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A German dialect spoken in Alsace (France), has rapidly lost way to French since 1945. This book investigates language choice, language attitudes and ethnic identity in Alsace today. The Alsatian case study points out the complex interrelationship of linguistic and identity change with historical, social and psychological processes.
Ethnic conflicts have shaped the 20th century in significant ways. While the legacy of the last century is primarily one of many unresolved conflicts, the author contends that Western Europe has a record for settling ethnic conflicts which provides valuable lessons for conflict management elsewhere.
Born into a German-French bilingual environment, the once renowned German-language author Ren Schickele (1883-1940) grew up in the Alsace region - today located in eastern France - during its annexation to the German Empire when links to French culture were frowned upon. In the aftermath of the First World War the situation was reversed when Alsace was reclaimed by the French Republic. In both these phases of its troubled history, Schickele insisted on the importance of Alsace's right to retain its double cultural heritage between the borders of its powerful rival neighbours and on its potential, as mediator between France and Germany, to promote peace in Europe. These issues are addressed in a critical discussion of a range of Schickele's works. His controversial wartime drama Hans im Schnakenloch affords a wry but penetrating insight into issues of identity in Alsace under German rule up to the war, while his socio-political essays and a novel trilogy, Das Erbe am Rhein, were written against the backdrop of the malaise alsacien and life under French rule. The historical background to the work is examined in detail as it is intimately bound up with the issues of cultural identity that Schickele explores in his writings.
Illustrated with a range of photographs, this book is the first overview of the rapidly-developing field of linguistic landscapes, an area of study at the crossroads of language, society, geography and visual communication. It is essential reading for academic researchers and students of sociolinguistics, applied linguistics and discourse analysis.
Cantonese is the only dialect of Chinese which has developed a widely known and used written form. It has played a role in publishing in the Guangdong region since the late Ming dynasty when various types of verses using Cantonese were published as mu yu shu (‘wooden fish books’). In the early twentieth century these dialect texts were joined by Cantonese opera scripts, published as popular reading material. However, it was only after the end of the Second World War that written Cantonese came to be widely used in popular newspapers and magazines, advertising, and in the private communications. Cantonese as Written Language examines this development in the broader context of diglossia, and also of the patterns by which spoken vernaculars have developed written forms in other societies. Based on primary source research, including interviews with publishers and writers who played an important role in the growth of written Cantonese, the author argues that this move of Cantonese into the realm of written language is closely associated with Hong Kong's distinct local culture and identity. The growth of the written vernacular also reflects the territory's evolving cultural distinctiveness from mainland China, first as a British colony, and now as a Special Administrative Region of China.
We are delighted to introduce the proceedings of the first edition of the 2019 International Conference on Advances in Education, Humanities, and Language (ICEL). The aim of ICEL (International Conference on Advances in Humanities, Education and Language) is to provide a platform for researchers, professionals, academicians as well as industrial professionals from all over the world to present their research results and development activities in Education, humanities, and Language. The theme of ICEL 2019 was “Mainstreaming the Influences on Higher Order of Thinking Skills in Humanities, Education, and Language in Industrial Revolution 4.0”. The technical program of ICEL 2019 consisted of 77 full papers, including invited papers in oral presentation sessions at the main conference tracks. Aside from the high quality technical paper presentations, the technical program also featured six keynote speeches, Hamamah, Ph.D (Univeritas Brawijaya, Indonesia), Prof. Dr. Nuraihan binti Mat Daud (UIIM, Malaysia), Dr. Edith Dunn (Conservator/Cultural Specialist, USA), Prof. Yoshihiko -Sugimura (university of Mizaki, Japan), Prof. Park Yoonho (Sunchon National University, Korea) and Prof. Su Keh Bow (Soochow University, Taiwan). We strongly believe that ICEL conference provides a good forum for all researchers, developers and practitioners to discuss various advances that are relevant to education, humanities, and language. We also expect that the future ICEL conference will be as successful and stimulating, as indicated by the contributions presented in this volume
How do we re-theorize tourism? By drawing less on the Foucauldian notion of 'tourism as gazing' and instead focusing on the social construction of meaning in the landscape, this insightful book provides an innovative and compelling new approach to tourist studies. Arguing that in any view of the landscape and in tourism generally there is a multiplicity of insider and outsider meanings, the book grounds tourism studies within the framework of social theory, and particularly in the social theoretic approaches to landscape. Bringing together specialists in tourism and landscape studies to discuss the relationships between the two, it finds that issues of identity are a common thread and are raised with regard to the social construction of landscape and its portrayal through tourism. The international studies range in scale from regional to national, personal to political, and from local residents to international tourists, highlighting the multiplicity of interpretations and meanings between these scales.
AN INTRODUCTION TO SOCIOLINGUISTICS The new eighth edition of An Introduction to Sociolinguistics brings this valuable, bestselling textbook up to date with the latest in sociolinguistic research and pedagogy, providing a broad overview of the study of language in social context with accessible coverage of major concepts, theories, methods, issues, and debates within the field. This leading text helps students develop a critical perspective on language in society as they explore the complex connections between societal norms and language use. The eighth edition contains new and updated coverage of such topics as the societal aspects of African American Vernacular English (AAVE), multilingual societies and discourse, gender and sexuality, ideologies and language attitudes, and the social meanings of linguistic forms. Organized in four sections, this text first covers traditional language issues such as the distinction between languages and dialects, identification of regional and social variation within languages, and the role of context in language use and interpretation. Subsequent chapters cover approaches to research in sociolinguistics—variationist sociolinguistics, ethnography, and discourse analytic research—and address both macro– and micro-sociolinguistic aspects of multilingualism in national, transnational, global, and digital contexts. The concluding section of the text looks at language in relation to gender and sexuality, education, and language planning and policy issues. Featuring examples from a variety of languages and cultures that illustrate topics such as social and regional dialects, multilingualism, and the linguistic construction of identity, this text provides perspectives on both new and foundational research in sociolinguistics and linguistic anthropology. An Introduction to Sociolinguistics, Eighth Edition, remains the ideal textbook for upper-level undergraduate and graduate course in sociolinguistics, language and society, linguistic anthropology, applied and theoretical linguistics, and education. The new edition has also been updated to support classroom application with a range of effective pedagogical tools, including end-of-chapter written exercises and an instructor website, as well as materials to support further learning such as reading suggestions, research ideas, and an updated companion student website containing a searchable glossary, a review guide, additional exercises and examples, and links to online resources.