Pub Date : 2022-05-10DOI: 10.1080/19313152.2022.2075191
Patricia Bárcena-Toyos
ABSTRACT This case study examines the use of the Sheltered Instruction Observation Protocol (SIOP®) Model as a framework in the design of an in-service training to answer CLIL teachers’ methodological needs to integrate content and language. The study also analyzes teachers’ receptiveness of the use of SIOP in a CLIL bilingual program to facilitate the integration of content and language. It follows case study methodology and draws on thematic analysis to examine data collected from teacher interviews, questionnaires and observations of the training workshop. Findings showed that one of teachers’ main difficulties was their lack of academic language awareness, and it is concluded that extensive professional development training drawing on some of the principles behind SIOP could assist CLIL teachers to integrate language in content classes. Teachers’ receptiveness of using the SIOP concludes its suitability as a PD training to help non-language specialist teachers systematically plan for language in their content classes. However, adaptations of the Model are suggested to adjust to CLIL contexts and teachers’ needs.
{"title":"CLIL and SIOP: an effective partnership?","authors":"Patricia Bárcena-Toyos","doi":"10.1080/19313152.2022.2075191","DOIUrl":"https://doi.org/10.1080/19313152.2022.2075191","url":null,"abstract":"ABSTRACT This case study examines the use of the Sheltered Instruction Observation Protocol (SIOP®) Model as a framework in the design of an in-service training to answer CLIL teachers’ methodological needs to integrate content and language. The study also analyzes teachers’ receptiveness of the use of SIOP in a CLIL bilingual program to facilitate the integration of content and language. It follows case study methodology and draws on thematic analysis to examine data collected from teacher interviews, questionnaires and observations of the training workshop. Findings showed that one of teachers’ main difficulties was their lack of academic language awareness, and it is concluded that extensive professional development training drawing on some of the principles behind SIOP could assist CLIL teachers to integrate language in content classes. Teachers’ receptiveness of using the SIOP concludes its suitability as a PD training to help non-language specialist teachers systematically plan for language in their content classes. However, adaptations of the Model are suggested to adjust to CLIL contexts and teachers’ needs.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"1 - 14"},"PeriodicalIF":2.1,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43647163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/19313152.2022.2069416
Mandy Wigdorowitz, A. Pérez, I. Tsimpli
ABSTRACT Individual reports of language history, use, and proficiency are generally considered sufficient for language profiling. Yet, these variables alone neglect the contribution of contextual linguistic diversity to one’s overall language repertoire. In this study we used the Contextual Linguistic Profile Questionnaire to evaluate whether there is a difference in contextual linguistic diversity between participants across the linguistically dissimilar contexts of South Africa and England. We further assessed whether self-reported lingualism status groups (monolinguals, bilinguals, multilinguals) scored differently on contextual linguistic diversity to evaluate the utility and uniformity of categorical labels across varying contexts, and investigated how codeswitching and socio-economic status contributed to these effects. Our results demonstrated that contextual linguistic diversity differs between nations: South Africans score higher, promotion of multilingualism is dependent on socio-economic status only in England, lingualism status is not contextually comparable when measured categorically, and codeswitching accounts for linguistic features of South Africans.
