Language Planning as Nation Building

The decades around 1800 constitute the seminal period of European nationalism. The linguistic corollary of this was the rise of standard language ideology, from Finland to Spain, and from Iceland to the Habsburg Empire. Amidst these international events, the case of Dutch in the Netherlands offers a unique example. After the rise of the ideology from the 1750s onwards, the new discourse of one language–one nation was swiftly transformed into concrete top-down policies aimed at the dissemination of the newly devised standard language across the entire population of the newly established Dutch nation-state. Thus, the Dutch case offers an exciting perspective on the concomitant rise of cultural nationalism, national language planning and standard language ideology. This study offers a comprehensive yet detailed analysis of these phenomena by focussing on the ideology underpinning the new language policy, the institutionalisation of this ideology in metalinguistic discourse, the implementation of the policy in education, and the effects of the policy on actual language use

The Impact Of Situational Context On Children\u27s Social Information Processing: The Proximal Influence Of Friends

There is increasing recognition that contextual aspects of social situations are important determinants of children\u27s social information processing. While it is generally accepted that friends influence children\u27s social behavior, the immediate influence of a friend in specific conflict situations is less understood. Contextualized vignettes depicting hypothetical peer conflict situations were developed to examine the impact of situational context, namely a friend\u27s suggested attribution and an antagonist action cue, on students\u27 social information processing. A repeated measures design examined the proximal influence of situational context on 4th and 5th grade students\u27 (N=367) own intent attributions, emotional reactions, and response evaluations to hypothetical peer conflict scenarios. Results indicated that situational context is important to students\u27 social cognition. Students adjusted their social cognition and emotion in response to cues to an antagonist\u27s intent and were influenced by a friend\u27s comments during peer conflict scenarios. Students\u27 responses were more aligned with the antagonist\u27s action than a friend\u27s suggested attribution. However, a friends\u27 attribution was influential in situations where it conflicted with the antagonist\u27s action. Results of this study help to increase knowledge regarding the context of social cognition and can assist in the development of more ecologically valid social skill interventions

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Universiteit Gent. Liber memorialis (1913)Europeana-GoogleBook