32.1095, FYI: The Impacts of Language Conflict in Educational Settings: When Language Contact becomes a Conflict in the Classroom

[The LINGUIST List]

LINGUIST List: Vol-32-1095. Fri Mar 26 2021. ISSN: 1069 - 4875.

Subject: 32.1095, FYI: The Impacts of Language Conflict in Educational Settings: When Language Contact becomes a Conflict in the Classroom

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Date: Fri, 26 Mar 2021 03:36:00
From: Yliana V. Rodriguez [ylianarodriguez at gmail.com]
Subject: The Impacts of Language Conflict in Educational Settings: When Language Contact becomes a Conflict in the Classroom

 
Conflict linguistics can be traced back in linguistics literature to the birth
of the discipline, however, it only became thoroughly explored in the 1960s.
North America and Europe have received most of the attention when it came to
the study of language conflict. Political scientists, sociologists and social
psychologists have also analysed the phenomenon. In 1990 Haarmann presented a
general theory on language conflict inspired by Haugen’s ideas, and in 1979
Nelde launched a series of conferences on Contact & Conflict, devoting many
volumes of his Plurilingua series to the topic of language conflict. Today, in
spite of some valuable contributions to the field (e.g. Mac Giolla Chríost
2003, Rindler Schjerve 2003, 2007 and Conill 2007, Darquennes 2010, 2015), the
field of language conflict remains a rich arena within linguistics and other
fields.
 
Case studies that address the Basque-Spanish language conflict in the Basque
Autonomous Community (cf. Urla 2003), the French-English language conflict in
Québec (cf. Larrivée 2003), the Russian and Latvian conflict in Latvia (Schmid
2008), the Irish-English conflict in Northern Ireland (cf. Muller 2010), the
French-Corsican language conflict (cf. Fabellini 2010), and the Dutch-French
conflict in Belgium (cf. Van der Linden & Roets 2017) marginally mention the
intersection between conflict linguistics and education. Even though studies
on these (and other) conflict scenarios have received some attention, harder
to find, though, is broader research on language conflict and educational
matters, which examines how conflict linguistics and education are
intertwined.
 
Language conflict scenarios could benefit from the intersection of research on
language contact and education. Hence, we are proposing an edited volume which
aims to better understand how language conflict (resulting from language
contact) impacts on education in the form of policy, teaching, and learning.

Yliana V. Rodríguez & Adolfo Elizaincín seek manuscripts looking into conflict
linguistics in educational settings in order to edit a volume on the matter.
They plan to have a diverse set of theoretical perspectives and methodologies,
as well as scholarship representative of different locations, backgrounds and
from various disciplinary angles. Research approaches that address current
conflict scenarios, both in and outside the classroom are welcome, including
case studies, theoretical and methodological approaches to the matter.

How to propose a chapter:

Researchers interested in contributing to the volume are invited to submit
chapter summaries of up to 1000 words for a chapter of 7000-9000 words. The
summary should include your research question(s), theoretical and
methodological frameworks, findings, and implications for future research.
Please email your submission by July 1, 2021 to ylianarodriguez at gmail.com

For more details please visit
https://ylianarodriguez.wixsite.com/languageconflict
 



Linguistic Field(s): Sociolinguistics





 



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