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The article presents the linguistic landscapes of the city of Cluj/Kolozsvár (Romania) analysing linguistic ideologies and language policies. The author considers that describing the linguistic landscape of a town where more languages are spoken shows the dominant language ideologies and the tolerant or intolerant attitudes towards the bilingual inscriptions in public spaces. The discourse analysis of the arguments concerning the bilingual inscriptions reveals the conceptual differences of the political actors. The article presents more actions of non-governmental organizations in Cluj meant to create a bilingual linguistic landscape, as well as the political and administrative obstacles. It also refers to social psychological problems which hinder the real interethnic dialogue.
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The name-semiotic landscape consists of proper names appearing on name-plates, inscriptions in public places, and on other surfaces (e.g. on wall surfaces, gravestones, posters, and tableaux) as well as the extra-lingual signs referring to and accompanying names (e.g. emblem, photo, drawing, statue). In this study, we deal with the name-semiotic landscape of Komárom/Komárno, a Hungarian town in Slovakia. First, we define the concept of the name-semiotic landscape, then we describe the factors influencing the name-semiotic landscape, review the studies on linguistic and name-semiotic landscape conducted in Slovakia, and finally we present the location and collection methodology. In the central part of the study, we discuss the characteristics of the personal, place, and institutional name-semiotic landscape of Komárom.
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This paper deals with the opinions on the visual language use of populations in bilingual villages in Southern Slovakia. It examines how much the respondents know about their visual bilingual linguistic rights opportunities, how much they deal with them, and how satisfied they are with the signs of their own environment. The paper also reveals which part of the linguistic landscape they want to repair and how. The examination compares the opinions of respondents living in compact Hungarian villages with the informants in peripheral Hungarian regions in Slovakia. The author tests the hypothesis that many people know their linguistic rights, but they do not avail themselves of the opportunity and they place Slovak signs only.
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The present paper aims to present the linguistic landscape of Komi-Permyaks, a Finno-Ugric speech community in the territory of Perm Krai, Russia. After a brief theoretichal introduction, we provide basic information about the Komi-Permyak people and their history. Then we describe the linguistic landscape of Kudymkar, the “capital” of the territory. In our research, we use the well-known frame of linguistic landscape by Laihonen, which had to be slightly modified in line with the given data.The last part of our paper describes the linguistic landscape of rural Komi-Permyak life by showing 3 villages: Doyeg, Peshnigort, and Antipin.
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An examination of the linguistic landscape usually occurs in settlements inhabited by bilingual or multilingual speakers. In my paper, I present the linguistic landscape of a monolingual Central Hungarian town, showing that the linguistic landscape of the examined monolingual settlement has got some multilingual features, what is caused by the different prestige of languages and by the actual political orientation of the government in power. We have also pointed out how the monolingual viewpoint of majority speakers works in the outlined frame.
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The study investigates the use of Romani (Gipsy) language in YouTube in an expanded multimodal linguistic landscape approach. The study is based on the analysis of appr. 100 YouTube pages (50 Gipsy songs and 50 videos of Gipsy family events as weddings, birthday parties, etc. from Hungary), involving both the uploaded videos and the comments. The analysis brings out that Romani language is present on YouTube, it is being actively used by users both in uploaded videos and in comments, and it can fulfil different functions as a tool of communication or as a symbol of Gipsy culture, as the sign of ethnic identity or of respectful attitude. The Romani language is generally accompanied by the use of Hungarian in a bilingual setting; in the comments, also other languages appear, creating a super diverse translanguaging space. Besides language use, also signs of other modalities – music, pictures of automobiles, clothes or foods, dance, emoticons – have often been used to represent different meanings. Through these multimodal communicative practices, YouTube turned into a multimodal, multilingual-multicultural semiotic landscape where users actively and creatively communicate complex meanings in connection with Romani language and culture, too.
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The spread of internet-based communication and other forms of technology-mediated linguistic practices has had a significant impact not only on formerly preferred modes of interaction within the Transcarpathian Hungarian community but also on the concepts of private and public communication. The aim of the paper is to obtain a deep insight into the nature and functions of the internet-memes of Hungarians in Transcarpathia in the social networks. Focusing on the peculiarities of language use and the presence of contact phenomena in the memes and the actual as well as the potential impact these have on Hungarian language maintenance, the increase of language creativity, identity constructions, and reflection of the political and social activities.
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The study examines the appearance and information content of websites in the neighbouring countries of Hungary, and in connection with this, the accessibility of Hungarian and the visibility of websites. It seeks an answer to how communities show their togetherness with linguistic (text) and typographical (pictures) signs and what image they present of themselves to the Hungarian-speaking community.
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The present paper aims to discuss the virtual linguistic landscape of Hungarian, Serbian, Slovak, and German minority schools in Romania. The research set out to analyse the multilingual traits of each school’s website by using the criteria of the website analysis and the theory of general linguistic landscape and the theory of schoolscape and cyberscape, as well. The paper focuses on the following research questions: What languages are displayed on the official website of the schools?; To what extent are these websites multilingual?; What role does each language play? The analysis will provide a general picture of the linguistic cyberscapes of the above mentioned schools and will discuss the roles of each language (minority language, state language, and foreign languages) in the construction of these virtual landscapes. Finally, the paper offers a comparative analysis of all the investigated school websites.