{"title":"Sociolinguistic context matters: Exploring differences in contextual linguistic diversity in South Africa and England","authors":"Mandy Wigdorowitz, A. Pérez, I. Tsimpli","doi":"10.1080/19313152.2022.2069416","DOIUrl":"https://doi.org/10.1080/19313152.2022.2069416","url":null,"abstract":"ABSTRACT Individual reports of language history, use, and proficiency are generally considered sufficient for language profiling. Yet, these variables alone neglect the contribution of contextual linguistic diversity to one’s overall language repertoire. In this study we used the Contextual Linguistic Profile Questionnaire to evaluate whether there is a difference in contextual linguistic diversity between participants across the linguistically dissimilar contexts of South Africa and England. We further assessed whether self-reported lingualism status groups (monolinguals, bilinguals, multilinguals) scored differently on contextual linguistic diversity to evaluate the utility and uniformity of categorical labels across varying contexts, and investigated how codeswitching and socio-economic status contributed to these effects. Our results demonstrated that contextual linguistic diversity differs between nations: South Africans score higher, promotion of multilingualism is dependent on socio-economic status only in England, lingualism status is not contextually comparable when measured categorically, and codeswitching accounts for linguistic features of South Africans.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"345 - 364"},"PeriodicalIF":2.1,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46936349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-21DOI: 10.1080/19313152.2022.2068113
Scott E. Grapin
ABSTRACT The contributors to this special issue make a compelling case for paying greater attention to multilingual learners (MLs) in ”peripheral“ (i.e., beyond the ”core”) educational settings, including in art, drama, museum, career and technical, and world language education. In this commentary, I build on and extend their argument by proposing that a focus on the periphery has the potential not only to shine a light on settings that have received less attention in research to date, but also to help rethink the education of MLs more broadly. Specifically, lessons from the periphery about what makes learning deep for MLs could offer a fresh perspective on core content areas, such as science, mathematics, language arts, and social studies, that have been somewhat resistant to change in their purposes and structures over time. Grounded in contemporary theoretical perspectives in language education, I propose four lessons that the periphery could teach the core in the education of MLs: (a) establishing authentic purposes and audiences, (b) creating communities of practice, (c) cultivating learners’ identities, and (d) promoting multiple modalities of expression. Ultimately, this commentary seeks to initiate a dialogue between educators in the periphery and those in the core toward developing a collective vision of what it might look like to provide MLs with the deep, personally meaningful, and equitable school experiences they deserve.
{"title":"What the “periphery” can teach the “core” in the education of multilingual learners","authors":"Scott E. Grapin","doi":"10.1080/19313152.2022.2068113","DOIUrl":"https://doi.org/10.1080/19313152.2022.2068113","url":null,"abstract":"ABSTRACT The contributors to this special issue make a compelling case for paying greater attention to multilingual learners (MLs) in ”peripheral“ (i.e., beyond the ”core”) educational settings, including in art, drama, museum, career and technical, and world language education. In this commentary, I build on and extend their argument by proposing that a focus on the periphery has the potential not only to shine a light on settings that have received less attention in research to date, but also to help rethink the education of MLs more broadly. Specifically, lessons from the periphery about what makes learning deep for MLs could offer a fresh perspective on core content areas, such as science, mathematics, language arts, and social studies, that have been somewhat resistant to change in their purposes and structures over time. Grounded in contemporary theoretical perspectives in language education, I propose four lessons that the periphery could teach the core in the education of MLs: (a) establishing authentic purposes and audiences, (b) creating communities of practice, (c) cultivating learners’ identities, and (d) promoting multiple modalities of expression. Ultimately, this commentary seeks to initiate a dialogue between educators in the periphery and those in the core toward developing a collective vision of what it might look like to provide MLs with the deep, personally meaningful, and equitable school experiences they deserve.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"184 - 191"},"PeriodicalIF":2.1,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49025251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-15DOI: 10.1080/19313152.2022.2065598
Stephanie L. Canizales, B. O’Connor
ABSTRACT Language learning and the development of language proficiency are central concerns in the study of immigrant adaptation. This paper analyzes the social construction of language proficiency among Indigenous Guatemalan Maya youth in the United States– specifically, undocumented young adults who migrated to Los Angeles, California as unaccompanied minors and who grew up as low-wage workers. Our analysis shows that youth used “percentage talk”– i.e., construing current proficiency as apercentage of idealized full proficiency– as a discursive strategy to assess their language ability and level of social adaptación (adaptation) relative to native English and Spanish speakers, other Indigenous language speakers, and their past selves. Through percentage talk, youth wrestled with social stratification and inequality in the U.S. and Guatemala and imagined themselves as future members of Spanish- and English-oriented discourse communities. While outwardly individualistic, percentage talk also allowed youth to gauge their ability to support the language socialization and social incorporation of other L1 Maya speakers in diaspora. Youth’s tricultural adaptation and contestation of an all-or-nothing ideology of proficiency shows their nuanced understanding of the role of language in immigrant socialization.
