Small languages, education and citizenship: the paradoxical case of Luxembourgish
Luxembourg is designated as a trilingual country, officially recognizing three languages in its language law of 1984: Luxembourgish as the national language, and French and/or German as legal, judicial and administrative languages. While Luxembourgish is mostly used for spoken communication, written...
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| Autor*in: |
Horner, Kristine [verfasserIn] Weber, Jean-Jacques [verfasserIn] |
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| Format: |
E-Artikel |
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| Erschienen: |
Walter de Gruyter GmbH & Co. KG ; 2010 |
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| Schlagwörter: |
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| Anmerkung: |
© 2010 Walter de Gruyter GmbH & Co. KG, Berlin/New York |
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| Umfang: |
14 |
| Reproduktion: |
Walter de Gruyter Online Zeitschriften |
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| Übergeordnetes Werk: |
Enthalten in: International journal of the sociology of language - Berlin [u.a.] : Mouton de Gruyter, 1974, 2010(2010), 205 vom: 05. Okt., Seite 179-192 |
| Übergeordnetes Werk: |
volume:2010 ; year:2010 ; number:205 ; day:05 ; month:10 ; pages:179-192 ; extent:14 |
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| DOI / URN: |
10.1515/ijsl.2010.045 |
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| 520 | |a Luxembourg is designated as a trilingual country, officially recognizing three languages in its language law of 1984: Luxembourgish as the national language, and French and/or German as legal, judicial and administrative languages. While Luxembourgish is mostly used for spoken communication, written functions are carried out primarily in standard French and German, which as a result also dominate within the educational system. Luxembourgish thus presents the somewhat paradoxical case of being a small and mostly spoken language that is officially recognized as the national language of the Grand-Duchy of Luxembourg. At the same time, in relation to fluctuating demographics, a discourse of endangerment has developed around the Luxembourgish language. The focus has been on the limited role of Luxembourgish within the educational system, as well as its potential role as the “language of integration”. A major contradiction is reflected in these current debates and developments: though the emphasis in language-in-education policy continues to revolve mostly around the teaching of standard German and French and though Luxembourgish is not widely used for functions linked to standardized written languages, the 2008 citizenship law has introduced formalized language testing in Luxembourgish. It thus signals and enacts a shift away from the “trilingual ideal” towards the national language as the sole icon of “Luxembourgishness”. | ||
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10.1515/ijsl.2010.045 doi artikel_Grundlieferung.pp (DE-627)NLEJ247024198 DE-627 ger DE-627 rakwb Horner, Kristine verfasserin aut Small languages, education and citizenship: the paradoxical case of Luxembourgish Walter de Gruyter GmbH & Co. KG 2010 14 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © 2010 Walter de Gruyter GmbH & Co. KG, Berlin/New York Luxembourg is designated as a trilingual country, officially recognizing three languages in its language law of 1984: Luxembourgish as the national language, and French and/or German as legal, judicial and administrative languages. While Luxembourgish is mostly used for spoken communication, written functions are carried out primarily in standard French and German, which as a result also dominate within the educational system. Luxembourgish thus presents the somewhat paradoxical case of being a small and mostly spoken language that is officially recognized as the national language of the Grand-Duchy of Luxembourg. At the same time, in relation to fluctuating demographics, a discourse of endangerment has developed around the Luxembourgish language. The focus has been on the limited role of Luxembourgish within the educational system, as well as its potential role as the “language of integration”. A major contradiction is reflected in these current debates and developments: though the emphasis in language-in-education policy continues to revolve mostly around the teaching of standard German and French and though Luxembourgish is not widely used for functions linked to standardized written languages, the 2008 citizenship law has introduced formalized language testing in Luxembourgish. It thus signals and enacts a shift away from the “trilingual ideal” towards the national language as the sole icon of “Luxembourgishness”. Walter de Gruyter Online Zeitschriften Luxembourg trilingualism language policy discourse of endangerment language of integration Weber, Jean-Jacques verfasserin aut Enthalten in International journal of the sociology of language Berlin [u.a.] : Mouton de Gruyter, 1974 2010(2010), 205 vom: 05. Okt., Seite 179-192 (DE-627)NLEJ248235818 (DE-600)2033172-1 1613-3668 nnns volume:2010 year:2010 number:205 day:05 month:10 pages:179-192 extent:14 https://doi.org/10.1515/ijsl.2010.045 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 2010 2010 205 05 10 179-192 14 |
