试析贵州少数民族地区双语使用的特点

贵州少数民族地区的人们在日常生活中不仅用自己的母语进行交际,在特殊的场合中还使用其他民族语言进行交际,出现一种“双语”或“多语”使用的现象.但由于各民族所处环境不一样,出现了不一样的特点.大致为,既以本民族语言作为主要的交际工具,又以汉语或其他少数民族语言为辅助交际工具;以汉语作为日常的主要交际工具,同时以他民族语言作为辅助交际工具等.     

面向21世纪的中国语文现代化

语文现代化就是伴随着社会现代化进程而进行的语文改革。中国的语文现代化自1892年开始 ,至今已经一百多年。在这一百多年中 ,语文现代化取得的成果主要是 :普通话、现代白话文、规范汉字和汉语拼音。面临即将到来的 2 1世纪 ,中国的语文策略应该是采用双语双文制     

Sociophonetic variation in a long‐term language contact situation: /l/‐darkening in Welsh‐English bilingual speech

This study investigates /l/‐darkening in the Welsh and English speech of bilinguals in North Wales. Although it is claimed that /l/ is dark in all syllable positions in northern varieties of both languages, there have been no quantitative investigations of this feature which consider cross‐linguistic phonetic differences, the differing nature of language contact between North East and North West Wales, and differences in the way both languages are acquired by speakers. The dataset of 32 Welsh‐English bilinguals, aged 16–18, was stratified by speaker sex, home language, and area. Tokens of /l/ in word‐initial onset and word‐final coda positions were analysed acoustically. The results show cross‐linguistic differences in onset position and that such differences were found to be greater in the speech of female speakers. Differences were also found between the two areas. These results are discussed with reference to the influence of extra‐linguistic factors on speech production and the possible social meaning associated with dark /l/.     

A multilingual approach to analysing standardized test results: immigrant primary school children and the role of languages spoken in a bi-/multilingual community

The present study adopts a multilingual approach to analysing the standardized test results of primary school immigrant children living in the bi-/multilingual context of South Tyrol, Italy. The standardized test results are from the Invalsi test administered across Italy in 2009/2010. In South Tyrol, several languages are spoken on a daily basis and the long-established ethnic groups are speakers of German (69%), Italian (26%) and Ladin (4%). While the language of instruction for immigrant children attending Italian language schools is Italian, these children live in Italian- or German-speaking environments. I argue that standardized testing data should be analysed in conjunction with local language information to better serve the educational needs of bi-/multilingual children. The Italian test results of I and II Generation immigrant children (n?=?225) are re-examined in light of the languages spoken in their living environment. Results show that the approach used is useful in identifying information that would have otherwise remained undetected. The additional data provide valuable input for school administrators, educators and policy-makers and can be used to devise suitable remedial measures for immigrant children attending school in bi-/multilingual environments.     

Translation style and participant roles in court interpreting1

This paper investigates the translation styles of court interpreters in New York City and the styles' social and pragmatic implications for multilingual interactions in court. Interpreters are found to vary between using first or third person to represent the voice of a translated source speaker, thereby varying between adherence to explicit institutional norms that require first person and accommodation to non‐professional interpreting practices that favor the use of reported speech. In a quantitative and qualitative analysis, this variation is shown to be influenced by several pragmatic and social factors, and to index the interpreters' stances towards source speakers and towards the immigrant court users who are the recipients of translations from English. It is argued that translation styles have profound consequences for limited English speakers, as the insistence on institutional norms in translating to them is viewed as a gatekeeping behavior that may impede their full participation in the proceedings.     

试论加拿大双语制的历史成因和现状

本文探讨了加拿大双语制的内涵、历史渊源和现状, 说明加拿大双语制的形成是殖民者在将土著民族语言排除在外不予考虑的不平等基础之上,英、法这两个建国民族相互竞争,同时又联合起来共同压制和削弱土著语言文化的结果。本文还利用最新统计资料分析了加拿大双语制的现实合理性。     

昆格人语言使用现状调查

通过田野调查,首次揭示分布在云南省西双版纳傣族自治州勐养镇昆格山的布朗族支系昆格人的语言使用现状及其母语昆格语的生存状况,认为昆格语保存完整,语言活力顽强;昆格人全民兼用汉语,部分兼用傣语,业已建立起了全民昆-汉双语制与部分昆-汉-傣多语制;昆格语与汉语、傣语在语言功能方面相互竞争、和谐共处。     

辨析“双言”和“双语”的异同

双语在中国一直是个热门而敏感的话题,有些地区和人们往往误解了国家推行的双语制和双语教育,缘于他们对双语缺乏的了解。通过双言和双语的异同进行分析,让国人更好的了解”双言”和“双语”异同,从真正意义上体会国家实行双语制和双语教育的目的和苦心。     

试论东北民族融合过程中的双语现象-满语衰亡原因考证亡二

民族是一种社会现象。民族之间的接触必须使用语言。双语现象是人类社会活动中族际交往所产生的必然。这一语言变化过程不仅涉及到互相接触的每一种语言发展的自然状况和语言使用者的人文情况 ,还涉及到每一种语言的自身语言状况和相互关系等因素。本文所论述的东北地区历史上民族语言的变化过程典型地展示了双语现象的基本规律、模式等重要问题     

‘Who was the best?’: Power,knowledge and rationality in bilingual girls’ code choices1

This paper examines how pre‐adolescent bilingual girls employ linguistic choices to construct relations of dominance and subordination in a competitive exchange of knowledge and expertise in a pretend‐school activity. Quantitative and qualitative analyses demonstrate that code choices used by the girls to constitute and exploit different sources of power are systematically related to the construction of currently salient identities, prevailing structural constraints, and individual goals and desires. It is argued that even young children act as rational, social actors who actively make strategic and meaningful linguistic choices with the overall aim to achieve optimal outcomes in a given interaction.