러시아 북극권의 절멸 위기에 처한 소수민족어 - 코미어와 네네츠어를 중심으로

서승현 명지대학교(서울캠퍼스) 인문과학연구소 2015 인문과학연구논총 Vol.36 No.3

What kind of world are we leaving for our children and grandchildren? Geoscientist Laurence Smith drew on the latest global modeling research to construct a sweeping thought experiment on what our world will be like in 2050. The result is both good news and bad: Eight nations of the Arctic Rim will become increasingly prosperous, powerful, and politically stable, while those closer to the equator will face water shortages, aging populations, and crowded megacities sapped by the rising costs of energy and coastal flooding. Likewise, Arctic Circle is getting hot for new interests of its neighboring countries as well as global warming. Arctic Circle was an abandoned area for centuries; however, the region recently has become a rosy place for great quantities of available natural resources, new North Pole Routes and newly developed tourism due to the global warming. As a member of observer countries in the Arctic Council, S. Korea has got the chance to participate in the development of the Arctic. Then, not only political and economic studies but also linguistic approach acts as a core element for the development of the Arctic since the language represents the identity and culture of a people as well as a means of the communication. Therefore, it is a good starting point to research the situation of the minority languages in the Arctic such as Nenets and Komi when dealing with the Arctic. Unfortunately, ‘UNESCO Atlas of the World’s Languages in Danger’ presents a grave picture of the world’s languages which are extinct or are on the verge of extinction. The fates of Nenets and Komi languages seem to be doomed to fade away. According to ‘UNESCO Atlas of the World’s Languages in Danger’, Bahtin and ‘UNESCO Red Book on Endangered Languages’, the dialects of Nenets and Komi languages belong to the categories of ‘Definitely endangered’ or ‘Severely endangered’. For the preservation and the protection of endangered minority languages I suggest five tasks we all need to care about; i) international cooperation for the linguistic rights of the minorities, ii) the enhancement of legal status of minor language speaking people, iii) the practice of minority language education in home as well as at school, iv) the verbatim record and documentation of a minority language, v) the inducement of non-governmental organizations and nonprofit organizations for the campaign of endangered language protection. When it comes to the necessity of the linguistic diversity, I am concerned with the idea that linguistic diversity is important to human intellectual life – not only in the context of scientific linguistic inquiry, but also in relation to the class of human activities belonging to the realms of culture and art. Language is also crucial to such basic mental processes such as thinking, understanding and even dreaming. Arguments for preserving linguistic diversity in terms of protecting and promoting languages and providing linguistic rights can be classified into three broad streams, viz. identity-based, justice-based and diversity-based arguments. As concerns indigenous and minority language support programs, Russian government has not taken an active and constrictive role in accepting and promoting linguistic diversity as a critical value of life. Rather, the government tends to push for monolingualism in the national languages, putting forth misguided arguments, such as that multilingualism threatens national unity or that language programs are too costly. To stimulate the government in the wrong track like Russia and enlighten the issue of linguistic diversity crisis, scholars have studied and maintained the researches in two categories during the 1990s and into the twenty-first century: those aiming to document languages and preserve a record of them in grammars, dictionaries and texts, and those aiming to support and promote linguistic diversity as such, as a key component of the diversity of life. Linguist...

The Linguistic Situations and the Preservation Measures of Endangered Minority Languages in Russia and China: Focusing on Turk Belt

