Ideologies in Action
eBook - PDF

Ideologies in Action

Language Politics on Corsica

  1. 336 pages
  2. English
  3. PDF
  4. Available on iOS & Android
eBook - PDF

Ideologies in Action

Language Politics on Corsica

About this book

In Corsica, spelling contests, road signs, bilingual education bills and Corsican language newscasts leave language planners and ordinary speakers deeply divided over how to define what "counts" as Corsican and how it is connected with cultural identity. In Ideologies in Action Alexandra Jaffe explores the complex interrelationship between linguistic ideologies and practices on the French island of Corsica. This detailed exploration of the ideological and political underpinnings of three decades of language planning raises fundamental questions about what it means to "save" a minority language, and the way in which specific cultural, political and ideological contexts shape the "successes" and "failures" of linguistic engineering efforts.

Jaffe's ethnography focuses both on the way dominant language ideologies are inscribed in the everyday experience of ordinary people, as well as how they shape the evolving strategies of language planners trying to revitalize the Corsican language. While Jaffe's analysis demonstrates the pervasive influence of dominant language ideologies on minority language speakers and language planners, she also draws on case studies from everyday discourse, educational practice and public and mediatized debates over language issues to develop an ethnographically-grounded perspective on levels of resistance. In the final part of the book she explores the emergence (and the limits) of "radical" genres of resistance found in forms of Corsican language activism and in examples of codeswitching and language mixing in bilingual radio practice.

This book contributes to a growing literature on language ideology, and will be of interest to anthropologists, political scientists and linguists interested in the practical and theoretical dimensions of language contact, minority language literacy, bilingual education, and language shift.

