The contributions gathered in this volume attempt to take varied perspectives on current state of art within the field of linguistics, sociolinguistics and ethnolinguistics. This vast interpretative perspective stretches from the modern European and American conceptualisations of the societal identity, through the extralinguistic reality hidden behind the language expressions and phraseology in order to complete this image with the insightful presentation of various linguistic diasporas. Sociopragmatic and ethnolinguistic considerations accomplish this attempt to represent the leading themes of modern linguistic studies. Diverse methodological and empirical perspectives are employed in the present volume – from socio- and ethnolinguistic issues through (inter)cultural and communication studies to good practices in translatology.

Language, Culture, Identity and Citizenship in College Classrooms and Communities examines what takes place in writing classrooms beyond academic analytical and argumentative writing to include forms that engage students in navigating the civic, political, social and cultural spheres they inhabit. It presents a conceptual framework for imagining how writing instructors can institute campus-wide initiatives, such as Writing Across Communities, that attempt to connect the classroom and the campus to the students’ various communities of belonging, especially students who have been historically underserved. This framework reflects an emerging perspective—writing across difference—that challenges the argument that the best writing instructors can do is develop the skills and knowledge students need to make a successful transition from their home discourses to academic discourses. Instead, the value inherent in the full repertoire of linguistic, cultural and semiotic resources students use in their varied communities of belonging needs to be acknowledged and students need to be encouraged to call on these to the fullest extent possible in the course of learning what they are being taught in the writing classroom. Pedagogically, this book provides educators with the rhetorical, discursive and literacy tools needed to implement this approach.

In this book, I attempt to show how colonial and postcolonial political forces have endeavoured to reconstruct the national identity of Morocco, on the basis of cultural representations and ideological constructions closely related to nationalist and ethnolinguistic trends. I discuss how the issue of language is at the centre of the current cultural and political debates in Morocco. The present book is an investigation of the ramifications of multilingualism for language choice patterns and attitudes among Moroccans. More importantly, the book assesses the roles played by linguistic and cultural factors in the development and evolution of Moroccan society. It also focuses on the impact of multilingualism on cultural authenticity and national identity. Having been involved in research on language and culture for many years, I am particularly interested in linguistic and cultural assimilation or alienation, and under what conditions it takes place, especially today that more and more Moroccans speak French and are influenced by Western social behaviour more than ever before. In the process, I provide the reader with an updated description of the different facets of language use, language maintenance and shift, and language attitudes, focusing on the linguistic situation whose analysis is often blurred by emotional reactions, ideological discourses, political biases, simplistic assessments, and ethnolinguistic identities.

The dynamics of language, culture and identity are a major focus for many linguists and cognitive and cultural researchers. This book explores the inextricable connection that language has with cultural identity and cultural practices, with a particular emphasis on how they contribute to shaping personal identity. The volume brings together selected peer-reviewed papers from the 7th International Conference on Language, Culture and Mind with other specially commissioned chapters. Like the conference, this book aims to enhance mutual understanding among researchers from diverse disciplinary and theoretical perspectives, offering a wealth of insights to a wide range of readers on recent culturally oriented cognitive studies of language.

This book explores Hui (one of the Muslim minority groups in China) students’ lived experiences in an elementary school in central P. R. China from the perspectives of philosophical foundations of education and the sociology of education, the impact of their experiences on their identity construction, and what schooling means to Hui students. The book describes a vivid picture of how the Hui construct their own identities in the public school setting, and how the state curricula, teachers, and parents play roles in student identity construction. The objectives of the book are to discover factors that impact Hui students’ identity construction and have caused Hui students to know little about their own culture and language; and to explore what should be done to help teachers, administrators, and policy makers appreciate minority culture and include minority culture and knowledge in school curriculum in order to meet the needs of Hui students. The book provides historical, policy, and curricular contexts for readers to understand Hui students’ experiences in central China, and discusses the cultural differences between Han and Hui from a philosophical level. The book uses postcolonial theory to critique the assimilative nature of school education, the construction of Hui students’ identity from Han ideology, and the cultural hegemony of the mainstream Han group. It also discusses curriculum reconceptualization both in China and globally, and the possibility of multicultural education in China.