서승현 배재대학교 한국-시베리아센터 2017 한국시베리아연구 Vol.21 No.1

countries has been highlighted. The Turkic countries of the Eurasian continent are resource-rich regions and are becoming a political and economic emerging power in the international arena that is being restructured in the 21st century. Moreover, the relationship between Korea and Turk Belt region in Russia & China becomes even more important in the energy era. Then, to advance Turk Belt not only political and economic studies but also linguistic approach acts as a core element since the language represents the identity and culture of a people as well as a means of the communication. Therefore, it is a good starting point to research the situation of the minority languages in Turk Belt such as Bashkir and Chulym (Tatar) when dealing with the region. Unfortunately, ‘UNESCO Atlas of the World’s Languages in Danger’ presents a depressing picture that many of the world’s languages have been extinct or are on the verge of extinction. The fates of Bashkir and Chulym (Tatar) languages seem to be doomed to fade away. According to ‘UNESCO Atlas of the World’s Languages in Danger’, ‘UNESCO Red Book on Endangered Languages’ and Vachtin, Bashkir and Chulym (Tatar) belong to the categories of ‘endangered’ or ‘Critically endangered’. For the reason of preservation and the protection of endangered minority languages, I emphasize the importance of linguistic diversity in human life. When it comes to the necessity of the linguistic diversity, I am concerned with the idea that linguistic diversity is important to human intellectual life – not only in the context of scientific linguistic inquiry, but also in relation to the class of human activities belonging to the realms of culture and art. Language is also crucial to such basic mental processes such as thinking, understanding and even dreaming. Arguments for preserving linguistic diversity in terms of protecting and promoting languages and providing linguistic rights can be classified into three broad streams, viz. identity-based, justice-based and diversity-based arguments. Concerning the support program of the minority language in Turk Belt, Russian and Chinese governments have not taken an active and constrictive role in accepting and promoting linguistic diversity as a critical value of life. Rather, the governments tend to push for monolingualism in the national languages, putting forth misguided arguments, such as that multilingualism threatens national unity or that language programs are too costly. To stimulate the government in the wrong track like Russia and China and enlighten the issue of the crisis of linguistic diversity in Turk Belt, scholars need to study and maintain the researches in two categories; those aiming to document languages and preserve a record of them in grammars, dictionaries and texts, and those aiming to support and promote linguistic diversity as such as a key component of the diversity of life. Linguistic diversity is, therefore, essential to the human heritage with each and every language embodying the unique cultural and historical wisdom of a people. We have to remember that the loss of any language is an irrevocable loss for all humanity.

일본 ‘国語に関する世論調査’로 살펴보는 공공언어정책에 관한 연구 -다양성과 통일성의 관점에서-

양민호 ( Yang Min-ho ) 한국일어일문학회 2021 日語日文學硏究 Vol.119 No.-

本研究は日本の「国語に関する世論調査」の結果一部を紹介し、そこに隠された言語政策的含意とタイムリーな言語政策の項目について考察した。そして国語を研究する言語政策機関である日本の国立国語研究所の役割と言語政策の中の多様性と統一性の境界をどのように考えているのかについて説明した。日本は「国語に関する世論調査」を25年以上続けている。この調査により持続的に言語政策に関する資料を蓄積している。「国語に関する世論調査」を毎年実施するため、調査当時のタイムリーな言語政策項目を加減できるメリットがある。特にパンデミック状況の中でマスクの着用が日常化している。このような状況から言語運用面で多くの変化が起きている。例えば、この調査ではマスクを着用してから日常生活のコミュニケーションも変わったと報告されている。 その結果、言語(verbal)コミュニケーションより非言語(non-verbal)コミュニケーションが重要になったと言える。言語政策を立案するにあたって、このような非言語(non-verbal)コミュニケーション関連政策を考える必要がある。日本の場合、国語に関する世論調査の項目設定に関しては国立国語研究所との協業で行っている。韓国も現在、国立国語院との協業を通じて「国民の言語意識調査」は5年周期で行われている。しかし、タイムリーな言語政策を反映するためにはより短い周期の調査が必要であろう。また、言語政策において重要なことは統一性を損なわない範囲内で言語の多様性を認めて、言語政策を立てて、推進していくことが望ましい。 This study explains some of the results of Japan's "Public Opinion Survey on Japanese Language" and examines the hidden public linguistic policy implications and timely language policy items. The role of the National Institute of Korean Language Research in Japan, a language policy organization that studies Korean, and the boundaries between diversity and unity in language policy are explained. Japan has been conducting public opinion polls on the Japanese language for more than 25 years. Through this survey, data on language policy are continuously accumulated. Since public opinion polls on the Korean language are conducted every year, it has the advantage of adjusting the language policy items at the time of the survey. In particular, wearing masks is becoming a daily occurrence amid the pandemic. This has led to many changes in language management. For example, according to the survey, daily communication has changed since wearing a mask. As a result, non-verbal communication has become more important than verbal communication. In formulating language policies, it is necessary to consider these non-verbal communication-related policies. In the case of Japan, public opinion polls on the Japanese language are conducted in cooperation with the National Institute of Japanese Language. Korea is also conducting a five-year survey on the people's language consciousness through cooperation with the National Institute of Korean Language. However, shorter cycles of research will be needed to reflect timely language policy. In addition, it is desirable that language diversity be recognized, language policy formulated, and implemented without compromising unity.

