Mat is a specific domain of Russian obscene vocabulary including words related to sexuality. The first sociolinguistic studies on mat emerged after the fall of the Soviet Union, concomitantly with the formation of Russian gender studies in the early 1990s. Until today, research on gender and taboo in Russian has been exiguous. Many scholars claim that the use of mat is a male prerogative, whereas women’s use of mat is heavily sanctioned in society. Through data from a survey I (...) carried out with 772 participants, I illustrate that mat is strongly present in women’s language use and that stereotypical gender conceptualizations are undergoing change. From the participants’ answers it emerges that discussions about the use of obscene language play a critical role in the multifaceted process of renegotiation of gender roles in post-Soviet contexts. (shrink)

The article deals with surdotiflopedagogika, a doctrine of special education for deaf–blind–mute children as it was developed in the USSR in the 1920s and 1930s. In the spirit of social constructivism of the early Stalinist society, surdotiflopedagogika presents itself as a technology for the manufacture of socially useful human beings out of handicapped children with sight and hearing impairments, “half-animals, half-plants”. Surdotiflopedagogika’s institutionalization and rationale as these were evolving under the special patronage of Maxim Gorkij are analysed. Its experimental aspect (...) is also discussed. Exploring and implementing the most advanced ideas in the technology of communication, surdotiflopedagogika sought to compensate for the loss of speech, hearing, and sight by supplying the child with mechanical and human prostheses, including other people (assistants), technical devices, techniques of the body, and multiple communication codes to be translated from one into another. In the case of Soviet deaf-blind education, the Soviet subject appears as a technologically enhanced, collectively shared, and extended body in a permanent process of translation, internal as well as external. Technologies of language and acculturation that are of particular interest. Surdotiflopedagogika’s method as it appears in the theoretical writing of Ivan Afanasjevič Sokoljanskij (1889–1960), the teacher of the legendary deaf-blind author and educator Ol’ga Ivanovna Skorokhodova (1914?–1982) are given particular attention. (shrink)

The present work is a study of the method of contemporary Soviet philosophy. By "Soviet philosophy" we mean philosophy as published in the Soviet Union. For practical purposes we have limited our attention to Soviet sources in Russian in spite of the fact that Soviet philosophical works are also published in other languages (see B 2029(21)(38». The term "method" is taken in the sense usual in Western books on methodology .1 In view of the content (...) of the first chapter it will be useful to explain the last term a little more fully. By method we mean a procedure and it is obvious that the principles according to which a procedure is carried out are rules, i.e. imperatives, which tell us not what is but what should be done. Such imperatives mayor may not be connected with and founded on certain descriptive statements (the fact that every rule of formal logic is based on a corresponding law has been well-known since Husserl's "Logische Unter suchungen" and is generally accepted in contemporary logic), but such a foundation is irrelevant to a methodological study. The object of such a study is to find out what these rules are, why they are accepted and how they are inter-connected and applied. This is how methodology - the science of method - is conceived in Western treatises on the subject and this is also the standpoint assumed here. (shrink)

This article explores the role of language and ideology in Soviet philosophy and education. The author argues that the Soviet regime deliberately used philosophy as a tool for manipulation, with the aim of creating a common understanding that Marxism and Leninism are the only true doctrines of philosophy. The course of philosophy was mandatory at all levels of education and was fully standardized, with a focus on scientific grounds that only Marxist philosophy was valid. The article also (...) highlights the role of language in the Soviet language lockdown policy, where the Russian language was prioritized as the primary language of education and science, suppressing national languages and cultures of member countries. Furthermore, translations of key philosophical texts were selectively done, presenting only those texts that did not touch upon political or religious issues. The article concludes that the oppressive language and ideology practices in Soviet philosophy had a significant impact on the intellectual and cultural development of the Soviet Union and its member countries. (shrink)

Language has traditionally been an important marker of Ukrainian identity which, due to a lack of independent statehood, has been ethnic rather than civic. The contradictory policies of the Soviet regime produced a large discrepancy between ethnocultural identity and language use. In independent Ukraine this discrepancy persisted, as increased identification with the Ukrainian nation was not accompanied by a commensurate increase in the use of the Ukrainian language, even though the latter was predominantly valued as a (...) symbol of nationhood. The Euromaidan and the subsequent Russian aggression further detached language use from national identity, as many Russian speakers came to identify strongly with the inclusive Ukrainian nation without abandoning their accustomed language or even adding Ukrainian as an active part of their communicative repertoire. The post-Maidan leadership refrained from an active promotion of Ukrainian for fear of provoking alienation among Russian speakers, but this policy exacerbates the disadvantaged position of the titular language in various domains and causes discontent among those viewing it as a crucial component of national identity. (shrink)

