LINGUIST List 32.1095

Fri Mar 26 2021

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

Editor for this issue: Everett Green <everettlinguistlist.org>



Date: 25-Mar-2021
From: Yliana V. Rodriguez <ylianarodriguezgmail.com>
Subject: The Impacts of Language Conflict in Educational Settings: When Language Contact becomes a Conflict in the Classroom
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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 ylianarodriguezgmail.com


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

Linguistic Field(s): Sociolinguistics


Page Updated: 26-Mar-2021