{"title":"“Maybe not 100%”: Co-constructing language proficiency in the Maya diaspora","authors":"Stephanie L. Canizales, B. O’Connor","doi":"10.1080/19313152.2022.2065598","DOIUrl":"https://doi.org/10.1080/19313152.2022.2065598","url":null,"abstract":"ABSTRACT Language learning and the development of language proficiency are central concerns in the study of immigrant adaptation. This paper analyzes the social construction of language proficiency among Indigenous Guatemalan Maya youth in the United States– specifically, undocumented young adults who migrated to Los Angeles, California as unaccompanied minors and who grew up as low-wage workers. Our analysis shows that youth used “percentage talk”– i.e., construing current proficiency as apercentage of idealized full proficiency– as a discursive strategy to assess their language ability and level of social adaptación (adaptation) relative to native English and Spanish speakers, other Indigenous language speakers, and their past selves. Through percentage talk, youth wrestled with social stratification and inequality in the U.S. and Guatemala and imagined themselves as future members of Spanish- and English-oriented discourse communities. While outwardly individualistic, percentage talk also allowed youth to gauge their ability to support the language socialization and social incorporation of other L1 Maya speakers in diaspora. Youth’s tricultural adaptation and contestation of an all-or-nothing ideology of proficiency shows their nuanced understanding of the role of language in immigrant socialization.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"328 - 344"},"PeriodicalIF":2.1,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46130045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.1080/19313152.2021.2009157
Taraneh Sanei
ABSTRACT This paper explores the impact of globalization, and the consequent re-ordering of indexicalities associated with different languages and linguistic practices, on the sociolinguistic repertoires and behaviors of Farsi-English bilingual Iranians in Iran. I focus on the participants’ Farsi-English Code-switching (CS) practices and their positionings toward CS in naturally-occurring conversations to examine how they use CS in their differentiation patterns and identity performances. Drawing on ethnographically-grounded discourse analysis, I demonstrate the speakers’ resort to newer, more nuanced differentiation patterns on the basis of phonology in Farsi-English CS practices. I argue that the recent visibility and wide accessibility of English in Iran through globalization, especially the Internet, has led speakers to states of anxiety to secure their profit of distinction. I elaborate on how, in the new re-ordered linguistic market, speakers take up CS with English phonological preservation, and the “authenticity” of the preservation, as the main resource with which they fulfill acts of differentiation and perform their (upper)middle-classness and/or elite status. The study has implications for the scholarship on CS and globalization as it calls for more nuanced and dynamic approaches towards CS and highlights the significance of investigating the impact of globalization on the everyday sociolinguistic practices of an understudied community. (Globalization, linguistic markets, indexicality, Farsi-English code-switching, identity performance).
{"title":"Globalization, linguistic markets, and nuanced identity performances: Farsi-English code-switching in Iran","authors":"Taraneh Sanei","doi":"10.1080/19313152.2021.2009157","DOIUrl":"https://doi.org/10.1080/19313152.2021.2009157","url":null,"abstract":"ABSTRACT This paper explores the impact of globalization, and the consequent re-ordering of indexicalities associated with different languages and linguistic practices, on the sociolinguistic repertoires and behaviors of Farsi-English bilingual Iranians in Iran. I focus on the participants’ Farsi-English Code-switching (CS) practices and their positionings toward CS in naturally-occurring conversations to examine how they use CS in their differentiation patterns and identity performances. Drawing on ethnographically-grounded discourse analysis, I demonstrate the speakers’ resort to newer, more nuanced differentiation patterns on the basis of phonology in Farsi-English CS practices. I argue that the recent visibility and wide accessibility of English in Iran through globalization, especially the Internet, has led speakers to states of anxiety to secure their profit of distinction. I elaborate on how, in the new re-ordered linguistic market, speakers take up CS with English phonological preservation, and the “authenticity” of the preservation, as the main resource with which they fulfill acts of differentiation and perform their (upper)middle-classness and/or elite status. The study has implications for the scholarship on CS and globalization as it calls for more nuanced and dynamic approaches towards CS and highlights the significance of investigating the impact of globalization on the everyday sociolinguistic practices of an understudied community. (Globalization, linguistic markets, indexicality, Farsi-English code-switching, identity performance).","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"163 - 180"},"PeriodicalIF":2.1,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43882563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-07DOI: 10.1080/19313152.2021.2015935