“The National Question” relates to that sphere of social life in which the October Revolution has demonstrated the most radical rupture in “l’ancien régime.” From the very beginning, Soviet power used anti-colonial and anti-imperial language in reference to itself. However, over the last years, the prevailing academic view has regarded the Soviet Union as imperial. The author aims to problematize this view and show that in many cases the use of the concept of empire to describe (...) class='Hi'>Soviet reality rather prevents its adequate understanding, because within the imperial paradigm it is impossible to completely reduce the practice of dominance and control; linguistic, cultural, and economic politics; people’s identity; and their everyday experience. (shrink)

ArgumentIn the 1920s the Soviet Union invested a group of talented, mostly socialist, occasionally Communist, Jewish writers and thinkers to use the power of the state to remake Jewish culture and identity. The Communist state had inherited a multiethnic empire from its tsarist predecessors and supported the creation of secular cultures for each ethnicity. These cultures would be based not on religion, but on language and culture. Soviet Jews had many languages from which to choose to be (...) their official Soviet language, but Yiddish, the vernacular of eastern European Jewry, won the battle and served as the basis of secular Soviet Jewish culture. Soviet Jewish scholars, writers, and other cultural activists remade Jewish culture by creating a usable Jewish past that fit the socialist present, reforming the “wild” vernacular of Yiddish into a modern language worthy of high culture, and transforming Jews into secular Soviet citizens. (shrink)

The Soviet government showed evidence of poor linearity in its policies towards nationalities. Not only does this policy appear to have been contradictory in several places, but has undergone changes and transformations over the years, so as to make it almost unreadable. Meanwhile, in order to attract the nationalities that were part of the Russian Empire and in accordance with the principle enunciated by Lenin, namely that the Empire was a “prison of peoples”, in the first decade of (...) class='Hi'>Soviet power an ambiguous policy of enhancement of nationalities was passed that received the name of indigenization or korenizacija; ambiguous, because the aim was also to categorize and control the population, according to a typical perspective of colonial power. The Soviet constitution of 1924 gave the center many powers; the Republics had the same powers as the Russian regions, while the party remained centralized; the use of national languages in the educational system was increased, but not in universities. In Ukraine, the Bolshevik Party was dominated by the Russians and it was thanks to Lenin, who rejected the proposal, that the emergence of an autonomous republic in Donbas was prevented. Stalin, on the other hand, favoured korenizacija especially for the alliances with the local Bolshevik leaders, given the centralist tendencies of Trockij and his other opponents. The formal cancellation of korenizacija in Ukraine was ratified by two secret decrees of the Politbjuro on the 14th and 15th of December 1932, at the height of the grain requisition campaign. In many regards, korenizacija is still considered a “golden age” of Ukrainian culture and language, but its ambiguity and tragic end are little known. The article uses published or archival primary sources and the main secondary sources on the topic. It is part of a broader research project on the contemporary history of Ukraine conducted by the author at the University of Brussels. (shrink)

Russian philosophy has always lived on translations. Difficulties in the process of creating a conceptual language used to be overcome gradually, one by one. Now, in the post-Soviet period after all of the locks had been opened, the accelerated development of Russian culture often causes us to assimilate deconstructivism before constructivism and some newer versions of phenomenology before Husserl. It brings about a cultural paradox which cannot be solved by habitual philosophical means. My point here is that Russian (...) philology is able to contribute toward finding a way out. The paper aims to justify this idea. (shrink)

Introduction: The language of power, by H. D. Lasswell. Style in the language of politics, by H. D. Lasswell. Why be quantitative? By H. D. Lasswell.--Technique: The problem of validating content analysis, by I. L. Janis. The reliability of content analysis categories, by Abraham Kaplan and J. M. Goldsen. Recording and context units, four ways of coding editorial content, by Alan Grey, David Kaplan and H. D. Lasswell. The feasibility of the use of samples in content analysis, by (...) Alexander Mintz. The coefficient of imbalance, by I. L. Janis and Raymond Fadner.--Applications: Detection; propaganda detection and the courts, by H. D. Lasswell. Trend; May Day slogans in Soviet Russia, 1918-1943, by Sergius Yakobson and H. D. Lasswell. Interaction; the Third International on its change of policy, by Nathan Leites. Interaction; the response of communist propaganda to frustration, by Nathan Leites and I. de Sola Pool. (shrink)

