<div dir="ltr"><br><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr">---------- Forwarded message ---------<br>From: <strong class="gmail_sendername" dir="auto">Academia.edu Weekly Digest</strong> <span dir="ltr"><<a href="mailto:updates@academia-mail.com">updates@academia-mail.com</a>></span><br>Date: Thu, Jan 31, 2019 at 5:07 PM<br>Subject: Elite Multilingualism. Discourses, practices, and debates - Academia.edu<br>To: <<a href="mailto:haroldfs@gmail.com">haroldfs@gmail.com</a>><br></div><br><br><u></u>
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<tbody><tr><td align="center" valign="top"><a title="Academia.edu" href="https://www.academia.edu/t/a-MTM0FPB-bjpgQv/" style="color:#337ab7" target="_blank"><img alt="Academia.edu" style="border:0" src="http://a.academia-assets.com/images/academia-logo-redesign-2015-with-padding-for-emails.png"></a></td></tr>
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<td width="44px"><a href="https://aston.academia.edu/t/a-MTM0FPB-bjpgQv/ElisabethBarakos" style="color:#337ab7" target="_blank"><img width="44" height="44" alt="Elisabeth Barakos" style="border-radius:2px" border="0" src="https://0.academia-photos.com/267811/2577278/4069040/s65_elisabeth.barakos.jpg"></a></td>
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<a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-fs14" href="https://aston.academia.edu/t/a-MTM0FPB-bjpgQv/ElisabethBarakos" style="font-size:14px!important;color:#333;text-decoration:none" target="_blank"><strong>Elisabeth Barakos</strong></a><br><span class="m_-7739562382520345044u-fs13 m_-7739562382520345044u-tcGrayDarker" style="font-size:13px!important;color:#777!important"><a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-tcGrayDarker m_-7739562382520345044user-description" href="https://aston.academia.edu/t/a-MTM0FPB-bjpgQv/" style="color:#777!important;text-decoration:none;line-height:24px" target="_blank">Aston University</a>, <a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-tcGrayDarker m_-7739562382520345044user-description" href="https://aston.academia.edu/t/a-MTM0FPB-bjpgQv/Departments/School_of_Languages_and_Social_Sciences/Documents" style="color:#777!important;text-decoration:none;line-height:24px" target="_blank">School of Languages and Social Sciences</a>, Faculty Member</span>
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<p class="m_-7739562382520345044work-title" style="font-size:20px;font-family:"Georgia",serif;line-height:26px;vertical-align:middle;margin:0"><a href="https://www.academia.edu/t/a-MTM0FPB-bjpgQv/38244310/Elite_Multilingualism._Discourses_practices_and_debates" style="text-decoration:none;color:#000" target="_blank">Elite Multilingualism. Discourses, practices, and debates</a></p>
<p class="m_-7739562382520345044work-summary m_-7739562382520345044u-fs13" style="font-size:13px!important;line-height:18px">In the introduction to the special issue ‘Elite Multilingualism: Discourses,
practices, and debates’, we focus on ‘elite multilingualism’ as a means to
provide a window into the complex layers and nuances of today’s
multilingual, mobile and global society. Our aims here are to provide an
empirical and conceptual discussion of a growing language-centred
elitism. We also aim to expand current scholarship on the construction,
valuation and instrumentalisation of multilingualism, and its
consequences for the formation of social boundaries and inequalities.
