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Dynamiques migratoires et patronymes ; Dynamiques migratoires et patronymes: Étude sur quatre zones du sud-ouest de la France : Pays Basque, Béarn, Bigorre et Chalosse
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In: ISSN: 0755-7809 ; EISSN: 2104-3752 ; Espace Populations Sociétés ; https://hal.archives-ouvertes.fr/hal-01438210 ; Espace Populations Sociétés, Centre National de la Recherche Scientifique, 2014 ; http://eps.revues.org/5619 (2014)
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О НЕКОТОРЫХ ВОПРОСАХ ЛИНГВОКУЛЬТУРНОЙ АДАПТАЦИИ МИГРАНТОВ
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ШАКЛЕИН ВИКТОР МИХАЙЛОВИЧ. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Российский университет дружбы народов», 2014
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ПРОГРАММА СПЕЦКУРСА «СТАРООБРЯДЦЫ АМУРСКОЙ ОБЛАСТИ В АСПЕКТЕ ЯЗЫКА И КУЛЬТУРЫ»
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Архипова, Нина. - : Государственное образовательное учреждение высшего профессионального образования "Амурский государственный университет", 2014
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Булгаризмы и их отношение к вопросу о времени распада общепермской языковой общности
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НАСИБУЛЛИН РИФ ШАКРИСЛАМОВИЧ. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Удмуртский государственный университет», 2014
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Migration and the transformation of multiethnic population structure in the Kaliningrad region of the post-Soviet era
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Elena Zimovina. - : Федеральное государственное автономное образовательное учреждение высшего профессионального образования «Балтийский федеральный университет им. Иммануила Канта», 2014
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‘Like the fish not in water’: How language and race mediate the social and economic inclusion of women migrants to Australia
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Abstract:
Learning English is an important aspect of post-migration settlement in Australia, and new migrants with beginner to intermediate proficiency are strongly encouraged to attend government-subsidised English language classes. Underpinning the framing and delivery of these classes is a commitment to the discursive construction of Australia as an English-monolingual nation state, in which increased English proficiency will lead to new migrants gaining employment, thereby achieving an important benchmark of successful inclusion in Australian society. The assumption that English language acquisition leads to social and economic inclusion is not challenged within the settlement English program, and the language learner is seen as linguistically deficient in English, rather than as an emerging bi- or multilingual. Moreover, the ways that race, as well as gender, mediate both language learning and social inclusion are never problematised. This paper is based on data from a longitudinal ethnography that examines subjectivity in three interactional domains – family, society and work – in order to explore how language, race and gender impact on the post-migration settlement trajectories and sense of social inclusion of women migrants to Australia.
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Keyword:
gender; identity; language ideology; language learning; migration
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URL: http://hdl.handle.net/20.500.11937/30489
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The feel good factor: comparing immersion by design and immersion by default models
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In: Gallagher, Fiona orcid:0000-0002-7865-1757 and Leahy, Angela (2014) The feel good factor: comparing immersion by design and immersion by default models. Language, Culture and Curriculum, 27 (1). pp. 58-71. ISSN 1747-7573 (2014)
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ПРОГРАММА СПЕЦКУРСА «СТАРООБРЯДЦЫ АМУРСКОЙ ОБЛАСТИ В АСПЕКТЕ ЯЗЫКА И КУЛЬТУРЫ»
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Н.Г. Архипова. - : Государственное образовательное учреждение высшего профессионального образования "Амурский государственный университет", 2014
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Australia’s Boatpeople Policy: Regional Cooperation or Passing the Buck?
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In: Cultural Encounters, Conflicts, and Resolutions (2014)
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'This book will trigger dreams': The memoirs of lifestyle migrants in rural France-recounting, entertaining, promoting
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In: ISSN: 2182-5580 ; Dos Algarves: A Multidisciplinary e-Journal ; https://halshs.archives-ouvertes.fr/halshs-01397536 ; Dos Algarves: A Multidisciplinary e-Journal, ESGHT-University of the Algarve, 2014, Special Issue Languages, Literature and Tourism ISBN 2182-5580, pp.64-82 ; http://www.dosalgarves.com (2014)
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Politiques linguistiques éducatives en Guyane. ; Politiques linguistiques éducatives en Guyane.: Quels droits linguistiques pour les élèves allophones ?
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In: L'école plurilingue en outre-mer. Apprendre plusieurs langues, plusieurs langues pour apprendre ; https://halshs.archives-ouvertes.fr/halshs-00985340 ; Nocus, I., Vernaudon, J., Paia, M. L'école plurilingue en outre-mer. Apprendre plusieurs langues, plusieurs langues pour apprendre, Presses Universitaires de Rennes, pp.271-296, 2014 (2014)
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"English spoken" : une analyse critique de l'émergence des pratiques anglophones en milieu rural breton
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In: Les locuteurs et les langues : pouvoirs, non-pouvoirs et contre-pouvoirs ; https://halshs.archives-ouvertes.fr/halshs-01397576 ; Les locuteurs et les langues : pouvoirs, non-pouvoirs et contre-pouvoirs, Lambert-Lucas, pp.83-93, 2014 (2014)
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Language transmission among Arabic-Turkish migrant families in France
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In: The First International Conference on the Sociolinguistics of Immigration ; https://halshs.archives-ouvertes.fr/halshs-01107335 ; The First International Conference on the Sociolinguistics of Immigration, Sep 2014, Rapallo, Italy (2014)
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Mise en récits et en images des migrations
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In: La migration prise aux mots ; https://hal.archives-ouvertes.fr/hal-01083256 ; La migration prise aux mots, CAVALIER BLEU, 2014, 9782846705394 ; http://www.lecavalierbleu.com/livre/la-migration-prise-aux-mots/ (2014)
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Language transmission among Arabo-Turkish migrant families in France
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In: The First International Conference on the Sociolinguistics of Immigration ; https://hal.archives-ouvertes.fr/hal-01501671 ; The First International Conference on the Sociolinguistics of Immigration, Organization: Department of Foreign Languages and Literatures and Modern Cultures of the University of Turin (Italy), Sep 2014, Rapallo, Italy (2014)
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