Words can mean different things to different people. This can be problematic, mainly for those working together in a bureaucratic institution, such as the secret service. Shared, certified, explicit and codified definitions offer a counter to subjective, solitary and/or culturally dominant definitions. It’s true that codified secrecy terms for secret services can be seen to involve a number of political, cultural, subcultural “languages”, but if words come from unclassified or declassified files, memorandums and/or records, one needs a deep understanding of (...) the secret services. A remarkable feature of this bureaucratic language is the evolving nature of, certain “keywords” as important signifiers of historical transformation. Thus, the changes in the language of the secret services depends at least as much on the internal changes of the secret services as on the transformation in the external political-social environment. In spite of the confusion of Hungarian secret services in the revolutions of 1918–1919 and the disintegration of the Austrian-Hungarian Monarchy, in the early 1920’s became a stable system. Between the two World Wars, the Hungarian State Police directed by the Ministry of Internal Affairs, the Military Intelligence and Counter-Espionage directed by the Ministry of Defence, and the Hungarian Royal Gendarmerie directed by both of the Ministries had their own operational service. This structure existed unchanged until 1945. Simultaneously with the forward advance of the soviet troops, government began to re-establish the former system of the secret services in the eastern part of the country. After WWII, in 1946, the “State-protection Department” as political police became independent from the police. However, from the beginning, they remained under the control of the Communist Party. After 1950, the State Security Authority provided special services for the MIA and the Military Political Directorate of the MoD. After quashing the revolution in 1956, in the spring of 1957, the MIA Political Investigation Department was established which—with slight modifications—kept the structure created during the “state protection era”. The MIA III. The State-Protection General Directorate was established in 1962. The reorganization was finalized in the middle of the 1960’s, which resulted in the new system, which—with the structure of Directorates—became the ultimate structure of the state secret police until the abolishment of the MIA General Directorate III in January 1990. These organizational transformations were largely the result of exogenous historical-political changes. Moreover, each new period had a major impact on the organizational communication, language use and vocabulary of the secret services. This study seeks to interpret these historical transformations. (shrink)

The article reconstructs attempts to create scientifically coherent, internationally agreed-upon diagnostics for mild forms of schizophrenia throughout the 20th century. A particular focus here lies on what became known as bland—or sluggish—schizophrenia, a particular term coined in the USSR, which became known for its frequent use in internationally contested diagnoses of human rights activists. The argument follows the diagnosis of sluggish schizophrenia from its inception in a highly productive and equally international psychiatric community of the early 20th century pioneered by (...) prominent Soviet scholar Andrey Snezhnevsky and through its epistemic detachment and content-related transformation in the highly isolated Soviet psychiatric community since the interwar period. This transformation is analyzed with help of the case study on the International Classification of Diseases (ICD). Released by the World Health Organization, the ICD—and in particular its ninth revision—played a crucial role in the attempt to legitimize sluggish schizophrenia. The comparative study of four presumably identical ICD-passages from three languages helps reconstructing how internationally accorded terms would become adapted to the Soviet societal and political realities. The ultimate aim of the attempted adaptation, the article claims, was to provide the elsewhere contested diagnostic term “sluggish” schizophrenia with additional legitimacy per authority of the WHO and, thus, much needed credibility for domestic, and often political, use. (shrink)

The present article is a critical engagement with Aleksei Yurchak’s Everything Was Forever until It Was No More: The Last Soviet Generation. It contends that, as rich as Yurchak’s insights on the language culture of Brezhnev’s Stagnation have proven to be, his account ends up seriously misrepresenting the Stalinist episode in the life of Soviet ideology. This misrepresentation is due, in large part, to the problematic use of post-structuralist models, and particularly of Claude Lefort’s theorization of ideology (...) in the modern era. Through a re-examination of Lefort’s “Outline of the Genesis of Ideology in Modern Societies,” the present article advances an alternative understanding of the discursive “shift” in Soviet ideology. Yurchak has argued that, before being set afloat in the 1950s, Soviet official discourse was held together through the figure of the “external master,” Stalin himself. The master is able to mask what Yurchak terms the “Lefort paradox” of Soviet ideology and which he glosses as the divergence between ideological enunciation and ideological “rule.” Yet Yurchak misreads Lefort’s theory, and specifically the latter’s references to “master” and “rule.” When these terms are restored to their proper theoretical significance, it becomes possible to formulate in a new way the contradictory duality at the heart of Soviet ideology. The article contends, contra Yurchak, that this is not the duality of enunciation and actual exercise of power; but rather the split internal to ideological discourse, between the “rule of reality” and the “reality of the rule.” The “shift” of Soviet ideological discourse begins as a slippage between these two ideological representations, and not as the removal of some anchor external to representation. (shrink)