M. Norvik, Marianne Lind, Bård Uri Jensen
ABSTRACT The growing number of elderly multilingual speakers suffering from strokes and aphasia requires a change in the services of speech and language pathologists (SLPs), who will be serving culturally and linguistically diverse individuals to an increasing extent. Two American studies have shown that a majority of SLPs who work with multilingual adults in the US felt that their academic and clinical training had left them insufficiently prepared for working with multilingual persons with aphasia (MPWAs). This insecurity may have considerable negative consequences for MPWAs and their families. Little is known about the generalizability of these studies; hence the objective of the present study is to investigate whether the US situation is comparable to a European country with different demographics. A web-based questionnaire was administered to SLPs in Norway, examining multiple factors regarding work setting, professional training, clinical tools and procedures, and service delivery issues with MPWAs. Overall, the results are in line with Centeno’s, showing that SLPs make sensible decisions to serve MPWAs despite inadequate education programmes, shortcomings in clinical training, and limited clinical resources. The results are discussed in terms of their implications for professional education and the measures needed to minimize present shortcomings in service delivery to MPWAs.
{"title":"Working with multilingual aphasia: attitudes and practices among speech and language pathologists in Norway","authors":"M. Norvik, Marianne Lind, Bård Uri Jensen","doi":"10.1080/19313152.2021.2015935","DOIUrl":"https://doi.org/10.1080/19313152.2021.2015935","url":null,"abstract":"ABSTRACT The growing number of elderly multilingual speakers suffering from strokes and aphasia requires a change in the services of speech and language pathologists (SLPs), who will be serving culturally and linguistically diverse individuals to an increasing extent. Two American studies have shown that a majority of SLPs who work with multilingual adults in the US felt that their academic and clinical training had left them insufficiently prepared for working with multilingual persons with aphasia (MPWAs). This insecurity may have considerable negative consequences for MPWAs and their families. Little is known about the generalizability of these studies; hence the objective of the present study is to investigate whether the US situation is comparable to a European country with different demographics. A web-based questionnaire was administered to SLPs in Norway, examining multiple factors regarding work setting, professional training, clinical tools and procedures, and service delivery issues with MPWAs. Overall, the results are in line with Centeno’s, showing that SLPs make sensible decisions to serve MPWAs despite inadequate education programmes, shortcomings in clinical training, and limited clinical resources. The results are discussed in terms of their implications for professional education and the measures needed to minimize present shortcomings in service delivery to MPWAs.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"273 - 290"},"PeriodicalIF":2.1,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49301448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-30DOI: 10.1080/19313152.2021.2019978
Adam Sawyer, Jasmin Almaguer
ABSTRACT Emerging from nearly two decades of language suppression wrought by Proposition 227, a Bilingual Education Renaissance is underway in California as new programs proliferate at a much faster clip than the state can produce certified bilingual teachers. California’s policy shift is built upon an officially stated view of bilingualism as a resource beneficial for student academic success and global economic competitiveness. While the stated goals of public policy are clear, less known is what motivates educators aspiring to serve these new programs and how these individuals have been personally affected by the language restrictions of Proposition 227. Through analysis of surveys and autobiographical writing collected from bilingual authorization candidates in Central California, we explore the motivations of these budding bilingual educators, compare and contrast these motivations to those of state policy, and examine in autobiographical detail their ethnolinguistic experiences. We find that bilingual certification candidates – in contrast to the explicit economic considerations of the state–are overwhelmingly driven by a sense of advocacy and personal identification with the ethnolinguistic experiences and struggles of emergent bilingual students. We discuss implications for public policy, candidate recruitment, and the design of program content that is supportive and leveraging of candidate ethnolinguistic experiences and assets.