We first discuss major concepts such...</p>
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<td width="44px"><a href="https://adu.academia.edu/t/a-MTM0FPB-bjpgQv/jalagaribova" style="color:#337ab7" target="_blank"><img width="44" height="44" alt="jala garibova" style="border-radius:2px" border="0" src="https://0.academia-photos.com/1850168/973312/21251119/s65_jala.garibova.jpg"></a></td>
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<a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-fs14" href="https://adu.academia.edu/t/a-MTM0FPB-bjpgQv/jalagaribova" style="font-size:14px!important;color:#333;text-decoration:none" target="_blank"><strong>jala garibova</strong></a><br><span class="m_-7739562382520345044u-fs13 m_-7739562382520345044u-tcGrayDarker" style="font-size:13px!important;color:#777!important"><a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-tcGrayDarker m_-7739562382520345044user-description" href="https://adu.academia.edu/t/a-MTM0FPB-bjpgQv/" style="color:#777!important;text-decoration:none;line-height:24px" target="_blank">Azerbaijan University of Languages</a>, <a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-tcGrayDarker m_-7739562382520345044user-description" href="https://adu.academia.edu/t/a-MTM0FPB-bjpgQv/Departments/Linguistics/Documents" style="color:#777!important;text-decoration:none;line-height:24px" target="_blank">Linguistics</a>, Faculty Member</span>
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<table border="0" cellpadding="0" cellspacing="10" style="border-collapse:separate" width="100%"><tbody><tr><td align="left" valign="top"><p class="m_-7739562382520345044work-title" style="font-size:20px;font-family:"Georgia",serif;line-height:26px;vertical-align:middle;margin:0"><a href="https://www.academia.edu/t/a-MTM0FPB-bjpgQv/38216027/List_of_Publications_-_Jala_Garibova.docx" style="text-decoration:none;color:#000" target="_blank">List of Publications - Jala Garibova.docx</a></p></td></tr></tbody></table>
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<td width="44px"><a href="https://uiowa.academia.edu/t/a-MTM0FPB-bjpgQv/DavidJohnson" style="color:#337ab7" target="_blank"><img width="44" height="44" alt="David Cassels Johnson" style="border-radius:2px" border="0" src="https://0.academia-photos.com/32502500/9751070/10941343/s65_david.cassels_johnson.jpg"></a></td>
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<a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-fs14" href="https://uiowa.academia.edu/t/a-MTM0FPB-bjpgQv/DavidJohnson" style="font-size:14px!important;color:#333;text-decoration:none" target="_blank"><strong>David Cassels Johnson</strong></a><br><span class="m_-7739562382520345044u-fs13 m_-7739562382520345044u-tcGrayDarker" style="font-size:13px!important;color:#777!important">Bookmarked by <a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-tcGrayDarker m_-7739562382520345044user-description" href="https://qmul.academia.edu/t/a-MTM0FPB-bjpgQv/LeighOakes" style="color:#777!important;text-decoration:none;line-height:24px" target="_blank">Leigh Oakes</a></span>
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<p class="m_-7739562382520345044work-title" style="font-size:20px;font-family:"Georgia",serif;line-height:26px;vertical-align:middle;margin:0"><a href="https://www.academia.edu/t/a-MTM0FPB-bjpgQv/13449965/Ethnography_of_language_policy" style="text-decoration:none;color:#000" target="_blank">Ethnography of language policy</a></p>
<p class="m_-7739562382520345044work-summary m_-7739562382520345044u-fs13" style="font-size:13px!important;line-height:18px">While theoretical conceptualizations of language policy have grown increasingly rich, empirical data that test these models are less common. Further, there is little methodological guidance for those who wish to do research on language policy interpretation and appropriation. The ethnography of language policy is proposed as a method which makes macro–micro connections by comparing
critical discourse analyses of language policy with ethnographic data collection in some local context. A methodological heuristic is offered to guide data collection
and sample data are presented from the School...</p>
