Interkomprehensja języków słowiańskich jako czynnik motywujący do uczenia się języka górnołużyckiego dla uczniów Gimnazjum Górnołużyckiego pochodzących z niemieckojęzycznych rodzin

Nicole Dołowy-Rybińska

doi:10.32798/zl.812

Published: 2021-12-19

Vol. 55 No. 1 (2021)

Mutual intelligibility of Slavic languages as motivation to learn Upper Sorbian by German-speaking students of Upper Sorbian Grammar School

Nicole Dołowy-Rybińska

Zeszyty Łużyckie

Section: Sorabiana

https://doi.org/10.32798/zl.812

Abstract

The article is based on the research carried out among German-speaking students of the 10^th and 11^th grade of the Upper Sorbian Grammar School in Bautzen/Budyšin. The analysis concerns the way in which students who are learning Sorbian at school perceive mutual intelligibility of the Slavic languages as a motivating factor in their learning and using Sorbian. Two types of motivation language learning are described: the integrative and the instrumental kind. While integrative motivation seems not to play an essential role for Upper Sorbian Grammar School students as they are separated from Sorbian native-speakers, the instrumental role is much more important. The evidence gathered in the research shows that Slavic languages intercomprehension is in some cases taken advantage of by students when they travel to the Czech Republic or to Poland. This may also facilitate finding a job or studying abroad in Slavic countries.

Supporting Agencies

This article was written as part of the project “Language Contact and Cultural Conflict: Language Acquisition and the Formation of Cultural Identity on the Example of Students of the Upper Sorbian Grammar School in Bautzen (Upper Lusatia)”, funded by the National Science Centre, Poland (NCN) under grant agreement no. UMO-2016/21/B/HS2/00001.

Keywords:

language intelligibility, intercomprehension of Slavic languages, Upper Sorbian, education, Sorbian language learners

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >>

You may also start an advanced similarity search for this article.

Download files

PDF (Polski)

Citation rules

Dołowy-Rybińska, N. (2021). Mutual intelligibility of Slavic languages as motivation to learn Upper Sorbian by German-speaking students of Upper Sorbian Grammar School. Zeszyty Łużyckie, 55(1), 299–318. https://doi.org/10.32798/zl.812

Cited by / Share

Licence

This work is licensed under a Creative Commons Attribution 4.0 International License.

References

Appel, R., Muysken, P. (2006). Language contact and bilingualism. Amsterdam: Amsterdam University Press. DOI: https://doi.org/10.5117/9053568573
Google Scholar

Baker, C., Wright W., E. (2017). Foundations of bilingual education and bilingualism. Bristol: Multilingual Matters. DOI: https://doi.org/10.1007/978-3-319-02258-1_2
Google Scholar

Bourdieu, P. (1991). Language and symbolic power. London: Polity Press.
Google Scholar

Bradac, J. J. (1990). Language attitudes and impression formation. W: Giles, H., Robinson, W. P. (red.), Handbook of language and social psychology. Chichester: Wiley, 387–412.
Google Scholar

Budarjowa, L. (red.) (2018). 20 lět Witaj, Bautzen: Serbske šulske towarstwo z.t. (https://www.sorbischer-schulverein.de/_download/sst_jubil__um_inhalt_f__r_Internet.pdf [5 VII 2021].
Google Scholar

Dołowy-Rybińska, N. (w druku). Native and non-native speakers school language practices and transmission in Upper Lusatia. W: Hornsby, M., McLeod, W. (red.), Transmitting minority languages: Complementary reversing language shift strategies. London: Palgrave Macmillan.
Google Scholar

Dołowy-Rybińska, N., Ratajczak, C. (2019a). Upper Sorbian language education: When community language maintenance practices disregard top-down revitalisation strategies, Language, Culture and Curriculum. DOI: https://doi.org/10.1080/07908318.2019.1630424
Google Scholar

Dołowy-Rybińska, N., Ratajczak, C. (2019b). Languages and cultures in contact: The place of new speakers in the education system in Upper Lusatia, Cognitive Studies / Études cognitives 19, 1–17. DOI: https://doi.org/10.11649/cs.1901
Google Scholar

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching 31 (3), 117–135. DOI: https://doi.org/10.1017/S026144480001315X
Google Scholar

Dörnyei, Z. (2009). The L2 Motivational Self System. W: Dörnyei, Z., Ushioda, E. (red.), Motivation, language identity and the L2 self. Bristol: Multilingual Matters, 9–42. DOI: https://doi.org/10.2307/jj.30945943.5
Google Scholar

Doyé, P. (2004). A Methodological Framework for the Teaching of Intercomprehension, Language Learning Journal 30 (1), 59–68. DOI: https://doi.org/10.1080/09571730485200241
Google Scholar

Eriksen, T. H. (2010). Ethnicity and nationalism. Anthropological perspectives. London: Pluto Press. DOI: https://doi.org/10.2307/j.ctt183h0h1
Google Scholar

European Commission. (2012). Translation and Multilingualism: Intercomprehension. Luxembourg: Publications Office of the European Union.
Google Scholar

García, O., Wei, Li. (2014). Translanguaging. Language, bilingualism and education. New York: Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137385765_4
Google Scholar

Giles, H., Hewstone, M, Ryan, E. B., Johnson. P. (1987). Research on language attitudes. W: Ammon, U., Dittmar, N., Mattheler, K. J. (red.), Sociolinguistics. An international handbook of the science of language 1. Berlin: Walter de Gruyter, 585–597. DOI: https://doi.org/10.1515/9783110858020-076
Google Scholar