Possibilities of Translanguaging and Plurilingualism for New Language Education in South Korea

Eun-Young Jang 인하대학교 다문화융합연구소 2021 다문화와 교육 Vol.6 No.2

Although the past decades have seen a rapid increase in the number of linguistically diverse children in Korea, teachers and schools are barely trained to teach and interact with these students. Further, research on multicultural education has focused mainly on Korean language education while paying far too little attention to language diversity. Stressing that language issues are one of the most critical challenges to Korean multicultural education, this article aimed to suggest translanguaging as an alternative, promising pedagogy for both mainstream and diverse classrooms in Korea. In doing so, I first introduce the concept of translanguaging in terms of its background, definitions, and key issues such as plurilingualism, multilingualism, transgression, and linguistic repertoire. Second, I explore the possibilities and limitations of translanguaging for its implementation in Korean classrooms. This new paradigm of language education views multilingual individuals as having an integrated identity and supports various types of transgressions between languages and beyond. This article thus suggests that, despite some obvious challenges, translanguaging has the potentials to advance Korean multicultural and multilingual education in that it deconstructs the deep-rooted ideology of monolingualism reflected in Korean language education research and policies.

유럽연합의 다중언어정책과 회원국의 언어 다양성 분석: 불가리아 사례를 중심으로

이하얀,송현주 한국외국어대학교 국제지역연구센터 2020 국제지역연구 Vol.24 No.2

This study aims to analyze the multilingualism policy of the European Union and the actual language use in member countries to derive its implications. To this end, we review major domestic and prior foreign studies on the language policy of the European Union. The union regards every language and culture of member countries as an invaluable asset from the beginning since preserving the identity of the language could be beneficial to provide more opportunities in educational, vocational, and economic sectors of member countries. Moreover, the union is trying to deepen understanding among multicultural families with multilingualism policy. As a result, the union adopted the languages ​​of all individual members as official that there are currently 24 official languages based on ‘Unity in diversity.’ In this paper, we analyze the multilingualism policy to see how this policy affects member countries. We investigate the longitudinal change in language diversity of Bulgaria, which joined the European Union in 2007. By analyzing the case in Bulgaria, we investigate current challenges in multilingual society and predict future challenges of the multilingualism policy of the European Union. 본 연구의 목적은 유럽연합의 다중언어정책과 회원국의 실제 언어 사용현황을 분석하여 그 시사점을 도출하는 데 있다. 이를 위해 유럽연합의 언어 정책에 대한 국내외 주요 선행연구를 검토하고, 언어 정책 중에서도 유럽연합이 강조하고 있는 다중언어 정책에 대해 분석했다. 유럽연합에서는 다중 언어 정책(multilingualism)이 회원국 개별국가의 언어의 정체성을 보존하는 동시에 회원국 시민들의 교육, 직업, 경제 분야에서 더 많은 기회를 얻는 데 유리하며, 언어 다양성을 증대시킴으로써 다문화 간 이해도를 높일 수 있다고 생각한다. 이에 유럽연합은 그 탄생 시점부터 지금까지 각 회원국의 고유한 언어와 문화를 유럽연합만이 가지는 자산으로 간주하여, ‘다양성 속의 통일(Unity in diversity)’을 기조로 모든 개별 회원국의 언어를 공식 언어로 채택했으며, 현재 공식 언어는 24개에 이른다. 본 논문에서는 이러한 정책이 실제 회원국에 어떤 영향력을 미치는지를 알아보기 위해 2007년 유럽연합에 가입한 불가리아의 언어 다양성을 시대별로 분석했다. 이를 통해 수십 개의 공식 언어가 공존하는 언어사회가 통합되는 과정에서 어떤 변화의 과정을 겪고 있는지 불가리아의 실제 언어 사용 사례와 시대별 언어 다양성을 분석하여 유럽연합과 회원국의 향후 과제를 조명해보고자 한다.