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<td width="44px"><a href="https://liverpool.academia.edu/t/a-MTM0FPB-bjpgQv/ClareDownham" style="color:#337ab7" target="_blank"><img width="44" height="44" alt="Clare Downham" style="border-radius:2px" border="0" src="https://0.academia-photos.com/1445523/518156/2174856/s65_clare.downham.jpg"></a></td>
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<a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-fs14" href="https://liverpool.academia.edu/t/a-MTM0FPB-bjpgQv/ClareDownham" style="font-size:14px!important;color:#333;text-decoration:none" target="_blank"><strong>Clare Downham</strong></a><br><span class="m_-7739562382520345044u-fs13 m_-7739562382520345044u-tcGrayDarker" style="font-size:13px!important;color:#777!important">Bookmarked by <a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-tcGrayDarker m_-7739562382520345044user-description" href="https://aberdeen.academia.edu/t/a-MTM0FPB-bjpgQv/MillarRobertMcColl" style="color:#777!important;text-decoration:none;line-height:24px" target="_blank">Millar Robert McColl</a></span>
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<table border="0" cellpadding="0" cellspacing="10" style="border-collapse:separate" width="100%"><tbody><tr><td align="left" valign="top"><p class="m_-7739562382520345044work-title" style="font-size:20px;font-family:"Georgia",serif;line-height:26px;vertical-align:middle;margin:0"><a href="https://www.academia.edu/t/a-MTM0FPB-bjpgQv/3800136/Annals_armies_and_artistry_The_Anglo-Saxon_Chronicle_865_96" style="text-decoration:none;color:#000" target="_blank">Annals, armies, and artistry: ‘The Anglo-Saxon Chronicle’, 865–96</a></p></td></tr></tbody></table>
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<td width="44px"><a href="https://birkbeck.academia.edu/t/a-MTM0FPB-bjpgQv/JDewaele" style="color:#337ab7" target="_blank"><img width="44" height="44" alt="Jean-Marc Dewaele" style="border-radius:2px" border="0" src="https://0.academia-photos.com/794274/270785/11409110/s65_jean-marc.dewaele.jpg"></a></td>
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<a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-fs14" href="https://birkbeck.academia.edu/t/a-MTM0FPB-bjpgQv/JDewaele" style="font-size:14px!important;color:#333;text-decoration:none" target="_blank"><strong>Jean-Marc Dewaele</strong></a><br><span class="m_-7739562382520345044u-fs13 m_-7739562382520345044u-tcGrayDarker" style="font-size:13px!important;color:#777!important">Bookmarked by <a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-tcGrayDarker m_-7739562382520345044user-description" href="https://ncert.academia.edu/t/a-MTM0FPB-bjpgQv/RMeganathan" style="color:#777!important;text-decoration:none;line-height:24px" target="_blank">Ramanujam Meganathan</a></span>
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<p class="m_-7739562382520345044work-title" style="font-size:20px;font-family:"Georgia",serif;line-height:26px;vertical-align:middle;margin:0"><a href="https://www.academia.edu/t/a-MTM0FPB-bjpgQv/38226120/The_complex_relationship_between_classroom_emotions_and_EFL_achievement_in_China" style="text-decoration:none;color:#000" target="_blank">The complex relationship between classroom emotions and EFL achievement in China</a></p>
<p class="m_-7739562382520345044work-summary m_-7739562382520345044u-fs13" style="font-size:13px!important;line-height:18px">The present study adopted a mixed-method approach combining principles from Complex Dynamic Systems Theory and Positive Psychology to examine the interaction between Foreign Language Classroom Anxiety (FLCA) and Foreign Language Enjoyment (FLE) of 1,307 Chinese students, the single and combined effects of FLCA and FLE on self-perceived English proficiency and actual English achievement, and finally, the effect of EA on FLE and FLCA. Statistical analyses revealed negative correlations between FLCA and FLE in three groups at different levels of English achievement. Qualitative data from 64...</p>