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Information

Year
2013
Print ISBN
9783110164459
eBook ISBN
9783110801064

Table of contents

  1. Acknowledgments
  2. 1 Introduction
  3. 1. Introduction
  4. 2. The ethnographic process: methods and relationships
  5. 2.1. Village life
  6. 2.2. Language planners
  7. 3. Language in Corsican society: central, complex and contested
  8. 3.1. Vignette 1: In two language classes
  9. 3.2. Vignette 2: The politics of orthographic identity
  10. 3.3. Vignette 3: One nationalist’s struggle: language in the politics of identity vs. language in everyday life
  11. 4. Metadiscourse, language and political economy
  12. 4.1. Language and political economy
  13. 5. Diglossia
  14. 6. Resistance
  15. 6.1. A typology of different kinds of resistance
  16. 7. Radical models of resistance: challenging dominant assumptions
  17. 2 Social space and place: models of identity
  18. 1. Geography: social and linguistic space
  19. 2. The village
  20. 2.1. Vignette 1. Pierrette
  21. 2.2. Vignette 2: Paul
  22. 2.3. Vignette 3: Jean
  23. 2.4. Vignette 4: Michel Mallory
  24. 2.5. Vignette 5: Henri, and others
  25. 2.6. Summary: language and the village
  26. 3. History, social relations and identity
  27. 3.1. Outside rule
  28. 3.2. Kinship and ā€œthe clanā€
  29. 4. The diaspora
  30. 4.1. The ā€œunbroken cordā€: inalienable identity
  31. 4.2. Ambiguous status and ambivalent reactions
  32. 5. Corsican nationalism
  33. 6. Conclusions
  34. 3 Language shift and diglossia: ideology, history and contemporary practice
  35. 1. Corsican and Italian: a classic diglossic relationship
  36. 1.2. Corsican and Italian verbs
  37. 1.3. Articles and endings
  38. 1.4. Vocabulary
  39. 1.5. Pronunciation
  40. 1.6. Summary
  41. 1.7. Diglossia with Italian vs. diglossia with French
  42. 2. French linguistic politics
  43. 2.1. Language and nation
  44. 2.2. The role of the schools
  45. 2.3. Language and cultural integration
  46. 2.4. The military: national service and the mother tongue
  47. 3. Sociolinguistic effects of French language domination
  48. 3.1. Prestige and insecurity
  49. 3.2. Language shift: compartmentalization of language use by age
  50. 3.3. Domains of practice: inner and outer sphere
  51. 3.4. Gender
  52. 4. Codeswitching and language mixing
  53. 4.1. Conscious language choices and an ā€œalternative marketā€
  54. 4.2. Heterogenous practices
  55. 5. Contact-induced varieties
  56. 5.1. Le FranƧais rƩgionale de Corse
  57. 5.2. Francorse
  58. 5.3. Gallicized Corsican
  59. 6. Conclusion
  60. 4 Language Activism Part I
  61. 1. Introduction
  62. 2. Language and nation: biological versus strategic essentialism
  63. 3. Overview of language activism and language legislation
  64. 3.1. The seventies
  65. 3.2. The eighties
  66. 3.3. The nineties
  67. 4. Major themes and debates in Corsican language activism
  68. 4.1. Differentiation from Italian: pragmatics and ideology
  69. 4.2. Language unity: the drive for elaboration
  70. 4.3. The boundary with French: the ā€œpuristsā€ vs. the ā€œsociolinguistsā€
  71. 4.4. Critical grammar as synthesis
  72. 5. Conclusions
  73. 5 Language Activism Part 2
  74. 1. Introduction
  75. 1.1. Background for the debates: the early eighties
  76. 1.2. Sources of data and survey results
  77. 2. Support for mandatory Corsican
  78. 2.1. The primordial link
  79. 2.2. Acknowledging language shift: a sense of urgency
  80. 2.3. The pragmatic effects of symbolic action: legitimacy and language attitudes
  81. 2.4. Summary
  82. 3. The argument against mandatory Corsican: ā€œchoiceā€ and oppositional value
  83. 3.1. ā€œChoiceā€ and language hierarchy
  84. 3.2. ā€œChoiceā€ as the cornerstone of language value
  85. 3.3. The discourse of ā€œchoiceā€: Corsican identity and the rejection of that which is imposed
  86. 3.4. Choice and the mother tongue
  87. 4. Lingua Matria
  88. 5. Coofficiality
  89. 6. From diglossia to polynomy
  90. 7. Conclusions
  91. Chapter 6 Language learning: its social evaluation and meaning
  92. 1. Reactions to a foreign learner: boundaries and community
  93. 1.1. The underestimation of competence
  94. 1.2. The exaggeration of competence
  95. 2. Social drama: learners as performers
  96. 3. Myths of acquisition: more boundary maintenance
  97. 4. The Corsican learner: problems of identity
  98. 4.1. The problem of the ā€œprise de paroleā€: inauthenticating error
  99. 4.2. Learner’s Corsican
  100. 5. Pedagogical strategies
  101. 5.1. A sociolinguistic approach to variation and authenticity
  102. 5.2. Sociolinguistic choices
  103. 5.3. Limits to ā€œchoiceā€: linguistic judgments in the classroom
  104. 6. A return to the problems of linguistic and cultural boundaries
  105. 7. Conclusions
  106. 7 Cracks in the public performance of Corsican literacy: the Second Annual Corsican Spelling Contest
  107. 1. The meaning of orthography
  108. 1.1. The role of writing in minority language promotion
  109. 1.2. Internal coherence: Corsican as an autonomous code
  110. 2. The symbolic meanings of the Spelling Contest
  111. 2.1. The cracks in the mirror
  112. 2.2. The role of writing
  113. 2.3. Language and social hierarchy: the question of elitism
  114. 2.4. ā€œTheyā€ have an academy: the question of linguistic authority
  115. 2.5. Language standards and linguistic alienation
  116. 2.6. Regional diversity vs. a standard orthography
  117. 3. Conclusions
  118. 8 Moving language off center stage: media and performance
  119. 1. Radio: Radio Corse Frequenza Mora
  120. 1.1. Contests and standards: A Ghjustra Paesana and l’Accademia di i Stralampati
  121. 1.2. Language alternation and language mixing on the radio
  122. 2. Corsican reimagined: reference to Italian and other languages
  123. 2.1. Italy on the radio
  124. 3. Theater and storytelling
  125. 4. The newspaper
  126. 5. Some persistent ā€œoldā€ politics of representation at play in the media
  127. 5.1. Sociolinguistic responsibility vs. professional ideals
  128. 5.2. Popular purism: reactions to codeswitching and neologisms
  129. 4. Conclusions
  130. 9 Conclusion
  131. 1. Responding to dominance: stances and consequences
  132. 2. Applying dominant models of language to minority contexts
  133. 3. Lived experience and the persuasive power of dominant discourses
  134. 4. Problems of legitimation
  135. 4.1. The absence of an Academy
  136. 4.2. A short literary history
  137. 4.3. Linguistic value and identity as local and oppositional
  138. 4.4. Lack of a strong base of oral practice
  139. 4.5. The politicization of language and language choices
  140. 4.6. No social or economic coercion
  141. 5. The production of authoritative discourses
  142. 6. The role of ethnography in the comparative project
  143. Notes
  144. References
  145. Name index
  146. Subject index

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