Giles, H., Niedzielski, N. (1998). Italian is beautiful, German is ugly. W: Bauer, L., Trudgill, P. (red.), Language myths. London: Penguin, 85–93.
Google Scholar

Gooskens, C. (2006). Linguistic and extra-linguistic predictors of Inter-Scandinavian communication. W: van de Weijer, J., Los, B. (red.), Linguistics in the Netherlands. Amsterdam: John Benjamins, 101–113. DOI: https://doi.org/10.1075/avt.23.12goo
Google Scholar

Gooskens, C. (2007). The contribution of linguistic factors to the intelligibility of closely related languages, Journal of Multilingual and Multicultural Development 28 (6), 445–467. DOI: https://doi.org/10.2167/jmmd511.0
Google Scholar

Gooskens, C. (2013). Experimental methods for measuring intelligibility of closely related language varieties. W: Balyey, R., Cameron, R., Lucas, C. (red.), The Oxford Handbook of Sociolinguistics. Oxford: Oxford University Press, 195–213. DOI: https://doi.org/10.1093/oxfordhb/9780199744084.013.0010
Google Scholar

Kaulfürstowa, J. (2017). Im Zentrum für die sorbische Sprache. Das WITAJ-Sprachzentrum – die Fachabteilung der Domowina. Bautzen: Domowina – Bund Lausitzer Sorben e.V. https://www.witaj-sprachzentrum.de/obersorbisch/wp-content/uploads/sites/3/2018/11/WITAJ_Imagebr_DEUTSCH_web.pdf [5 VII 2021].
Google Scholar

Kaulfürstowa, J. (2020). Witaj – ein Geschenk für Ihr Kind. Bautzen: DOMOWINA – Bund Lausitzer Sorben e. V. https://www.witaj-sprachzentrum.de/obersorbisch/wp-content/uploads/sites/3/2020/03/2020_WITAJ-Kopie-web.pdf [5 VII 2021].
Google Scholar

Keller, I, Schulz, J. (2019). Sorbisch. W: Fäcke, Ch., Meißner, F.-J. (red.), Handbuch Mehrsprachigkeits- und Mehrkulturalitätsdidaktik. Tübingen: Narr, 554–556.
Google Scholar

Kimura, G. C. (2015). Spracherhalt als Prozess. Elemente des kirchlichen Sprachmanagements bei den katholischen Sorben. International Journal of the Sociology of Language 232, 13–32. DOI: https://doi.org/10.1515/ijsl-2014-0040
Google Scholar

Ladegaard, H. J. (1998). National stereotypes and language attitudes. The perception of British, American and Australian language and culture in Denmark. Language & Communication 18, 251–274. DOI: https://doi.org/10.1016/S0271-5309(98)00008-1
Google Scholar

Meissner, F-J., Capucho, F., Degache, C., Martins, A., Spita, D., Trost, M. (2011). Intercomprehension Learning, teaching, research apprentissage, enseignement, recherche. Tübingen: Narr.
Google Scholar

Melo-Pfeifer, J. (2015). An interactional perspective on intercomprehension between Romance Languages: translanguaging in multilingual chat rooms. FLuL 44 (2), 100–113.
Google Scholar

O’Rourke, B., Ramallo, F., Pujolar, J. (2015). New speakers of minority languages: the challenging opportunity. International Journal of the Sociology of Language 231, 1–20. DOI: https://doi.org/10.1515/ijsl-2014-0029
Google Scholar

Romaine, S. (1994). Language in Society. An introduction to sociolinguistics. Oxford: Oxford University Press.
Google Scholar

SBI = Sächsischen Bildungsinstitut (2017). 2 plus – Unterricht nach dem schulartübergreifenden Konzept zweisprachige sorbischen Siedlungsgebiet des Freistaates Sachsen.
Google Scholar

Schieffelin, B., Woolard, K., Kroskrity, P. (1998). Language ideologies. Practice and theory. New York: Oxford University Press. DOI: https://doi.org/10.1093/oso/9780195105612.001.0001
Google Scholar

Sloboda, M., Brankačkec, K. (2014). The mutual intelligibility of Slavic languages as a source of support for the revival of the Sorbian language. W: Fesenmeier, L., Heinemann, S., Vicario, F. (red.), Sprachminderheiten: gestern, heute, morgen / Minoranze linguistiche: ieri, oggi, domani. Berlin: Peter Lang, 25–44.
Google Scholar

SMK = Sächsisches Staatministerium für Kultus (2004). Lehrplan Gymnasium – Sorbisch.
Google Scholar

Šołćina, J., Mehlhorn, G. (2018). Slawiniada – nowa forma rěče přesahowaceho wuknjenja, Serbska Šula 2, 47–50.
Google Scholar

Tollefson, J. (1991). Planning language, planning inequality. New York: Longman.
Google Scholar

Wolff, H. (1959). Intelligibility and inter-ethnic attitudes. Anthropological Linguistics 1, 34–41.
Google Scholar

Nicole Dołowy-Rybińska

nicole.dolowy-rybinska@ispan.waw.pl
https://orcid.org/0000-0001-7256-8226

Affiliation:

Polish Academy of Sciences, Institute of Slavic Studies Poland

Bio Statement:

Nicole Dołowy-Rybińska, culture scholar, sociolinguist, professor at the Institute of Slavic Studies of the Polish Academy of Sciences. Her research concerns methods of revitalizing and preserving minority languages in Europe, language activism, multilingualism and multiculturalism. She conducts field research in Kashubia, Lusatia, Brittany and Wales.