{"title":"“Teaching students like me:” Bilingual authorization candidates, motivations, and California’s bilingual education renaissance","authors":"Adam Sawyer, Jasmin Almaguer","doi":"10.1080/19313152.2021.2019978","DOIUrl":"https://doi.org/10.1080/19313152.2021.2019978","url":null,"abstract":"ABSTRACT Emerging from nearly two decades of language suppression wrought by Proposition 227, a Bilingual Education Renaissance is underway in California as new programs proliferate at a much faster clip than the state can produce certified bilingual teachers. California’s policy shift is built upon an officially stated view of bilingualism as a resource beneficial for student academic success and global economic competitiveness. While the stated goals of public policy are clear, less known is what motivates educators aspiring to serve these new programs and how these individuals have been personally affected by the language restrictions of Proposition 227. Through analysis of surveys and autobiographical writing collected from bilingual authorization candidates in Central California, we explore the motivations of these budding bilingual educators, compare and contrast these motivations to those of state policy, and examine in autobiographical detail their ethnolinguistic experiences. We find that bilingual certification candidates – in contrast to the explicit economic considerations of the state–are overwhelmingly driven by a sense of advocacy and personal identification with the ethnolinguistic experiences and struggles of emergent bilingual students. We discuss implications for public policy, candidate recruitment, and the design of program content that is supportive and leveraging of candidate ethnolinguistic experiences and assets.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"308 - 327"},"PeriodicalIF":2.1,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42158570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-24DOI: 10.26499/multilingual.v20i2.246
Nursyamsi Nursyamsi, S. Fatinah, M. Asri, Tamrin Tamrin
Bahasa sebagai salah satu aset bangsa perlu dipelihara agar tetap hidup dan dituturkan oleh masyarakat penuturnya. Penelitian ini dilakukan untuk mengetahui daya hidup atau status vitalitas bahasa Pamona di Kecamatan Poso Pesisir Selatan, Kabupaten Poso. Data dikumpulkan dengan teknik pengisian kuesioner, observasi, wawancara terstruktur, pencatatan, dan penelusuran dokumen. Daya hidup atau status vitalitas bahasa Pamona dapat diketahui melalui pengolahan data kuantitatif menggunakan program excel dan SPSS. Status vitalitas bahasa Pamona ditetapkan dengan melihat rerata indeks indikator penutur, kontak bahasa, bilingualisme, posisi dominan masyarakat penutur, ranah penggunaan bahasa, sikap bahasa, regulasi, pembelajaran, dokumentasi, dan tantangan lalu dikorelasikan dengan karakteristik responden serta dikaitkan dengan lima tingkatan vitalitas. Hasil pengolahan tersebut dipadukan dengan pengolahan data kualitatif dari hasil wawancara. Hasil penelitian menunjukkan bahwa indeks rerata dari keseluruhan indikator berada pada angka 0,61. Ini menunjukkan bahwa status vitalitas bahasa Pamona kategori rentan. Akan tetapi, jika dihubungkan dengan dokumen bahasa maka bahasa Pamona berada pada kategori mengalami kemunduran.Kata kunci: bahasa Pamona, daya hidup bahasa, kepunahan bahasa