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The present study focuses on the Canadian Hungarian community in the Greater Toronto Area providing a macro sociolinguistic analysis of their language use. First, in order to describe the language contact situation, a brief outline of the historical and demographic data is presented as well as an account of the institutions that play an important role in the preservation of Hungarian as a heritage language in Canada. Second, a more in-depth analysis of the Hungarian community is given based on a sociolinguistic questionnaire developed for the study of Hungarian spoken in the various countries in the Carpathian Basin. The subjects come from Ontario, the province with the largest Hungarian population, and cover three generations, thus providing an opportunity for a cross-generational analysis. The paper focuses on six topics: (1) national identity, (2) mother tongue, (3) locus of acquisition of Hungarian, (4) choice of language based on interlocutors, (5) choice of language in the private spheres, and (6) choice of language in the public spheres. The results show that in spite of the community members’ desire to maintain the heritage language, a shift towards the majority language can be observed through loss of domains of heritage language use among second- and third-generation speakers.
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In a bilingual environment, two languages have effects on the child from the beginning or at a very early stage. Where parents have different mother tongues, they use both of them with the child, and so s/he becomes bilingual at an early age. Those children who learn a second language from early childhood at school or in kindergarten will also become bilingual at an early stage of life.The aim of the research is to gather information about the spontaneous speech of bilingual primary school children in Oradea and to explore the age-specific features thereof. My hypotheses are as follows: 1) There are measureable differences within the age-groups and the groups of different types of bilingualism. 2) Silence and hesitation will be the most common phenomenon of speech blockage. With age, speech errors will become more diversified. 3) In every age-group, Hungarian pupils studying in a Hungarian-language class are more likely to experience less speech errors and blockages.Testing was done with 90 students. In one of the groups, there were children from Hungarian families who studied in Hungarian classes, in another group, there were children who came from a mixed Hungarian and Romanian family, and in the third group there were children from Hungarian families who went to a Romanian school. In each group, there were 30 children. Pupils were asked to speak about a vacation experience. There was no time limit. In the texts of the children, I examined speaking time and the phenomena of speech blockage.There were measurable differences in speech length and speech errors among age-groups, but there was no significant difference between the different bilingual groups.
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The current article belongs to bilingual studies and discusses the available communication possibilities of some Hungarian speakers when using the Romanian language, targeting the phenomenon of codeswitching. At first, a theoretical basis is presented within the limits allowed by the article. The methods used in the conducted research are those of interviews and observations, the number of subjects being quite small. As a consequence, the research is not representative but rather informational, based on which some observations could be made regarding the appearance and the cause of linguistic codeswitching. It has been noticed that codeswitching has got a specific behavioural-emotional component, and certain communication-related intentions connect to one of the languages consistently.
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One of the sociolinguistic investigations into Slovakian Hungarian language use, István Lanstyák’s and Gizella Szabómihály’s book Magyar nyelvhasználat – iskola – kétnyelvűség [Hungarian language use, schools, and bilingualism] was published in 1997 and investigated similarities and differences of Hungarian language use in Hungary vs in Slovakia on the basis of the authors’ questionnaire-based study carried out between 1991 and 1993 in schools in Slovakia and in Hungary.The present paper reports on a study carried out in order to gain insight into the changes of recent years, namely to see whether Slovakian Hungarian language use has undergone changes as compared to 25 years ago and whether there are morphological, lexicological, and syntactic differences between this and the language use of Hungarians from Hungary.The processed data is only part of the entire database, and the digitization of the questionnaires is being carried out right now. The examples discussed and the results of the test sentences show only a small fraction of the 106 questions and tasks of the Slovakian questionnaire (96 questions and tasks were used in the Hungarian version). It is my goal to provide an insight into the detailed characteristics of the current Slovakian Hungarian language once the comparisons with the earlier study are made possible following the processing and evaluation of the entire database.
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The article emphasizes the fact that school exams are a tool for creating methods and results of education and, therefore, checking the results should not be ostensible. Unfortunately, this ostentation is provided by a low passing grade as well as the structure and method of how exams are carried out, including high school finals (matura). Hence, there appear suggestions that the existing situation should be improved and, above all, emphasis ought to be laid on enforcing learning.
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Recently, the focus of linguistic and social interest has been placed on gender sensitivity and equality. Bosnian, Croatian and Serbian, the official languages of Bosnia and Herzegovina, are gender-sensitive languages, and their use is increasingly being enriched by the usage of the female gender that has only been implied in the male gender so far. Since education is an extremely important area where linguistic equality can be developed and nurtured from the very beginning of the educational process, textbooks for lower elementary class teaching are the source from which gender equality will either be adopted or completely neglected. In this paper, gender sensitivity and equality will be analyzed in the textbooks for lower elementary class teaching (from the first to the fifth grade of elementary school), which are used in elementary schools in the Federation of Bosnia and Herzegovina.
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Children's literature can be defined as a cultural, artistic and social phenomenon that is directly related to the history of childhood. So many texts intended for children reflect contentically on the relationships that surround them in the real world. Because of this, children are most often presented in literary texts in an environment that is characteristic of their life, most often family and school.A family is a basic social group associated with affection in which children are cared for and upgraded. Family relationships are often the theme of children's stories and are closely related to changes that occur in family communities under the influence of social change. Literary texts that are offered to children often depict a particular family model that often 237corresponds to the family models that are present in society. Hence, by looking at literary works, especially those describing families, they should also keep in mind their cognitive and educational function.This paper deals with family and family relationships in children's stories published in the Croatian children's magazine Radost, which is also used as a supplement to school material. Based on the selected stories, the presented family relationships are analyzed and families are classified with respect to the different types of families that occur in the stories. Reading stories about families to children provide the ability to identify with read, but also know about other families, by which children are raised and educated for tolerance and understanding.
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