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10.1515/ijsl.2010.045 doi artikel_Grundlieferung.pp (DE-627)NLEJ247024198 DE-627 ger DE-627 rakwb Horner, Kristine verfasserin aut Small languages, education and citizenship: the paradoxical case of Luxembourgish Walter de Gruyter GmbH & Co. KG 2010 14 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © 2010 Walter de Gruyter GmbH & Co. KG, Berlin/New York Luxembourg is designated as a trilingual country, officially recognizing three languages in its language law of 1984: Luxembourgish as the national language, and French and/or German as legal, judicial and administrative languages. While Luxembourgish is mostly used for spoken communication, written functions are carried out primarily in standard French and German, which as a result also dominate within the educational system. Luxembourgish thus presents the somewhat paradoxical case of being a small and mostly spoken language that is officially recognized as the national language of the Grand-Duchy of Luxembourg. At the same time, in relation to fluctuating demographics, a discourse of endangerment has developed around the Luxembourgish language. The focus has been on the limited role of Luxembourgish within the educational system, as well as its potential role as the “language of integration”. A major contradiction is reflected in these current debates and developments: though the emphasis in language-in-education policy continues to revolve mostly around the teaching of standard German and French and though Luxembourgish is not widely used for functions linked to standardized written languages, the 2008 citizenship law has introduced formalized language testing in Luxembourgish. It thus signals and enacts a shift away from the “trilingual ideal” towards the national language as the sole icon of “Luxembourgishness”. Walter de Gruyter Online Zeitschriften Luxembourg trilingualism language policy discourse of endangerment language of integration Weber, Jean-Jacques verfasserin aut Enthalten in International journal of the sociology of language Berlin [u.a.] : Mouton de Gruyter, 1974 2010(2010), 205 vom: 05. Okt., Seite 179-192 (DE-627)NLEJ248235818 (DE-600)2033172-1 1613-3668 nnns volume:2010 year:2010 number:205 day:05 month:10 pages:179-192 extent:14 https://doi.org/10.1515/ijsl.2010.045 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 2010 2010 205 05 10 179-192 14 |
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10.1515/ijsl.2010.045 doi artikel_Grundlieferung.pp (DE-627)NLEJ247024198 DE-627 ger DE-627 rakwb Horner, Kristine verfasserin aut Small languages, education and citizenship: the paradoxical case of Luxembourgish Walter de Gruyter GmbH & Co. KG 2010 14 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © 2010 Walter de Gruyter GmbH & Co. KG, Berlin/New York Luxembourg is designated as a trilingual country, officially recognizing three languages in its language law of 1984: Luxembourgish as the national language, and French and/or German as legal, judicial and administrative languages. While Luxembourgish is mostly used for spoken communication, written functions are carried out primarily in standard French and German, which as a result also dominate within the educational system. Luxembourgish thus presents the somewhat paradoxical case of being a small and mostly spoken language that is officially recognized as the national language of the Grand-Duchy of Luxembourg. At the same time, in relation to fluctuating demographics, a discourse of endangerment has developed around the Luxembourgish language. The focus has been on the limited role of Luxembourgish within the educational system, as well as its potential role as the “language of integration”. A major contradiction is reflected in these current debates and developments: though the emphasis in language-in-education policy continues to revolve mostly around the teaching of standard German and French and though Luxembourgish is not widely used for functions linked to standardized written languages, the 2008 citizenship law has introduced formalized language testing in Luxembourgish. It thus signals and enacts a shift away from the “trilingual ideal” towards the national language as the sole icon of “Luxembourgishness”. Walter de Gruyter Online Zeitschriften Luxembourg trilingualism language policy discourse of endangerment language of integration Weber, Jean-Jacques verfasserin aut Enthalten in International journal of the sociology of language Berlin [u.a.] : Mouton de Gruyter, 1974 2010(2010), 205 vom: 05. Okt., Seite 179-192 (DE-627)NLEJ248235818 (DE-600)2033172-1 1613-3668 nnns volume:2010 year:2010 number:205 day:05 month:10 pages:179-192 extent:14 https://doi.org/10.1515/ijsl.2010.045 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 2010 2010 205 05 10 179-192 14 |