The advent of the post-Stalin "thaw," particularly the period after 1956, was marked by a spectacular expansion in the publishing of translated Western writing and also, on occasion, of editions in the original languages: the virtual ban on import of Western books was, as of 1975, never relaxed. The more permissive political atmosphere favored the publication of a vastly larger variety of Western authors and titles and provision for the Soviet public of much larger quantities of such books in (...) the country's bookstores and libraries. While the improvement was very impressive in itself, abundant data attest that it was far from adequate to satisfy reader demand.1 Among the beneficiaries, books by American authors stood out the more prominently since it was these that were most discriminated against during the years immediately preceding.2 Decades of neglect, to say nothing of politically inspired selectivity, resulted in such incongruities as the first Russian translation of Melville's Moby Dick in 1961—more than a century after the novel's appearance—and the first Soviet publication of any work by Henry James in 1973. It was not until the 1960's that Russians had an opportunity to read Faulkner—but then, the same was true of Kafka. However unevenly, the range of American literature, both old and new, now made available to Soviet readers is gradually expanding. · 1. The overall problem is discussed in detail in this writer's forthcoming book, A Decade of Euphoria: Western Literature in Post-Stalin Russia, 1954-64 . · 2. For a thorough and illuminating discussion of the fate of American literature in the U.S.S.R. from the Revolution until the early post-Stalin years, see Deming Brown, Soviet Attitudes toward American Writing . Interesting statistical data on the first post-Stalin years may also be found in Melville J. Ruggles, "American Books in Soviet Publishing," Slavic Review 20, n.3 : 419-35. A useful, very brief list of selected works of American writing published by 1968, though not entirely as complete as it purports to be, may be found in M.O. Mendel'son, A.N. Nikolyukin, R.M. Samarin, eds., Problemy literature S. Sh. A. XX. veka , pp. 391-517. Unfortunately, the Soviet bibliography contains no information on press runs of the books listed. Maurice Friedberg, head of the Department of Slavic Languages and Literatures at the University of Illinois, is the author of numerous essays and articles on Soviet literature. Professor Friedberg's most recent book, A Decade of Euphoria: Western Literature in Post-Stalin Russia, 1954-1964, will be published this year. (shrink)

Still life as an independent painting genre in Chinese fine art was formed in the second half of the XX century under the strong influence, first of all, of Western European and Russian, and then American art. This relatively short period of time includes several periods at once, in which one or another influence dominated. However, it was the integration of the ideas and principles of foreign art schools that allowed Chinese masters to develop those features of the artistic and (...) figurative language that determined the features of the genre of still life in the space of modern art. The object of the article is the process of development of Chinese still life in the second half of the twentieth century, the subject is a set of expressive and artistic means used by Chinese artists to create a still life under the influence of foreign artistic trends. This article aims to determine the place and features of the genre of still life in the works of Chinese painters of the second half of the XX century, as well as to characterize the conformity of this genre to the trends of Russian and Soviet, as well as European art. The study concluded that this genre received rapid development in the second half of the XX century, which occurred under continuous foreign artistic influence. The occupation of a strong position in the space of Chinese art by still life and the formation of its original character with national specifics occurred at the end of the twentieth century. (shrink)

All of Dewey’s writings for 1927_ _and 1928 with the exception of _The Public and Its Problems, _which appears in Volume 2, _A Modern Language Associ­ation’s Committee on Scholarly Editions _textual edition. These essays are, as Sidorsky says in his Introduction, “framed, in great mea­sure, by those two poles of his philo­sophical interest: looking backward, in a sense, to the defense of naturalistic metaphysics and moving forward to the justification and to the implications for practice of an empirical theory.” (...) Dewey’s five essays on education are evidence of his continued interest in that field. Among them is the frequently quoted “Why I_ _Am a Member of the Teachers Union,” which is still used by the American Federation of Teachers in its recruiting efforts. Other highlights of this volume include the famous ex­change between George Santayana and Dewey on _Experience and Nature; _an im­passioned condemnation of the mis­carriage of justice Dewey saw in the Sacco-Vanzetti trial; and a series of six articles on the Soviet Union based on Dewey’s trip to that country in 1928. (shrink)