“Are we…providing them with an equal service?”: Speech-language pathologists’ perceptions of bilingual aphasia assessment of Samoan-English speakers

Sara Jodache,Tami Howe,Samantha Siyambalapitiya 한국언어재활사협회 2019 Clinical Archives of Communication Disorders Vol.4 No.1

Purpose: Speech-language pathologists are more often providing services to clients from a different cultural and/or linguistic background from their own. It can be particularly challenging to conduct language assessments with individuals with bilingual aphasia, especially given the limited research in this area. This investigation explored speech-language pathologists’ perspectives on: the challenges that impede the assessment of language in Samoan-English speakers with bilingual aphasia; and the facilitators that support the assessment of language in Samoan-English speakers with bilingual aphasia. Methods: The study used a qualitative descriptive approach, underpinned by a constructivist paradigm. A focus group was conducted with four speech-language pathologists who had experience working with Samoan-English speakers with bilingual aphasia, including one clinician with extensive knowledge of the Samoan language. Results: The focus group yielded rich data relevant to the research questions. Analysis revealed 29 codes within eight categories of challenges related to: the Samoan language and culture; the SLP’s background; using interpreters; family involvement; the logistics of the assessment; determining which language(s) to assess; assessment tasks and resources; and obtaining an initial impression of and building rapport with the individual. The analysis also identified 14 codes within five categories of facilitators related to: the SLP’s background; using interpreters; family involvement; determining which language(s) to assess; and assessment tasks and resources. Conclusions: The investigation provides valuable insights into the experience of conducting language assessments with Samoan-English speakers with bilingual aphasia. The findings may also be useful for informing the delivery of speech-language pathology services to other individuals with bilingual aphasia.

남북 어문 규범의 단일성과 다양성 -표준어 맞춤법, 문화어 맞춤법을 중심으로-

정희창 ( Jeong Hui-chang ) 국제어문학회(구 국제어문학연구회) 2020 국제어문 Vol.0 No.84

남북의 맞춤법 차이는 원리의 근본적인 차이보다는 개별 항목에 대한 판단과 선택의 차이에서 비롯한 것으로 남북의 맞춤법은 한글의 표기가 보여 줄 수 다양성을 보여 주는 체계로 파악할 수 있다. 이러한 관점에서 남북의 맞춤법을 각각 ‘표준어 맞춤법’과 ‘문화어 맞춤법’이라고 부를 수 있다. 언어 공동체에 규범이 되는 언어 외에 소통을 위한 다양한 언어가 존재하는 것을 감안하면 표준어 맞춤법과 문화어 맞춤법의 존재도 다양성의 관점에서 이해할 수 있다. 복수의 맞춤법을 언어의 이질화가 아니라 언어의 다양성으로 해석한다면 지향해야 할 일차 목표도 언어의 단일화나 형식적 통일이 아닌 언어의 소통성 강화와 언어 문화의 지속적인 발전이 될 것이다. 남북의 언어 발전을 위해서는 남북의 언어 문화 자산을 정리하고 공유할 수 있는 남북 공동 국어사전의 편찬이 무척 중요하다. 국어사전은 언어 문화의 자산을 정리하는 것에 그치지 않고 서로 공감하는 문화를 창조하는 바탕이 되기 때문이다. The majority of differences in spellings between the “Pyojuneo” and “Munhwaeo” are not based on differences in principles, but are instead based on differences in the judgment and choice of individual items. The orthography of the “Pyojuneo” and “Munhwaeo” is a system that presents the diversity of Hangeul expressions. In this aspect, they can be called “Pyojuneo orthography” and “Munhwaeo orthography,” respectively. In the same manner that it is natural for a language community to have various languages for communication, other than those that become the norm, the existence of standard and cultural orthography can also be examined from the perspective of diversity. If a language is not heterogeneous, the primary goal we should aim for will also be to strengthen the communication of languages and to continuously develop language culture, instead of the formal unification of language. It is important to compile a joint Korean language dictionary that allows the two Koreas to organize and share language and cultural assets. The Korean language dictionary will not only focus on organizing the assets of language culture, but will also focus on creating a culture that helps people to sympathize with each other.