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<table border="0" cellpadding="0" cellspacing="10" style="border-collapse:separate" width="100%"><tbody><tr><td align="left" valign="top"><p class="m_-7739562382520345044work-title" style="font-size:20px;font-family:"Georgia",serif;line-height:26px;vertical-align:middle;margin:0"><a href="https://www.academia.edu/t/a-MTM0FPB-bjpgQv/3561720/greek_style_dedications" style="text-decoration:none;color:#000" target="_blank">greek style dedications</a></p></td></tr></tbody></table>
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<a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-fs14" href="https://berkeley.academia.edu/t/a-MTM0FPB-bjpgQv/JanNattier" style="font-size:14px!important;color:#333;text-decoration:none" target="_blank"><strong>Jan Nattier</strong></a><br><span class="m_-7739562382520345044u-fs13 m_-7739562382520345044u-tcGrayDarker" style="font-size:13px!important;color:#777!important">Bookmarked by <a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-tcGrayDarker m_-7739562382520345044user-description" href="https://independent.academia.edu/t/a-MTM0FPB-bjpgQv/RichardSalomon" style="color:#777!important;text-decoration:none;line-height:24px" target="_blank">Richard Salomon</a></span>
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<table border="0" cellpadding="0" cellspacing="10" style="border-collapse:separate" width="100%"><tbody><tr><td align="left" valign="top"><p class="m_-7739562382520345044work-title" style="font-size:20px;font-family:"Georgia",serif;line-height:26px;vertical-align:middle;margin:0"><a href="https://www.academia.edu/t/a-MTM0FPB-bjpgQv/10737483/The_Ten_Epithets_of_the_Buddha_in_the_Translations_of_Zhi_Qian" style="text-decoration:none;color:#000" target="_blank">The Ten Epithets of the Buddha in the Translations of Zhi Qian</a></p></td></tr></tbody></table>
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<p class="m_-7739562382520345044work-title" style="font-size:20px;font-family:"Georgia",serif;line-height:26px;vertical-align:middle;margin:0"><a href="https://www.academia.edu/t/a-MTM0FPB-bjpgQv/35039330/Position_paper_The_debates_on_new_speakers_and_non-native_speakers_as_symptoms_of_late_modern_anxieties_over_linguistic_ownership" style="text-decoration:none;color:#000" target="_blank">Position paper: The debates on "new speakers" and " non-native " speakers as symptoms of late modern anxieties over linguistic ownership.</a></p>
<p class="m_-7739562382520345044work-summary m_-7739562382520345044u-fs13" style="font-size:13px!important;line-height:18px">Natives, as anthropologists like to imagine them, are (…) rapidly disappearing (Appadurai 1988, p.39) In this paper, we review the debates about " new speakers " of regional minority languages in Europe and discuss how they can be understood as a phenomenon that challenges the linguistic ideologies that emerged with the development of nation-states, industrial capitalism and colonization. We apply the term " new speakers " to a variety of labels used in contexts such as Wales, Ireland, the Basque Country or Brittany to people who do not learn the local language through conventional family...</p>
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<td width="44px"><a href="https://uni-koln.academia.edu/t/a-MTM0FPB-bjpgQv/andreahollington" style="color:#337ab7" target="_blank"><img width="44" height="44" alt="andrea hollington" style="border-radius:2px" border="0" src="https://0.academia-photos.com/7695218/13109010/14427991/s65_andrea.hollington.jpg"></a></td>
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<a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-fs14" href="https://uni-koln.academia.edu/t/a-MTM0FPB-bjpgQv/andreahollington" style="font-size:14px!important;color:#333;text-decoration:none" target="_blank"><strong>andrea hollington</strong></a><br><span class="m_-7739562382520345044u-fs13 m_-7739562382520345044u-tcGrayDarker" style="font-size:13px!important;color:#777!important">Bookmarked by <a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-tcGrayDarker m_-7739562382520345044user-description" href="https://gallaudet.academia.edu/t/a-MTM0FPB-bjpgQv/StephenNover" style="color:#777!important;text-decoration:none;line-height:24px" target="_blank">Stephen M Nover</a></span>
