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Магистратура 2019/2020

Этно-лингвистическая витальность

Направление: 45.04.02. Лингвистика
Кто читает: Департамент общей и прикладной филологии
Когда читается: 2-й курс, 2 модуль
Формат изучения: без онлайн-курса
Преподаватели: Зубалов Денис Юрьевич
Прогр. обучения: Языковая политика в условиях этнокультурного разнообразия
Язык: русский
Кредиты: 3
Контактные часы: 32

Программа дисциплины

Аннотация

This course is designed for MA students enrolled in the postgraduate programme “Language Policy in the Context of Ethnocultural Diversity”. The term “Ethnolinguisitc Vitality” was introduced by Giles, Bourhis and Tylor (1977) as a theoretical framework to study the processes of linguistic / cultural preservation or linguistic / cultural shift in different minority groups The present course is this course focuses on the study of objective factors that determine the degree of ethno-linguistic vitality of a (minority) group. The assessment of vitality is based on three structural components: status (language, culture, socio-historical status of the group), demography (geographical distribution of the group) and institutional support (degree of support for the language and culture of the group in various institutional institutions, including language policy in the host country). Also, for a more accurate assessment of the vitality of the (minority) group, we will study how to compose subjective ethno-linguistic questionnaires, the purpose of which is to study the socio-emotive aspects of group members and aspects of ethno-linguistic identity. This course will introduce students to the latest work on the development and / or modification of the theoretical framework of ethno-linguistic vitality on the basis of specific case studies, in which we will consider in detail the use of ethnographic approaches as well as a new mathematical approach. In this course, students will have the opportunity to develop practical skills through micro-research to measure the ethnolinguistic vitality of a group.
Цель освоения дисциплины

Цель освоения дисциплины

  • - To familiarize students with the field of ethnolinguistic vitality theory . - To teach students how and why objective factors may affect one’s language use and language attitudes and ideologies
Планируемые результаты обучения

Планируемые результаты обучения

  • By the end of the course students will have - Obtained basic knowledge about the theory of ethnolinguistic vitality - Learnt about major research directions in ethnolinguistic vitality research - Analyzed cases studies that involve ethnolinguistic vitality
  • To understand mathematical model in measuring Ethnolinguistic vitality
  • To analyze the degree of Ethnolinguistic vitality in the case of Netherland-born Turkish Population
  • To analyze the specificities of the Greek education system and the direction of language shift of Albanian schoolchildren, and see how ethnolinguistic vitality theory can account for this
Содержание учебной дисциплины

Содержание учебной дисциплины

  • Ethnolinguistic vitality: theoretical considerations
    Past and new developments and trends in ethnolinguistic vitality theory
  • Mathematical model of ethnolinguistic vitality
    Current theoretical issues in Ethnolinguistic vitality theory employing mathematical model
  • Case study 1
    In this section we will be looting at the case of Turkish-speaking population in the Netherlands, measuring their Ethnolinguistic vitality and looking at the direction of their language shift
  • Case study 2
    In this section we will be looting at the case of Albanian-speaking population in the Greece measuring their Ethnolinguistic vitality and looking at the direction of their language shift in younger generation
Элементы контроля

Элементы контроля

  • неблокирующий Homework
  • неблокирующий Test
  • неблокирующий Exam
Промежуточная аттестация

Промежуточная аттестация

  • Промежуточная аттестация (2 модуль)
    0.4 * Exam + 0.3 * Homework + 0.3 * Test
Список литературы

Список литературы

Рекомендуемая основная литература

  • Does ethnolinguistic vitality theory account for the actual vitality of ethnic groups? A critical evaluation. (2011). Journal of Multilingual and Multicultural Development, 32(2), 110–121. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsnar&AN=edsnar.oai.tilburguniversity.edu.publications.3fdb4138.e8c3.41d6.9489.e5d53b745a72
  • Martin Ehala, & Katrin Niglas. (2007). Empirical evaluation of a mathematical model of ethnolinguistic vitality: The case of Võro. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.35483BE

Рекомендуемая дополнительная литература

  • Kutlay Yagmur, & Martin Ehala. (2011). CONTENTS Articles Tradition and innovation in the Ethnolinguistic Vitality theory. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.DD9EB58D
  • Tradition and innovation in the ethnolinguistic vitality theory. (2011). Journal of Multilingual and Multicultural Development, 32(2), 101–109. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsnar&AN=edsnar.oai.tilburguniversity.edu.publications.0d383cef.0359.4cad.b630.c30d3c02d241