This volume is a collection of studies that analyze cultural encounters in Europe from multidisciplinary perspectives. The book faithfully reflects the research conducted at various departments within the Faculty of Arts and Letters at the University of Szeged, Hungary. The idea for the collection was conceived during a dissemination meeting for a four-year research project involving some of the authors known as Languages in a Network of European Excellence (LINEE), cofounded by the European Commission (FP6, contract 28388), whose generous support also made the publication of this volume possible—for which I would like to extend my gratitude here. Our contemporary world has been persuasively described in a wealth of literature as an era of postmodernity, characterized by a series of particular features, including the development of digital culture and mediation, an intricate interplay between globalization and localization, the compression of time and space, the rapid and constant movement of information and of people as well as the crossing of boundaries, both in symbolic and concrete terms (Lyotard, Harvey, and Appadurai [Modernity], among others). It has been depicted as a transitory period marked by a series of turns—linguistic, cultural and pictorial/visual (e.g. by Rorty, Jameson and Mitchell)—that have captured new mental frameworks for the comprehension of reality(-ies) and resultant principles and processes of knowledge production, also opening up avenues towards pluralism, the politics of identity and difference, and the centrality of issues concerning discourse, power and ideology (Calhoun, Gupta and Ferguson, Fairclough, etc.). Having investigated various aspects of globalization, Appadurai (“Disjuncture”) concluded that one way to understand this phenomenon is through the notion of cultural flows, a concept that captures the speed and dynamism with which particular cultural forms and practices may travel and gain recognition outside of the local cultures within which they appear. He proposed that these global cultural flows can best be explored through five imagined dimensions, often in disjunction with each other: ethnoscapes, mediascapes, technoscapes, financescapes and ideoscapes. Of these, the studies in this volume focus primarily on ethnoscapes and ideoscapes: the cultural flow that both the movement of people, be they students, tourists, immigrants or artists, and that of ideas, from subcultures to teaching paradigms, bring about and the representation of the various encounters these entail in language use, cultural production and identity constructions. This collection of studies tackles some of these issues as they appear in Europe, particularly within the boundaries of Hungary, where they have received particular attention after Hungary joined the European Union in 2004. Hungary’s accession introduced not only EU rules, norms and expectations to the country but also encouraged the flow of people, cultural exchange and cooperation within the EU in numerous ways, such as research projects and academic exchange programs (e.g. Tempus and Erasmus) and cultural projects, such as the European Capital of Culture award program. In the implementation of the various programs and broad cooperation upon which a united Europe may emerge, it is imperative to ensure communication; thus, language teaching and learning and the attainment of a particular level of proficiency have received particular attention within the EU. All this, in a broader context, can be regarded as part of the problematization tied to the word “European,” including the construction and meaning of a European identity, particularly in relation to other, such as national, regional and local, identities, while not being blind to other powerful factors, such as ethnicity, religion and gender, that also shape self-identities in compelling ways. The authors in this volume represent a multiplicity of academic fields, from linguistics and literary criticism to cultural anthropology and cultural studies. They share the characteristic of reaching across traditional methods and disciplines, thus typically applying an interdisciplinary approach in their investigations, all of which focus on the construction, mediation, outcome or impact of cultural encounters in a variety of contexts. Except for one, all of these studies explore particular aspects of contemporary issues and practices. As reflected in the subtitle of the volume, the papers have been organized around three major themes: language use, cultural interaction and identity construction. The first set of studies investigates the significance of language in the postmodern age. Globalization is often associated with tendencies towards standardization and homogenization (e.g. Featherstone), in the course of which “English is becoming the global language, and culture is becoming more and more dominated by American and Western European models” (Smith 14). In this context, issues such as the way in which English is used in the global community, the forms of power English may represent in particular local communities, or the washback effect this global role may have on emerging techniques used in the English as a Foreign Language (EFL) classroom, require further investigation.

"Re-Imagining Northeast Writings and Narratives: Language, Culture, and Border Identity" presents a collaborative effort to critically examine the concept of Northeast India, focusing on its linguistic, geographical, cultural, and social dimensions. Through a compilation of articles and essays, the volume delves into various aspects such as language, literature, culture, challenges, and the complexities of identity within the region. Each contribution offers detailed insights and findings, enhancing our understanding of Northeast India's diverse cultural landscape and the experiences of its people. By addressing themes of spatiality, movement, and responses to representations of the Northeast, the volume aims to deepen scholarly engagement with the region and stimulate discourse on its unique linguistic, cultural, and border dynamics. It serves as a valuable resource for researchers, scholars, and anyone interested in gaining a nuanced understanding of Northeast India and its intricate interplay of language, culture, and identity.

Introduces the key themes and debates in supporting young children with different linguistic and cultural backgrounds in an inclusive way.

This book investigates the social, political and educational role of community language education in migratory contexts. It draws on an ethnographic study that investigates the significance of Mandarin-Chinese community schooling in Britain as an intercultural space for those involved. To understand the interrelation of ‘language’, ‘culture’ and ‘identity’, the book adopts a ‘bricolage’ approach that brings together a range of theoretical perspectives. This book challenges homogenous and stereotypical constructions of Chinese language, culture and identity – such as the image of Chinese pupils as conformist and deferent learners – that are often repeated both in the media and in academic discussion.

Bachelor Thesis from the year 2023 in the subject English Language and Literature Studies - Culture and Applied Geography, grade: 16/20, Sultan Moulay Sliman University (Ecole Supérieure de l'Education et de la Formation), course: Immersion internship in the school 2 and Research Paper (PFE), language: English, abstract: This thesis investigates the influence of English language teaching, as a language of globalization, on the cultural identity of high school students in Morocco. Against a backdrop of a complex linguistic landscape, this study navigates the intricacies of language, culture, and education, aiming to contribute to the ongoing discourse surrounding the role of English in a globally connected world. A mixed-methods approach, comprising a questionnaire for students and interviews with teachers from Le Lycée Mohammed VI d'Excellence in Morocco, is utilized for a comprehensive exploration of the research question. While the majority of students reported no direct impact of English language teaching on their cultural identity, a subtle, layered influence was observed through their adoption of Western cultural norms. On the other hand, teachers displayed an acute awareness of the significant influence of globalization on teaching English, emphasizing the intricate link between language and culture. They highlighted the role of English as a conduit for intercultural communication and as a critical tool for fostering cultural understanding. The findings signal both challenges and opportunities, reinforcing the essential role of teachers in facilitating language learning and intercultural competence in an interconnected educational landscape. This monograph underscores the need for further research to delve into the subtleties of students' perceptions and to navigate the complexities inherent in teaching English in a globalized environment, ultimately aiming to offer empirical and theoretical contributions that inform policy and practice in the field of English language teaching.