[64] Pujolar, J.; & O'Rourke, B. (2018). Position paper: The Debates on "New Speakers" and "Non-Native" Speakers as Symptoms of Late Modern Anxieties over Linguistic Ownership (Unpublished). https://www.academia.edu/35039330/Position_paper_The_debates_on_news_speakers_and_non-native_speakers_as_symptoms_of_late_modern_anxieties_over_linguistic_ownership
[65] Quarteu, R.; & Frías Conde, X. (2002). L mirandês ũa lhéngua minoritaira na Pertual. Ianua, 2, 89–105.
[66] Rebhein, J.; ten Thije, J. D.; & Verschil, A. (2012). Lingua receptive (LaRa) – remarks on the quintessence of receptive multilingualism. International Journal of Bilingualism, 16(3), 248–264. | DOI 10.1177/1367006911426466
[67] Rothman, J.; Cabrelli, J.; & Boot, K. de (2013). Third Language Acquisition. In J. Herschensohn & M. YoungScholten (Eds.), Handbook of Second Language Acquisition (pp. 372–393). Cambridge: Cambridge University Press.
[68] Silva, A. I. (2017). E se eu fosse s/Surda? Implicações para a Educação Básica. In L. Menezes, A. P. Cardoso, B. Rego, J. P. Balula, M. Figueiredo & S. Felizardo (Eds.), Olhares sobre a Educação: em torno da formação de professores (pp. 221–230). Viseu: Escola Superior de Educação de Viseu.
[69] Suay, F. (2016). Com incidir en els usos lingüístics? Una perspectiva psicològica. Presented at the 24 Linguistics Colloquium "La promoció de l'ús de la llengua des del sistema educatiu: realitats i possibilitats" at the University of Barcelona.
[70] Suay, F.; & Sanginés, D. (2010). Sortir de l'armari lingüístic: una guia de conducta per a viure en català. Barcelona: Angle Editorial.
[71] Swarte, F. (2011). Language attitudes of adults living in Friesland towards the Frisian language. Tese de mestrado, Rijksuniversiteit Groningen.
[72] Swarte, F. (2016). Predicting the mutual intelligibility of Germanic languages from linguistic and extra-linguistic factors. PhD tese, Rijksuniversiteit Groningen.
[73] Swarte, F.; Hilton, N. H.; & Gooskens, C. (2013). Onderlinge Verstaandbaarheid tussen Noord- em Westlauwers Fries. Us Wurk. Tydskrift foar Frisistyk / Journal of Frisian Studies, 62, 21–46.
[74] Ten Thije, J. D.; & Zeevaert, L. (Eds.) (2007). Receptive multilingualism. Linguistic analysis, language policies and didactic concepts. Amsterdam: John Benjamins.
[75] Trosset, C. S. (1986). The social identity of Welsh learners. Language in Society, 15, 2, 165–191. | DOI 10.1017/S0047404500000178
[76] Velasco, P.; & García, O. (2014). Translanguaging and the writing of bilingual learners. Bilingual Research Journal, 37, 1, 6–23. | DOI 10.1080/15235882.2014.893270
[77] Vries, T. de (2010). De fersteanberens fan it Frysk foar dialektsprekkers. Us Wurk. Tydskrift foar Frisistyk / Journal of Frisian Studies, 59(3–4), 132–157.
[78] Wolf, H. (2013). Wat makket it út oft it Frysk útsjert? http://www.demoanne.nl/makket-it-no-ut-oft-itfrysk-utsjert/
[79] Wolff, H. (1959). Intelligibility and inter-ethnic attitudes. Anthropological Linguistics, 1, 34–41.
[80] Ytsma, J. (1995). Frisian as first and second language. Ljouwert: Fryske Akademy.
[81] Ytsma, J. (2007). Language and attitudes in Fryslân. In D. Lasagabaster & A. Huguet (Eds.), Multilingualism in European bilingual contexts (pp. 144–164). Clevedon: Multilingual Matters.
[82] Yuko, G. B.; & Kenji, H. (2004). Bilingualism and Second Language Acquisition. In T. Bathis & W. Ritchie (Eds.), The Handbook of Bilingualism and Multilingualism (pp. 114–132). Singapore: Blackwell Publishing.
[83] Zeevaert, L. (2007). Receptive multilingualism and inter-Scandinavian semicommunication. In J.D. ten Thije & L. Zeevaert (Eds.), Receptive multilingualism. Linguistic analyses, language policies and didactic concepts (pp. 103–135). Amsterdam: John Benjamins.