マイノリティに對する日本語敎育 -韓國人ろう者の言語背景と日本語學習-

약월상자 ( Wakatsuki Sachiko ) 한국일어교육학회 2015 일본어교육연구 Vol.0 No.32

韓國において、敎育機關に學習者として參加できるケ-スが限られている身體障害者を對象とした日本語敎育硏究はほとんどない。本論文は、ろう者を「手話を第一言語とする人」と定義し、マイノリティに對する、實用のためではなく自分の世界を廣げるための日本語敎育の可能性を論じたものである。韓國人ろう者は第一言語として韓國手話を獲得したのち第二言語として韓國語を學ばなければならず、手話と書記言語のバイリンガルとなることを宿命づけられている1)。このような言語背景を持つ韓國人ろう者が外國語として日本語を學習するのには、聽者以上の困難があるが、日韓手話の類似性により、日本と關わりを持ち、日本語に關心を持つろう者は多い。本文で擧げた日本語學習經驗のある2人は、インタ-ネットを通して日本に關する樣ケな情報を取得し、それをステップにして自分の世界や可能性を廣げている。日本語學習がたとえ實用に直結しなかったとしても、結果的にマイノリティの選擇肢を廣大することに貢獻していることがわかる。今後、ますます學習者が多樣化することを念頭に置き、敎育機關に屬さない學習者に對してもきっかけを予え、スキャフォ-ルディングの機能を擔っていくことが日本語敎師には求められている。 Most studies on Japanese language education in Korea focus on learners who attend institutions but ignore disabled learners. This paper focuses on the possibility of Japanese language education, not for practical use but for broadening minorities’ worldview. “Deaf” is defined as people who use Sign Language as their first language. Deaf people have to learn the written language as a second language in addition to Sign Language as their first language; therefore, Deaf people are destined to be bilingual. Korean Deaf people have more difficulty than hearing people in learning Japanese as a foreign language; however, because of the similarities of Japanese and Korean sign language, many Deaf people are interested in Japanese and involve themselves in Japan and its culture. Two Deaf subjects in this paper have experience with learning Japanese as a foreign language, which afforded a new viewpoint. Even though learning Japanese was not applicable to their daily lives, doing so allowed many new opportunities. From now on, Japanese language teachers must provide scaffolding and motivation for their students, recognizing that the community they teach has become more diverse.

