The Melting Pot That Boiled Over: Racial Fetishism and the Lingua Franca of Jack Kerouac's Fiction

Language and culture are inseparable entities forming an interdependent relationship within the multilingual classroom, which is both a melting pot of languages as well as a myriad of cultural backgrounds. In learning a common language, known as “lingua franca,” in the multilingual classroom, culture plays a critical role since the lingua franca makes communication possible between language teachers and multilingual students. Cultural connections and effective communication enables these students to engage in social and interactive activities and allows them to become active participants of the multilingual classroom. This chapter addresses some of the major intercultural challenges that both teachers and students of multilingual classrooms currently face within the “cultural jungle” of New York City. These multilingual students are simultaneously learning English as the lingua franca and participating in an intercultural educational experience in order to become linguistically and interculturally competent global citizens.

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Indoubil: A Swahili hybrid in Bukavu (with comments on Indu Bill by K. Kabongo-Mianda)

Language in Society ◽

10.1017/s004740450001277x ◽

1988 ◽

Vol 17 (2) ◽

pp. 231-242 ◽

Cited By ~ 15

Author(s):

Didier L. Goyvaerts ◽

Kalala Kabongo-Mianda

Keyword(s):

Age Group ◽

Lingua Franca ◽

Melting Pot ◽

Younger Generation ◽

And Function

ABSTRACTAn attempt is made at defining the phenomenon of Indoubil. Its origin, use, and function are discussed. Indoubil, the language of Bukavu's [Zaire] younger generation, would seem to serve a number of purposes. It is argued that Indoubil functions not only as a means of identification for a particular age group but that in a variety of contexts it is also used to neutralize the illeffects of ethnicity. (Ethnicity, melting pot, lingua franca, Swahili)

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Traditional Songs of Ìlọrin: Enacting Identities, History, and Cultural Memories

Yoruba Studies Review ◽

10.32473/ysr.v5i1.2.130120 ◽

2021 ◽

Vol 5 (1.2) ◽

pp. 1-19

Author(s):

Hakeem Olawale

Keyword(s):

Ethnic Groups ◽

17Th Century ◽

Cultural Identities ◽

Unified Framework ◽

Lingua Franca ◽

Melting Pot ◽

Traditional Songs ◽

Cultural Origins ◽

A Site ◽

Yoruba Language

Ìlọrin is a distinct community and a melting pot where people of diverse ethnic and cultural identities came together to form a settlement in the 17th century. These ethnic groups include Yorùbá, Haúsá, Fúlàní, Núpé, Kànnìké, Kéńbérí, Bàrùbá, and Malians¸ Arabs, among others. However, despite these ethnic and cultural diversities of Ìlọrin and the Fúlàní political hold on it, Yorùbá language is the lingua franca of the community. How these ethnic groups fnd their voices and articulate their historical and cultural identities within this unified framework becomes a source of concern. As a response to this concern, traditional songs of Ìlọrin like dàdàkúàdà, bàlúù, agbè, wákà, kèǹgbè, orin ọlọ́mọ-ọba Ìlọrin, among others sung in Yorùbá language become a site of contestation of ethnic and cultural identities. Te focus of this essay is to analyze Ìlọrin traditional songs as they portray and contest ethnic identities, reconstruct history, and revitalize cultural memories of indigenes. The paper argues that given such a diverse ethnic and cultural origins, performance of Ìlọrin traditional songs become a reminder of family histories, origins, political structure, hegemonic influences, myths, legends, Islamization of Ìlọrin, and a way of ensuring harmony and bridging generational gaps among the various groups in a state that is known as the “State of Harmony”.

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Morphological considerations concerning the nationalisation of medical terms

HERMES - Journal of Language and Communication in Business ◽

10.7146/hjlcb.v13i25.25582 ◽

2017 ◽

Vol 13 (25) ◽

pp. 11

Author(s):

Asta Høy

Keyword(s):

Language Policy ◽

Present Situation ◽

Advisory Board ◽

Medical Terminology ◽

Lingua Franca ◽

Melting Pot ◽

Clear View ◽

Medical Language ◽

Medical Terms ◽

The Status

The Danish medical terminology, part of which used to be in pure Latin and Greek, is characterized by an increasing degree of nationalisation, due mainly to the decreasing knowledge of the classical languages. At the same time, the terminology is influenced by English, this century’s medical lingua franca. The present situation calls for an overall language policy including both the status and the corpus of the language for medical purposes. Hopefully, the future Danish Medical Language Advisory Board, which has been in the melting pot for a couple of years, will be able to act as a decision-and consensus-maker concerning these questions. In this article, the types of mor-phemes involved in the construction of the so-called neo-classical compounds are considered. Indeed, it may be assumed that a clear view of the morphological charac-teristics of the Danified neo-classical terms, the hybrids, could be a help in connection with setting up some general guidelines for their construction and spelling which might eliminate the confusion now prevailing in the area.

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Intercultural Challenges of Teaching in Multilingual/Multicultural Classrooms

Intercultural Foreign Language Teaching and Learning in Higher Education Contexts - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8128-4.ch001 ◽

2019 ◽

pp. 1-25 ◽

Cited By ~ 2

Author(s):

Éva Csillik

Keyword(s):

Critical Role ◽

Language Teachers ◽

Cultural Backgrounds ◽

Lingua Franca ◽

Melting Pot ◽

Global Citizens ◽

Language And Culture ◽

Multilingual Students ◽

Teachers And Students ◽

Multilingual Classroom

Language and culture are inseparable entities forming an interdependent relationship within the multilingual classroom, which is both a melting pot of languages as well as a myriad of cultural backgrounds. In learning a common language, known as “lingua franca,” in the multilingual classroom, culture plays a critical role since the lingua franca makes communication possible between language teachers and multilingual students. Cultural connections and effective communication enables these students to engage in social and interactive activities and allows them to become active participants of the multilingual classroom. This chapter addresses some of the major intercultural challenges that both teachers and students of multilingual classrooms currently face within the “cultural jungle” of New York City. These multilingual students are simultaneously learning English as the lingua franca and participating in an intercultural educational experience in order to become linguistically and interculturally competent global citizens.

Download Full-text