К вопросу разграничения языка и диалекта (на примере испанского языка).
This paper investigates the language situation in Moscow schools with an ethnocultural component – a new form of national schools. The analysis is based on interviews which were recorded in 2007, in two Moscow schools, one of them with Armenian ethno-cultural component, and the other, with Azeri. The sample included ten students from each school (five boys and five girls).
In the paper the process of linguistic integration of Azeri and Armenian children into modern Russian society is analyzed. The comparison between these two groups is particularly appealing, because the effects of Soviet Russification, and the language situations in general, were different in Armenia and in Azerbaijan. I show that this difference influences the use of language by Azeri and Armenian children.
This study examines knowledge of Russian non-compositional expressions (idioms) of Heritage Russian speakers. In this paper we present the results of interviews and experiments conducted in immigrant families and targeting both parents (first-generation immigrants) and their children (heritage speakers). In the current study Heritage Russian speakers are children who were born in the USA and use Russian language only with their family. Their parents who left Russia around 1980- 1990 are baseline speakers. The study has two parts: the first one is dedicated to the general description of their speech while the second section is devoted to the cultural side of their language. In this respect, the recognition and knowledge of Russian non-compositional expressions were tested. As Heritage Russian speakers are bilinguals, their cultural background is rather ambiguous. The current research proves the idea that Heritage Russian speakers do not share the same cultural background as their parents.
This book includes proceedings of the conference, that took place in the National Academy of Sciences of Belarus in October 2015. The articles are dedicated to phonetics, grammar, lexicology, lexicography and language functioning in modern global world.
The volume includes proceedings of the 23th Scandianvian Conference of Linguistics (SCL 23) that was held at Uppsala University 1–3 October 2008. It includes studies covering a wide spectrum of approaches to linguistics, for example, cross-linguistic typological studies, linguistic variation and language change in contact situations as well as studies relating to bilingualism and to second and foreign language learning.
Variation and variety, basic linguistic notions elaborated, among many others, in Prof. Schweitzer’s works, are addressed in the article in the context of an increase in variation in modern Russian under the influence of global English. The increase in contact-induced variation is investigated in connection with the following: 1) an increase in borrowings and semantic calques from English into Russian, 2) an increase in Russian-English code-switching and code-mixing, and 3) major changes in Russian-English interaction contributing to the change of status of English in Russia and the initiation of a specific regional variety of English, Russia(n) English.
The article presents the review of the manual titled The handbook of bilingualism and multilingualism, published in 2013 by Wiley-Blackwell Publishing and edited by Tej K. Bhatia and William C. Ritchie.
The dialect of Gammalsvenskby is the only surviving Scandinavian dialect in the territory of the former Soviet Union. Historically, it belongs to the group of Swedish dialects of Estonia and goes back to the dialect of the island of Dagö (Hiiumaa). Because of the severe endangerment in which the dialect is currently situated, the most urgent task is to collect, classify, and publish the factual material. This paper gives a concise outline of the morphology of the dialect. The sources for the material presented here are interviews with fluent speakers of the dialect recorded by the author during fieldwork in the village.
The article presents a review of foreign research studies of the possible effects of bilingualism on different aspects of cognitive development of an individual and on the process of the third language acquisition. Such effects are viewed as positive ones by most authors.