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Luxembourg is designated as a trilingual country, officially recognizing three languages in its language law of 1984: Luxembourgish as the national language, and French and/or German as legal, judicial and administrative languages. While Luxembourgish is mostly used for spoken communication, written functions are carried out primarily in standard French and German, which as a result also dominate within the educational system. Luxembourgish thus presents the somewhat paradoxical case of being a small and mostly spoken language that is officially recognized as the national language of the Grand-Duchy of Luxembourg. At the same time, in relation to fluctuating demographics, a discourse of endangerment has developed around the Luxembourgish language. The focus has been on the limited role of Luxembourgish within the educational system, as well as its potential role as the “language of integration”. A major contradiction is reflected in these current debates and developments: though the emphasis in language-in-education policy continues to revolve mostly around the teaching of standard German and French and though Luxembourgish is not widely used for functions linked to standardized written languages, the 2008 citizenship law has introduced formalized language testing in Luxembourgish. It thus signals and enacts a shift away from the “trilingual ideal” towards the national language as the sole icon of “Luxembourgishness”. © 2010 Walter de Gruyter GmbH & Co. KG, Berlin/New York |
| abstractGer |
Luxembourg is designated as a trilingual country, officially recognizing three languages in its language law of 1984: Luxembourgish as the national language, and French and/or German as legal, judicial and administrative languages. While Luxembourgish is mostly used for spoken communication, written functions are carried out primarily in standard French and German, which as a result also dominate within the educational system. Luxembourgish thus presents the somewhat paradoxical case of being a small and mostly spoken language that is officially recognized as the national language of the Grand-Duchy of Luxembourg. At the same time, in relation to fluctuating demographics, a discourse of endangerment has developed around the Luxembourgish language. The focus has been on the limited role of Luxembourgish within the educational system, as well as its potential role as the “language of integration”. A major contradiction is reflected in these current debates and developments: though the emphasis in language-in-education policy continues to revolve mostly around the teaching of standard German and French and though Luxembourgish is not widely used for functions linked to standardized written languages, the 2008 citizenship law has introduced formalized language testing in Luxembourgish. It thus signals and enacts a shift away from the “trilingual ideal” towards the national language as the sole icon of “Luxembourgishness”. © 2010 Walter de Gruyter GmbH & Co. KG, Berlin/New York |
| abstract_unstemmed |
Luxembourg is designated as a trilingual country, officially recognizing three languages in its language law of 1984: Luxembourgish as the national language, and French and/or German as legal, judicial and administrative languages. While Luxembourgish is mostly used for spoken communication, written functions are carried out primarily in standard French and German, which as a result also dominate within the educational system. Luxembourgish thus presents the somewhat paradoxical case of being a small and mostly spoken language that is officially recognized as the national language of the Grand-Duchy of Luxembourg. At the same time, in relation to fluctuating demographics, a discourse of endangerment has developed around the Luxembourgish language. The focus has been on the limited role of Luxembourgish within the educational system, as well as its potential role as the “language of integration”. A major contradiction is reflected in these current debates and developments: though the emphasis in language-in-education policy continues to revolve mostly around the teaching of standard German and French and though Luxembourgish is not widely used for functions linked to standardized written languages, the 2008 citizenship law has introduced formalized language testing in Luxembourgish. It thus signals and enacts a shift away from the “trilingual ideal” towards the national language as the sole icon of “Luxembourgishness”. © 2010 Walter de Gruyter GmbH & Co. KG, Berlin/New York |
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