All of Dewey’s writings for 1927_ _and 1928 with the exception of _The Public and Its Problems, _which appears in Volume 2, _A Modern Language Associ­ation’s Committee on Scholarly Editions _textual edition. These essays are, as Sidorsky says in his Introduction, “framed, in great mea­sure, by those two poles of his philo­sophical interest: looking backward, in a sense, to the defense of naturalistic metaphysics and moving forward to the justification and to the implications for practice of an empirical theory.” (...) Dewey’s five essays on education are evidence of his continued interest in that field. Among them is the frequently quoted “Why I_ _Am a Member of the Teachers Union,” which is still used by the American Federation of Teachers in its recruiting efforts. Other highlights of this volume include the famous ex­change between George Santayana and Dewey on _Experience and Nature; _an im­passioned condemnation of the mis­carriage of justice Dewey saw in the Sacco-Vanzetti trial; and a series of six articles on the Soviet Union based on Dewey’s trip to that country in 1928. (shrink)

This essay uses the case of Russian, in its relation to other languages, to look at the ways in which the architects of internationalism in the aftermath of World War II established a new hegemony of world languages, responding to the challenge posed by the rise of Russian as a scientific and political language. What was initially a campaign by the Soviet delegation at UNESCO for one cause—recognition of the status of the Russian language within the organization—was (...) turned by other delegations into a campaign for a different cause—multilingualism. Rather than establishing Russian on a par with English and French, the Soviet intervention helped to create a new triumvirate of world languages—Russian, Spanish, and Arabic—as these were recognized by international organizations such as the United Nations and UNESCO. The case of the rise of Russian as a language of science and politics helps to underscore the complexities and the ambiguities involved in the negotiation of the language regime, in which political arguments were translated into technological choices, the diplomats’ problems were cast as a problem of communication, and the language in which political arguments were made oftentimes mattered as much as the arguments themselves. (shrink)

Awe and wonder are theorised to be distinct from other positive emotions, such as happiness. Yet little empirical or theoretical work has focused on these emotions. This investigation explored differences in language used to describe experiences of awe and wonder. Such analyses can provide insight into how people conceptualise these emotional experiences, and whether they conceptualise these emotions to be distinct from other positive emotions, and each other. Participants wrote narratives about experiences of awe, wonder and happiness. There were (...) differences in the language used to describe these positive emotional states, consistent with the theorised functions of each emotion. Awe was related to observing the world, reflected in greater use of perception words. Wonder was related to trying to understand the world, reflected in greater use of cognitive complexity and tentative words. Language use for both emotions reflected an environmental focus, whereas language use for happiness reflected a social/relationship focus. (shrink)

The creative aspect of language use provides a set of phenomena that a science of language must explain. It is the “central fact to which any signi- ficant linguistic theory must address itself” and thus “a theory of language that neglects this ‘creative’ aspect is of only marginal interest” (Chomsky 1964: 7–8). Therefore, the form and explanatory depth of linguistic science is restricted in accordance with this aspect of language. In this paper, the implications of the (...) creative aspect of language use for a scientific theory of language will be discussed, noting the possible further implications for a science of the mind. It will be argued that a corollary of the creative aspect of language use is that a science of language can study the mechanisms that make language use possible, but that such a science cannot explain how these mechanisms enter into human action in the form of language use. (shrink)

In this paper, I explore two contrasting conceptions of the social character of language. The first takes language to be grounded in social convention. The second, famously developed by Donald Davidson, takes language to be grounded in a social relation called triangulation. I aim both to clarify and to evaluate these two conceptions of language. First, I propose that Davidson’s triangulation-based story can be understood as the result of relaxing core features of conventionalism pertaining to both (...) common-interest and diachronic stability—specifically, Davidson does not require uses of language to be self-perpetuating, in the way required by conventionalism, in order to be bona fide components of linguistic systems. Second, I argue that Davidson’s objections to conventionalism from language innovation and language variation fail, and that certain kinds of negative data in language use require an appeal to diachronic social relations. However, I also argue that recent work on communication in the a.. (shrink)

Article 14 Chapter I ‘The State of Lithuania’ of the Constitution of the Republic of Lithuania of 1992 reads as follows: ‘Lithuanian shall be the State language’. This principle is not new in the Lithuanian history of constitutionalization, as Lithuanian was the official language of the State in the interwar period but lost this status during the Soviet occupation. After 1988, when many political, economic and social changes crucial for further development of the State took place in (...) Lithuania, linguistic issues re-emerged. It was recognized back then that language played a vital role in the life of the State and the society, and the Lithuanian language was given back its status of the official language by the Constitution. The principle that Lithuanian is the official language of the State, enshrined in Article 14 of the Constitution of the Republic of Lithuania, was further elaborated by the Constitutional Court of the Republic of Lithuania in its rulings and judgments. According to its official constitutional doctrine, the Lithuanian language should be treated as a very specific constitutional value, as it forms the basis of the ethnic and cultural identity of the Lithuanian nation and is the guarantor of the national identity and survival. The status of Lithuanian as the official language means that the Lithuanian language must be used in all spheres of public life. The Court also holds that having this principle enshrined in Chapter I ‘The State of Lithuania’ of the Constitution implies that the Lithuanian language enjoys particular protection since the provisions of this Chapter may be amended only by a referendum. (shrink)