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<p class="m_-7739562382520345044work-title" style="font-size:20px;font-family:"Georgia",serif;line-height:26px;vertical-align:middle;margin:0"><a href="https://www.academia.edu/t/a-MTM0FPB-bjpgQv/38212698/From_the_Hood_to_Public_Discourse_The_Social_Spread_of_African_Youth_Languages" style="text-decoration:none;color:#000" target="_blank">From the Hood to Public Discourse: The Social Spread of African Youth Languages</a></p>
<p class="m_-7739562382520345044work-summary m_-7739562382520345044u-fs13" style="font-size:13px!important;line-height:18px">Urban youth language in Africa is increasingly present in various public and family contexts, rather than being limited to marginalized urban identities–new contexts associated less with resistance than with openness, unboundedness, and inclusion. This implies changes of style, exclusiveness, identity marking, and domains of usage. Analysis of Yanké in Kinshasa and Yarada K’wank’wa in Addis Ababa shows that new unbounded identities of youth language speakers are associated with more fluid and accessible com- munities of practice, reflecting new modes of regulating ingroup boundaries and...</p>
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<td width="44px"><a href="https://monash.academia.edu/t/a-MTM0FPB-bjpgQv/JimHlavac" style="color:#337ab7" target="_blank"><img width="44" height="44" alt="Jim Hlavac" style="border-radius:2px" border="0" src="https://0.academia-photos.com/11127884/5517727/6286957/s65_jim.hlavac.jpg"></a></td>
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<a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-fs14" href="https://monash.academia.edu/t/a-MTM0FPB-bjpgQv/JimHlavac" style="font-size:14px!important;color:#333;text-decoration:none" target="_blank"><strong>Jim Hlavac</strong></a><br><span class="m_-7739562382520345044u-fs13 m_-7739562382520345044u-tcGrayDarker" style="font-size:13px!important;color:#777!important">Bookmarked by <a class="m_-7739562382520345044u-linkUnstyled m_-7739562382520345044u-tcGrayDarker m_-7739562382520345044user-description" href="https://utrgv.academia.edu/t/a-MTM0FPB-bjpgQv/GabrielGonz%C3%A1lezN%C3%BA%C3%B1ez" style="color:#777!important;text-decoration:none;line-height:24px" target="_blank">Gabriel González Núñez</a></span>
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<p class="m_-7739562382520345044work-title" style="font-size:20px;font-family:"Georgia",serif;line-height:26px;vertical-align:middle;margin:0"><a href="https://www.academia.edu/t/a-MTM0FPB-bjpgQv/36572997/Translation_as_a_sub-set_of_public_and_social_policy_and_a_consequence_of_multiculturalism_the_provision_of_translation_and_interpreting_services_in_Australia" style="text-decoration:none;color:#000" target="_blank">Translation as a sub-set of public and social policy and a consequence of multiculturalism: the provision of translation and interpreting services in Australia</a></p>
<p class="m_-7739562382520345044work-summary m_-7739562382520345044u-fs13" style="font-size:13px!important;line-height:18px">Translation can be an overt feature of public policy, typically in situations where there are status planning regulations that prescribe the use of two or more languages that then enable the development of translation infrastructure. In New World countries, one language, usually that of a former colonial power, is the de jure or de facto official language and seldom does translation feature as a national policy in its own right. Accounts for the provision of translation in a country such as Australia are to be found elsewhere. This article adopts a " looking sideways " approach to account...</p>
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</div><br clear="all"><div><br></div>-- <br><div dir="ltr" class="gmail_signature" data-smartmail="gmail_signature">=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+<br><br> Harold F. Schiffman<br><br>Professor Emeritus of <br> Dravidian Linguistics and Culture <br>Dept. of South Asia Studies <br>University of Pennsylvania<br>Philadelphia, PA 19104-6305<br><br>Phone: (215) 898-7475<br>Fax: (215) 573-2138 <br><br>Email: <a href="mailto:haroldfs@gmail.com" target="_blank">haroldfs@gmail.com</a><br><a href="http://ccat.sas.upenn.edu/~haroldfs/" target="_blank">http://ccat.sas.upenn.edu/~haroldfs/</a> <br><br>-------------------------------------------------</div></div>