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Pregled bibliografske jedinice broj: 949613

Language Planning and Implementation in Croatia: A Critical Discourse Approach


Starčević, Anđel; Kapović, Mate; Bilić Meštrić, Klara; Sarić, Daliborka; Udier, Sanda Lucija
Language Planning and Implementation in Croatia: A Critical Discourse Approach // Language Policy and Language Planning: education, languages and migrations
Siena, Italija, 2018. (predavanje, međunarodna recenzija, neobjavljeni rad, znanstveni)


Naslov
Language Planning and Implementation in Croatia: A Critical Discourse Approach

Autori
Starčević, Anđel ; Kapović, Mate ; Bilić Meštrić, Klara ; Sarić, Daliborka ; Udier, Sanda Lucija

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, znanstveni

Skup
Language Policy and Language Planning: education, languages and migrations

Mjesto i datum
Siena, Italija, 23-27.07.2018

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Language policy and planning, language ideologies, language teaching, language breaker

Sažetak
This project concentrates on the discourse planning component (Lo Bianco 2004) of language planning in Croatia. Applying a multimodal critical discourse analysis approach (Verschueren 2012, Machin & Mayr 2012), we have investigated different ways in which individuals and groups in positions of power and authority normalize and portray as ‘common sense’ various language ideologies (1) in popular usage guides, (2) on national radio and television programs, (3) in professional publications by established language planners, and (4) in teaching Croatian as L1. Among the ideologies which are presented as ‘neutral’ and ‘scholarly’ are 1) the ideology of the standard language (Milroy 2001), (2) the monoglossic ideology (García 2009), (3) the ideology of monosemoformy, and (4) the ideology of monoverby. The strategies include (1) (aggressive) monosemic and monoformic erasure (Irvine and Gal 2000), (2) the strategy of apparent descriptiveness, and (3) the strategy of liberal advice. As a result, many varieties, linguistic practices, and social identities are essentialized, stigmatized or rendered invisible, with many speakers reporting feelings of incompetence, schizoglossia (Haugen 1962), and linguistic self-hatred (Giles and Niedzielski 1999). Instead of acting as language brokers, some language teachers are perceived as language breakers (Starčević 2014) who encourage intra- and inter-speaker conflict.

Izvorni jezik
Engleski

Znanstvena područja
Filologija



POVEZANOST RADA


Ustanove
Filozofski fakultet, Zagreb,
Hrvatski studiji, Zagreb