That both language and novel life-history stages are unique to humans is an interesting datum. But failure to distinguish between language and language use results in an exaggeration of the language acquisition period, which in turn vitiates claims that new developmental stages were causative factors in language evolution.

Language Use offers a philosophical examination of the basic conceptual framework of pragmatic theory, and contrasts this framework with detailed descriptions of our everyday practices of language use. While the results should be highly relevant to pragmatics, the investigation is not a contribution to pragmatic theory. Drawing on Ludwig Wittgenstein's approach to philosophical problems, Language Use brings out the relevance of Wittgenstein's methods to fundamental problems in central pragmatic fields of research such as deixis, implicatures, speech acts (...) and presuppositions. (shrink)

I investigate the consequences for semantics, and in particular for the semantics of tense, if time is assumed to have a branching structure not out of metaphysical necessity (to solve some philosophical problem) but just as a contingent physical fact, as is suggested by a currently-popular approach to the interpretation of quantum mechanics.

The aim of this article is to present empirical findings about language use and attitudes in intergroup contact from one of the European borderlands along the former Iron Curtain more than twenty years after it fell. The data was collected as part of an international research project Intergroup attitudes and intergroup contact in five Central European countries, which concentrates on the interplay of intergroup contact and perceptions between members of neighbouring nations in the border regions of the Czech Republic (...) and each of the neighbouring states—Slovakia, Poland, Austria and Germany. The main data collection method used is an online questionnaire with different attitude and evaluation scales, as well as a feeling thermometer of emotional relations and open statements (N=2900). In this text I use thematic and basic critical discursive analysis only on the open statements from the Czech (N=210) and German (N=152) borderlands about the situations of contact and the following evaluation of the Others. I show how the linguistic competence and also the interest in the language of the Other are distributed very unevenly; the implicit norm almost always being that the Czechs should speak German. Of course, this situation has in some cases strong emotional consequences. (shrink)

The alignment of bargaining positions is crucial to a successful negotiation. Prior research has shown that similarity in language use is indicative of the conceptual alignment of interlocutors. We use latent semantic analysis to explore how the similarity of language use between negotiating parties develops over the course of a three-party negotiation. Results show that parties that reach an agreement show a gradual increase in language similarity over the course of the negotiation. Furthermore, reaching the most financially (...) efficient outcome is dependent on similarity in language use between the parties that have the most to gain from such an outcome. (shrink)

Cyberspeak, the language of cybernetics, or its metalanguage to be more precise, consists of words that are both explaining and describing human/animal and machine forms of control and communication, while in newspeak, words were value-laden, which means they had strong positive or negative connotations connected to their use. For example, a 'spy' could only be a foreign agent, while a Russian one was a 'patriot'. First, it will be shown how there are still remnants of cyberspeak in modern science, (...) pinpointing its cybernetic background and shaping our thoughts without us realizing they had any cybernetic origin whatsoever. Second, it will be investigated how newspeak, as its counterpart, can be analyzed from the theory of speech acts. Third, the current war in Ukraine allowed us a brief analysis of newspeak present in Russian public communication today (Putin's speeches), which will again be connected to their performative aspect. (shrink)

This study deals with teachers’ language use as it is manifested in community-based heritage-language classes. Specifically, it focuses on the functions of students’ dominant variety when harnessed by teachers for the purposes of teaching their ethnic language. Empirical investigation was conducted at two Chinese community schools in the United Kingdom and data demonstrate that students’ L1 was utilised naturally and systematically by teachers to facilitate students’ L2 learning. Various L1 facilitative functions were identified and these generally accord (...) well with functions recorded in other studies. In addition, this study underlines the potentially unique characteristics of community-based heritage-language education: while the target variety of students is routinely the native variety of teachers, teachers struggle to explain new linguistic information in Mandarin because of students’ low proficiency while they concurrently struggle with at least some elements of students’ native or dominant variety. Teachers explained that the fact that students’ dominant language of English is a global language makes their use of it all the more likely. Teachers demonstrated a strong tendency to feel ill-prepared for their language teaching role. There is thus a clear need for heritage-language teachers to receive training that is sociolinguistically informed. This training should emphasise the potential utility of exploiting students’ full linguistic repertoires by drawing in particular on the crosslinguistic similarities and differences between the varieties of which students are cognisant. Teacher-training programmes that promote such awareness may well hold the key to better heritage-language education which will continue to have a crucial role in maintaining and developing minority community languages. (shrink)