{"title":"DAYA HIDUP BAHASA PAMONA DI KABUPATEN POSO","authors":"Nursyamsi Nursyamsi, S. Fatinah, M. Asri, Tamrin Tamrin","doi":"10.26499/multilingual.v20i2.246","DOIUrl":"https://doi.org/10.26499/multilingual.v20i2.246","url":null,"abstract":"Bahasa sebagai salah satu aset bangsa perlu dipelihara agar tetap hidup dan dituturkan oleh masyarakat penuturnya. Penelitian ini dilakukan untuk mengetahui daya hidup atau status vitalitas bahasa Pamona di Kecamatan Poso Pesisir Selatan, Kabupaten Poso. Data dikumpulkan dengan teknik pengisian kuesioner, observasi, wawancara terstruktur, pencatatan, dan penelusuran dokumen. Daya hidup atau status vitalitas bahasa Pamona dapat diketahui melalui pengolahan data kuantitatif menggunakan program excel dan SPSS. Status vitalitas bahasa Pamona ditetapkan dengan melihat rerata indeks indikator penutur, kontak bahasa, bilingualisme, posisi dominan masyarakat penutur, ranah penggunaan bahasa, sikap bahasa, regulasi, pembelajaran, dokumentasi, dan tantangan lalu dikorelasikan dengan karakteristik responden serta dikaitkan dengan lima tingkatan vitalitas. Hasil pengolahan tersebut dipadukan dengan pengolahan data kualitatif dari hasil wawancara. Hasil penelitian menunjukkan bahwa indeks rerata dari keseluruhan indikator berada pada angka 0,61. Ini menunjukkan bahwa status vitalitas bahasa Pamona kategori rentan. Akan tetapi, jika dihubungkan dengan dokumen bahasa maka bahasa Pamona berada pada kategori mengalami kemunduran.Kata kunci: bahasa Pamona, daya hidup bahasa, kepunahan bahasa","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"109 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80027120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-24DOI: 10.26499/multilingual.v20i2.224
Derri Ris Riana
Teks sastra sebagai produk sejarah dilandasi oleh peristiwa sejarah yang melatarbelakangi kelahirannya. Novel Laut Bercerita karya Leila S. Chudori menghadirkan peristiwa sejarah 1998. Masalah penelitian adalah kekuasaan negara dalam konstruksi peristiwa reformasi 1998, gerakan mahasiswa sebelum dan sesudah tragedi 1998, dan representasi ekonomi dan budaya sebelum dan sesudah tragedi 1998. Tujuan penelitian adalah untuk mendeskripsikan kekuasaan negara dalam konstruksi peristiwa reformasi 1998, gerakan mahasiswa sebelum dan sesudah tragedi 1998, dan representasi ekonomi dan budaya sebelum dan sesudah tragedi 1998. Pendekatan yang digunakan adalah pendekatan new historicism dengan mengaitkan teks sastra dan nonsastra sebagai upaya untuk mengungkap kekuatan sosial, ekonomi, dan politik yang melingkupi karya sasta. Metode yang digunakan adalah pembacaan secara paralel teks sastra dalam novel dan nonsastra pada peristiwa 1998. Hasil penelitian menunjukkan bahwa tragedi 1998 digambarkan melalui kekuasaan negara dengan kepemimpinan yang didukung oleh kekuatan militer secara otoriter dan represif. Jika dilihat dari wacana yang berkembang ketika periode sebelum dan sesudah tragedi 1998, terjadi pertarungan kekuasaan yang memicu gerakan mahasiswa. Sementara itu, pada masa pascareformasi kekuasaan Orde Baru tidak lagi memegang kendali Mahasiswa tidak lagi melakukan perlawanan. Kendali kekuasaan pascareformasi menunjukkan perkembangan ekonomi dan budaya yang makin baik.
文学文本作为历史产物是由他出生的历史事件决定的。海洋小说讲述了Leila S. Chudori为我们带来了1998年的历史事件。研究问题是国家在1998年改革事件建设中的权力，1998年悲剧前和之后的学生运动，以及1998年悲剧前和之后的经济和文化表现。研究的目的是描述国家在1998年改革事件的建设中所占的权力，以及1998年悲剧前和之后的学生运动，以及1998年悲剧前和之后的经济和文化表现。这种方法是《新历史》的方法，将文学和非文学联系起来，试图揭示萨斯塔作品所包含的社会、经济和政治力量。该方法是在1998年的事件中平行阅读小说和非文学文本。研究表明，1998年的悲剧是由一个由军事力量在威权和压制方面支持的国家的权力描绘的。从1998年悲剧前后发生的权力斗争来看，权力斗争引发了学生运动。与此同时，在新秩序的权力形成时期，学生不再有控制权，也不再有抵抗。对改革后权力的控制显示出更大的经济和文化发展。
{"title":"REKONSTRUKSI SEJARAH 1998 DALAM PERSPEKTIF NEW HISTORICISM: KAJIAN ATAS NOVEL LAUT BERCERITA KARYA LEILA S. CHUDORI","authors":"Derri Ris Riana","doi":"10.26499/multilingual.v20i2.224","DOIUrl":"https://doi.org/10.26499/multilingual.v20i2.224","url":null,"abstract":"Teks sastra sebagai produk sejarah dilandasi oleh peristiwa sejarah yang melatarbelakangi kelahirannya. Novel Laut Bercerita karya Leila S. Chudori menghadirkan peristiwa sejarah 1998. Masalah penelitian adalah kekuasaan negara dalam konstruksi peristiwa reformasi 1998, gerakan mahasiswa sebelum dan sesudah tragedi 1998, dan representasi ekonomi dan budaya sebelum dan sesudah tragedi 1998. Tujuan penelitian adalah untuk mendeskripsikan kekuasaan negara dalam konstruksi peristiwa reformasi 1998, gerakan