マイノリティに対する日本語教育 -韓国人ろう者の言語背景と日本語学習-

와카즈키사치코 한국일어교육학회 2015 일본어교육연구 Vol.0 No.32

Most studies on Japanese language education in Korea focus on learners who attend institutions but ignore disabled learners. This paper focuses on the possibility of Japanese language education, not for practical use but for broadening minorities’ worldview. “Deaf” is defined as people who use Sign Language as their first language. Deaf people have to learn the written language as a second language in addition to Sign Language as their first language; therefore, Deaf people are destined to be bilingual. Korean Deaf people have more difficulty than hearing people in learning Japanese as a foreign language; however, because of the similarities of Japanese and Korean sign language, many Deaf people are interested in Japanese and involve themselves in Japan and its culture. Two Deaf subjects in this paper have experience with learning Japanese as a foreign language, which afforded a new viewpoint. Even though learning Japanese was not applicable to their daily lives, doing so allowed many new opportunities. From now on, Japanese language teachers must provide scaffolding and motivation for their students, recognizing that the community they teach has become more diverse. 韓国において、教育機関に学習者として参加できるケースが限られている身体障害者を対象とした日本語 教育研究はほとんどない。本論文は、ろう者を「手話を第一言語とする人」と定義し、マイノリティに対す る、実用のためではなく自分の世界を広げるための日本語教育の可能性を論じたものである。韓国人ろう者 は第一言語として韓国手話を獲得したのち第二言語として韓国語を学ばなければならず、手話と書記言語の バイリンガルとなることを宿命づけられている1)。このような言語背景を持つ韓国人ろう者が外国語として 日本語を学習するのには、聴者以上の困難があるが、日韓手話の類似性により、日本と関わりを持ち、日本語 に関心を持つろう者は多い。本文で挙げた日本語学習経験のある2人は、インターネットを通して日本に関 する様々な情報を取得し、それをステップにして自分の世界や可能性を広げている。日本語学習がたとえ実 用に直結しなかったとしても、結果的にマイノリティの選択肢を拡大することに貢献していることがわか る。今後、ますます学習者が多様化することを念頭に置き、教育機関に属さない学習者に対してもきっかけ を与え、スキャフォールディングの機能を担っていくことが日本語教師には求められている。

만국공용어 혹은 시지포스의 바위

양세욱(Yang, Se-Uk) 인제대학교 인간환경미래연구원 2018 인간 · 환경 · 미래 Vol.- No.21

이 글은 서로 다른 언어를 사용하는 사람들이 의사소통의 필요를 충족하기 위해 기울여왔던 시도들의 역사적 성과들과 이러한 시도의 최종 산물인 만국공용어(혹은 유사 만국공용어)의 계보와 사상을 조망하고, 이를 바탕으로 실현이 불가능한 만국공용어의 장점은 과대평가를 받아온 반면 언어의 다양성이 가져다 주는 장점은 과소평가를 받아왔다는 언어학적 근거를 제시하는 것을 우선의 목표로 한다. 아울러 만국공용어의 이상을 실현해가고 있는 것처럼 보이는 영어의 지구적 확산에 대응하여 나머지 언어 공동체들이 취할 수 있는 언어정책들 가운데 가장 현실적인데다 거의 유일한 대안이기도 한 이중 언어 정책의 효용과 전망에 대해서도 함께 살펴보고자 한다. 현재 지구의 언어 생태계는 급속한 변화를 맞이하고 있다. ‘언어 죽음’ 때문이다. 언어 죽음으로 초래된 언어 생태계의 급변을 초래한 근본 원인은 물론 영어의 지구적 확산이다. 영어에 어떤 지위를 부여할지, 영어를 어떻게 가르칠지를 포함하여 올바른 언어계획의 수립을 위해서는 언어의 속성에 대한 이해가 선행되어야 한다. 영어의 확산은 우선 의사소통 기회의 확대와 그 비용의 감소 때문이지만, 그 이면에는 만국공용어의 실현이 가져다줄 미래와 그 편익에 대한 막연한 동경이 자리하고 있다고 생각된다. 만국공용어의 계보와 사상에 대한 통시적 성찰의 바탕 위에서 영어의 지구적 확산과 이에 따른 언어 생태계의 변화 문제를 살펴보고자 하는 의도는 여기에 있다. This article aims to look at the historical achievements of attempts that people using different languages have been trying towards meeting the need for communication and the genealogy and thought of the universal language, the final product of these attempts. Based on this, it provided a linguistic basis that the advantages of a universal language that cannot be realized have been overestimated while the advantages of language diversity have been undervalued. This article also take a look at the effectiveness and prospects of a bilingualism language policy, which is the most realistic and almost only alternative among the rest of the language community, in response to the global expansion of English that seems to be realizing the ideal of universal language. The spread of the English language is due to the expansion of communication opportunities and the reduction of the cost, but behind it is a vague view of the future and benefits of the universal language. Here is the intention to reflect on the global expansion of English and the consequent changes in the language ecosystem based on a common consideration of the genealogy and ideas of the universal language.