This paper examines language practices in two services offered in the main Catholic Church in the town of Sangmelima in the South region of Cameroon. The research is motivated by the need to find out what languages are used in this church and what the terms “French service” and “Bulu service” imply in the multilingual city of Sangmelima. The informants were the priests, catechists, choir leaders, and some parishioners of this church. Three main instruments were used to collect data (...) in these two church services, i.e., interview, questionnaire and participant observation. The frame adopted for the analysis was Kouega’s structural-functional approach (2008). The findings revealed that the services in this church include 28 parts. In the French service, the languages used to realise these parts were found to be French, Bulu (Sangmelima), Ewondo (Yaounde), Fang (south of Cameroon and north of Equatorial Guinea), Fe’efe’e (Bafang), Ghomala’ (Bafoussam), and Medumba (Bangangte). In the Bulu service, on the other hand, the languages used were: Bulu (Sangmelima), Ewondo (Yaounde), and French. These languages were chosen for a variety of reasons. First, a language like Bulu was chosen because it is understood by the parishioners as it is the main language of the locality. Second, French is the official language of the territory; third, some languages like Fe’efe’e, Ghomala, and Medumba were chosen on the basis of the involvement of the speakers of these ethnic languages in the activities of the church. Fourth, the availability of printed religious materials in a language was an important factor. (shrink)

In this article we present a qualitative analysis of empirical findings from an international project on intergroup attitudes and contact in five Central European countries specifically concerning language use. The project concentrated on the interplay of intergroup contact and perception between the members of national groups in the borderlands between the Czech Republic and Austria, Germany, Poland and Slovakia. The open statements analysed here about the contact situations and the ensuing evaluation of the Others were collected as part of (...) an online questionnaire (N=1959). After a short theoretical introduction we reveal the intertwined nature of construing language use: first in each specific borderland, then in the triads speaking together either in the native language of one of the groups (Czechs with Austrians and Germans) or with each speaking their own native languages (Czechs with Poles and Slovaks). Finally we highlight several effects we have observed as a result of being able to compare the situation in more than one neighbourhood, for instance, the effect of the different statuses of the languages involved, or the connection between the language used in contact and a feeling of proximity. (shrink)

This study presents a contrastive corpus linguistic analysis of language use before and after Stonewall. It uses theoretical insights on normativity from the field of language and sexuality to investigate how the shifting normativities associated with the Stonewall Riots – widely considered the central event of gay liberation in the Western world – have shaped our conceptualization of sexuality as it surfaces in language use. Drawing on two corpora of gay men’s pre-Stonewall narratives dating from two time (...) periods, the analysis combines quantitative and qualitative corpus linguistic methods to examine discursive shifts as evident from narrators’ language use. The study identifies the terms homosexual and normal as central contrastive labels in PRE, and gay and straight as corresponding terms in POST. Other discursive shifts detected are from sexual desire/practices to identity, from an individualistic to a community-based conceptualization of sexuality, and from unquestioned heteronormativity and gender binarism to a weakening of such dominant discourses. The findings are discussed in relation to the desire-identity shift, which is traditionally assumed to have taken place at the end of the 19th century, and shed new light on Stonewall as a central event for the development of an identity-based conceptualization of sexuality as we know it today. (shrink)

This volume offers recent developments in pragmatics and adjacent territories of investigation, including important new concepts such as the pragmatic act and the pragmeme, and combines developments in neighboring disciplines in an integrative holistic pragmatic approach. The young science of pragmatics has, from its inception, differentiated itself from neighboring fields in the humanities, especially the disciplines dealing with language and those focusing on the social and anthropological aspects of human behavior, by focusing on the language user in his (...) or her societal environment.This collection of papers continues that emphasis on language use, and pragmatic acts in their context. The editors and contributors share a perspective that essentially considers language as a system for communication and wants to look at language from a societal perspective, and accept the view that acts of interpretation are essentially embedded in culture. In an interdisciplinary approach, some authors explore connections with social theory, in particular sociology or socio-linguistics, some offer a political stance, others explore connections with philosophy and philosophy of language, and several papers address problems in theoretical pragmatics. (shrink)