mahasiswa sebelum dan sesudah tragedi 1998, dan representasi ekonomi dan budaya sebelum dan sesudah tragedi 1998. Pendekatan yang digunakan adalah pendekatan new historicism dengan mengaitkan teks sastra dan nonsastra sebagai upaya untuk mengungkap kekuatan sosial, ekonomi, dan politik yang melingkupi karya sasta. Metode yang digunakan adalah pembacaan secara paralel teks sastra dalam novel dan nonsastra pada peristiwa 1998. Hasil penelitian menunjukkan bahwa tragedi 1998 digambarkan melalui kekuasaan negara dengan kepemimpinan yang didukung oleh kekuatan militer secara otoriter dan represif. Jika dilihat dari wacana yang berkembang ketika periode sebelum dan sesudah tragedi 1998, terjadi pertarungan kekuasaan yang memicu gerakan mahasiswa. Sementara itu, pada masa pascareformasi kekuasaan Orde Baru tidak lagi memegang kendali Mahasiswa tidak lagi melakukan perlawanan. Kendali kekuasaan pascareformasi menunjukkan perkembangan ekonomi dan budaya yang makin baik.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"32 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90688798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-24DOI: 10.26499/multilingual.v20i2.253
Siti Jamzaroh, Eka Suryatin
This study aims to a) describe the classification of Banjar proverbs based on S. Keyzer; and b) describe the function of proverbs in Banjar society. This research is descriptive qualitative. Data collection using SBLC technique and recording technique. The data are in the form of Banjarese proverbs or expressions contained in the book Paribasa Urang by Syamsiar Semar. The data is processed by being classified based on the S. Keyzer grouping. The results showed that based on S. Keyzer's classification, Banjar proverbs were classified as: a) animal proverbs; b) group of plant proverbs; c) group of human proverbs; d) group of kinship proverbs; e) group of body function proverbs; 2) The functions of Banjar proverbs include 1) a mirror or projection of the owner's imagination, 2) a tool for ratifying the institutions of cultural institutions, 3) an educational tool, and 4) a means of suppressing or forcing the implementation of community values (means of social pressure), and controlling behavior. community (exercion social control).Key words: proverbs, education, values
{"title":"KLASIFIKASI DAN FUNGSI PERIBAHASA DALAM MASYARAKAT BANJAR The Classification and Functional of Banjarese’s Proverb.","authors":"Siti Jamzaroh, Eka Suryatin","doi":"10.26499/multilingual.v20i2.253","DOIUrl":"https://doi.org/10.26499/multilingual.v20i2.253","url":null,"abstract":"This study aims to a) describe the classification of Banjar proverbs based on S. Keyzer; and b) describe the function of proverbs in Banjar society. This research is descriptive qualitative. Data collection using SBLC technique and recording technique. The data are in the form of Banjarese proverbs or expressions contained in the book Paribasa Urang by Syamsiar Semar. The data is processed by being classified based on the S. Keyzer grouping. The results showed that based on S. Keyzer's classification, Banjar proverbs were classified as: a) animal proverbs; b) group of plant proverbs; c) group of human proverbs; d) group of kinship proverbs; e) group of body function proverbs; 2) The functions of Banjar proverbs include 1) a mirror or projection of the owner's imagination, 2) a tool for ratifying the institutions of cultural institutions, 3) an educational tool, and 4) a means of suppressing or forcing the implementation of community values (means of social pressure), and controlling behavior. community (exercion social control).Key words: proverbs, education, values","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"2 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80240049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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