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Upper Sorbian Language Policy in Education: Bringing the Language Back, or Bringing It Forward? [Kõva köide]

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Upper Sorbian Language Policy in Education: Bringing the Language Back, or Bringing It Forward?Suurem pilt
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This book deals with the tension between a strategy of language maintenance (protecting and reinforcing the language where it is still spoken by community members) and a strategy of language revitalization (opening up access to the language to all interested people and encouraging new domains of its use). The case study presented concerns a grammar school in Upper Lusatia, which hosts the coexistence of a community of Upper Sorbian-speakers and a group of German native speakers who are learning Upper Sorbian at school. The tensions between these two groups studying at the same school are presented in this book against the background of various language strategies, practices and ideologies. The conflict of interests between the traditional community which perceives itself as the guardians of the minority language and its potential new speakers is played off on different levels by policy-makers and may be read through different levels of language policy and planning.
Foreword ix
Acknowledgements x
List of Map and Tables
xii
1 Language Maintenance and Language Revitalisation: Theoretical Perspectives and Research Context
1(30)
1 Typology of Speakers and Prevailing Language Ideologies
4(6)
2 Language and Identity in the Context of Sustaining Minority Language
10(4)
3 Minority Language Maintenance and Revitalisation: Prior Ideological Clarification
14(5)
4 Language Policy and Planning for Minority Languages
19(4)
5 School-based Minority Language Revitalisation
23(4)
6 The Structure of the Book
27(4)
2 The Sociocultural Context of the Upper Sorbian Language and Community Situation
31(17)
1 The Upper Sorbian Communities and the Consequences of Divisions
31(7)
2 Sorbian-German Relations of Power and the Catholics' Strategy of Parallel Worlds
38(4)
3 The Upper Sorbian Language-in-Education Policy
42(6)
3 Research Design and Methodology
48(21)
1 Research Design and Methodology
48(13)
1.1 "Sorbian" Group
52(2)
1.2 "Bilingual" Group
54(2)
1.3 "German" Group
56(3)
1.4 Focus Group Discussion 1
59(1)
1.5 Focus Group Discussion 2
59(1)
1.6 Focus Group Discussion 3
60(1)
2 Researchers' Positionality
61(8)
4 Building Walls: The Catholic Upper Sorbian "Core" Community
69(35)
1 "Sorbs" and "Germans" - Divisions Based on Ethnicity and Cultural Belonging
69(5)
2 Relationship between Identity and Language as Perceived by the Sorbs
74(6)
3 Sorbian Understanding of Speakerness - the Ideology of Language Ownership
80(10)
4 Place in the Community of New Speakers of Sorbian
90(8)
5 The "Sorbian Wall" as a Strategy for Protecting the Language
98(6)
5 Divided Worlds: Relations between Students and Their Consequences for Language Revitalisation
104(39)
1 Separating Sorbian and German Worlds at School
104(13)
2 The Sorbian-German Relationship at the School
117(4)
3 Teaching Sorbian to Students from German-speaking Families
121(10)
4 Motivation of German-speakers to Learn Sorbian
131(4)
5 Language Practice at School in the Context of Becoming New Speaker of Sorbian
135(8)
6 Potential New Speakers of Upper Sorbian - Language Ideologies at School
143(35)
1 The "Rule of Politeness" and Social Norms Regulating the Use of Sorbian in Public Places
143(7)
2 Learners' Language Practices - Language Barriers
150(4)
3 Anxiety and Fear of Mistakes
154(3)
4 Language Practices of New Speakers and Learners
157(8)
5 The Use of Sorbian by Leaners as an Act of Identity
165(2)
6 The Ideology of Minority Language Utility and Completeness
167(4)
7 Ideology of Authenticity and Standard Language
171(7)
7 Strategy of Sustaining the Minority Language: Maintenance versus Revitalisation
178(41)
1 Language Policy and Planning in the Context of Sorbian Language Education
179(7)
2 Prior Ideological Clarification in the Context of Language Policy and Planning for Language Learners
186(5)
3 Language Maintenance and Language Revitalisation for Upper Sorbian
191(19)
3.1 Language Maintenance vs Language Revitalisation
191(8)
3.2 The School's Response to Language Maintenance vs Revitalisation Discourse
199(5)
3.3 Native and New Speakers in the Context of School and Community Language Strategies
204(2)
3.4 School Language Strategy as Reflected in the Perceived Role of New Speakers
206(4)
4 Students' Becoming New Speakers through Other Than School-related Activities
210(9)
8 Discussion and Conclusions
219(16)
Appendix 1 Questionnaire in German 235(7)
Appendix 2 Questionnaire, English Version with Answers: Percentage and Number of Respondents, Statistics 242(14)
Appendix 3 Protocols for the Semi-structured Interviews 256(5)
References 261(26)
Subject Index 287
Nicole Doowy-Rybiska, Ph.D. (2010), University of Warsaw, Poland, is Professor at the Institute of Slavic Studies belonging to the Polish Academy of Sciences. Her main academic interests focus on minority language communities in Europe, ethnolinguistic vitality, language practices and revitalization efforts. She is the author of No One Will Do This For Us (Peter Lang, 2020) on minority language activism in Europe.