A new view of the functional role of the left anterior cortex in language use is proposed. The experimental record indicates that most human linguistic abilities are not localized in this region. In particular, most of syntax (long thought to be there) is not located in Broca's area and its vicinity (operculum, insula, and subjacent white matter). This cerebral region, implicated in Broca's aphasia, does have a role in syntactic processing, but a highly specific one: It is the neural (...) home to receptive mechanisms involved in the computation of the relation between transformationally moved phrasal constituents and their extraction sites (in line with the Trace-Deletion Hypothesis). It is also involved in the construction of higher parts of the syntactic tree in speech production. By contrast, basic combinatorial capacities necessary for language processing – for example, structure-building operations, lexical insertion – are not supported by the neural tissue of this cerebral region, nor is lexical or combinatorial semantics. The dense body of empirical evidence supporting this restrictive view comes mainly from several angles on lesion studies of syntax in agrammatic Broca's aphasia. Five empirical arguments are presented: experiments in sentence comprehension, cross-linguistic considerations (where aphasia findings from several language types are pooled and scrutinized comparatively), grammaticality and plausibility judgments, real-time processing of complex sentences, and rehabilitation. Also discussed are recent results from functional neuroimaging and from structured observations on speech production of Broca's aphasics. Syntactic abilities are nonetheless distinct from other cognitive skills and are represented entirely and exclusively in the left cerebral hemisphere. Although more widespread in the left hemisphere than previously thought, they are clearly distinct from other human combinatorial and intellectual abilities. The neurological record (based on functional imaging, split-brain and right-hemisphere-damaged patients, as well as patients suffering from a breakdown of mathematical skills) indicates that language is a distinct, modularly organized neurological entity. Combinatorial aspects of the language faculty reside in the human left cerebral hemisphere, but only the transformational component (or algorithms that implement it in use) is located in and around Broca's area. Key Words: agrammatism; aphasia; Broca's area; cerebral localization; dyscalculia; functional neuroanatomy; grammatical transformation; modularity; neuroimaging; syntax; trace deletion. (shrink)

Linguistic interaction between two people is the fundamental form of communication, yet almost all research in language use focuses on isolated speakers and listeners. In this innovative work, Garrod and Pickering extend the scope of psycholinguistics beyond individuals by introducing communication as a social activity. Drawing on psychological, linguistic, philosophical and sociological research, they expand their theory that alignment across individuals is the basis of communication, through the model of a 'shared workspace account'. In this workspace, interlocutors are actors (...) who jointly manipulate and control the interaction and develop similar representations of both language and social context, in order to achieve communicative success. The book also explores dialogue within groups, technologies, as well as the role of culture more generally. Providing a new understanding of cognitive representation, this trailblazing work will be highly influential in the fields of linguistics, psychology and cognitive linguistics. (shrink)

The Cognitive Science era can be divided into two distinct periods with respect to the topic of innateness, at least from the viewpoint of the linguist. The first period, which began in the late 1950s and was characterized by the work of people like Chomsky and Fodor, argued for reviving a nativist position, in which a substantial amount of people’s knowledge of language was innate rather than learned by association or induction or analogy. This constituted a break with the (...) empiricist/behaviorist/structuralist tradition that had dominated the field before that. (shrink)

The notion of language in e-Learning is still not very clear from a technical as well as semantic point of view. In the era of Information Technology, it is more and more important to unify the principles of language used and its semantic meaning to be more simple and precise when taking into consideration online educational courses. During the last years, e-Learning courses have begun to be popular around the world as during an internet era, we tend to (...) find consolidated information sources on internet rather than in traditional courses which require our physical presence. The crucial issue which makes an e- Learning course function is the language used to transmit all the information to the students in a clear and effective manner. For such language to be considered effective, it is necessary to adjust it to the general standards adopted in an international environment. The notion of a language used in e-Learning also faces some problems as it should be so concise as to be accessible for everybody regardless of gender, nationality, and intellectual level. It is hard to standardise its principles, thus over the years many scientists have tried to unify the top requirements a perfect e-Learning course should have. Nowadays, most of the population should stop considering e-Learning as an alternative form of education and focus on developing new models and structures for education and learning that fully exploit the opportunities of today’s digital revolution. With a laptop, a mobile device and Wi-Fi, you can manage your own e-Learning course, and take courses yourself, at any time and place, in any language. A typical model of an e-Learning course is based on guided self-study with a linear progression through modules consisting of recorded lectures, course literature, written assignments and multiple-choice self-tests. Technology has got an even better solution which consists of standardising the learning process and adopting it to a commonly known level of difficulty which might be expected when considering its use by an average person. (shrink)