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[null,"1.","Record Nr.",null,"UNINA9910887995303321"]
[null,null,"Autore",null,"Rutten Gijsbert"]
[null,null,"Titolo",null,"Language Planning As Nation Building : Ideology, Policy and Implementation in the Netherlands, 1750-1850"]
[null,null,"Pubbl/distr/stampa",null,"John Benjamins Publishing Company, 2019"]
[{"$nulls":4},"Amsterdam/Philadelphia : , : John Benjamins Publishing Company, , 2019"]
[{"$nulls":4},"©2019"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 electronic resource (324 p.)"]
[null,null,"Collana",null,"Advances in Historical Sociolinguistics (AHS)"]
[null,null,"Soggetti",null,"linguistics"]
[{"$nulls":4},"Sociolinguistics"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Intro -- Language Planning as Nation Building -- Editorial page -- Title page -- Copyright page -- Table of contents -- Preface -- Chapter 1. Introduction -- 1.1 Language, nation, nationalism -- 1.2 The schrijftaalregeling -- 1.3 Overview of the book -- Part I. Setting the stage -- Chapter 2. Language and nation in Late Modern times -- 2.1 Introduction -- 2.2 Political changes -- 2.3 Language and nation -- 2.4 Education -- 2.5 Policy -- 2.6 Final remarks -- Chapter 3. Sociolinguistic space -- 3.1 Introduction -- 3.2 Diglossia and diaglossia -- 3.3 English and German diaglossia -- 3.4 Dutch diaglossia -- 3.5 Supralocalisation -- 3.6 Codifications and audiences -- 3.7 Final remarks: From diaglossia to diglossia -- Chapter 4. Metalinguistic space -- 4.1 Introduction -- 4.2 The three stages of normative grammar -- 4.3 From elitist to 'civil' grammar -- 4.4 From 'civil' to national grammar -- 4.5 Nominal inflection as a test case -- 4.6 Final remarks -- Part II. Myth building -- Chapter 5. The Golden Age Myth -- 5.1 Introduction -- 5.2 Language myths and the history of Dutch -- 5.3 The Golden Age Myth -- 5.3.1 Looking back on the Golden Age -- 5.3.2 Nationalising the Golden Age -- Official support for the Golden Age Myth -- The Golden Age and language change -- 5.3.3 The Golden Age continues -- 5.4 Final remarks -- Chapter 6. The Myth of Neutrality -- 6.1 Introduction -- 6.2 Neutrality in Dutch -- 6.3 Two types of neutrality -- 6.4 Neutrality as a shared space -- 6.4.1 From regionality to neutrality as patchwork -- 6.4.2 The mother tongue "]
[{"$nulls":4},"and hierarchisation -- 6.4.3 Developing neutrality through erasure -- 6.4.4 Polishing the mother tongue -- 6.4.5 Reconceptualising the mother tongue -- 6.5 Neutrality as unmarkedness -- 6.5.1 Educational discourse and policy -- 6.5.2 Enlightenment, emancipation, anonymity - and authenticity -- 6.6 Final remarks."]
[{"$nulls":4},"Part III. Discipline formation -- Chapter 7. Nationalising the lexicon -- 7.1 Introduction -- 7.2 The first plans (1760s-1770s) -- 7.2.1 Van Iperen's proposal -- 7.2.2 Van den Berg's letter -- 7.2.3 The well-reasoned plan -- 7.2.4 The concise plan -- 7.3 The first problems (1770s-1790s) -- 7.3.1 The linguistic questions -- 7.3.2 A new plan -- 7.4 The first publication (1799) -- 7.5 New plans (1800s-1840s) -- 7.6 The final plan (1849-1852) -- 7.6.1 Congress 1849 -- 7.6.2 Congress 1850 -- 7.6.3 Congress 1851 -- 7.6.4 Volume I of the WNT (1882) -- 7.7 Final remarks -- Chapter 8. Standard language linguistics -- 8.1 Introduction -- 8.2 Dutch studies in periodicals -- 8.2.1 The study of Dutch vis-à-vis other cultural fields -- 8.2.2 The national language -- 8.2.3 Linguistics -- 8.2.4 The historical model of linguistic and cultural change -- 8.2.5 Conclusions -- 8.3 Matthijs Siegenbeek and the Dutch language -- 8.3.1 Siegenbeek's linguistic heritage -- 8.3.2 The Myth of the Golden Age -- 8.3.3 Dutch in contact with French and German -- 8.3.4 The language of the nation -- 8.3.5 Conclusions -- 8.4 Final remarks -- Chapter 9. The folklorisation of non-standard language -- 9.1 Introduction -- 9.2 Variation, folklorisation and two types of authenticity -- 9.3 Representing regional variation in the eighteenth century -- 9.3.1 Erasing variation -- 9.3.2 Embracing variation -- 9.3.3 Enregistering variation -- 9.4 The emergence of the study of regional varieties -- 9.5 Final remarks -- Part IV. Perspectives from below -- Chapter 10. Policy and its implementation in education: With Bob Schoemaker -- 10.1 Introduction -- 10.2 Educational policy: Major changes -- 10.2.1 Education in the eighteenth century -- 10.2.2 A discourse of change -- 10.2.3 Changes in educational policy -- 10.3 Language norms and language use in the national school system."]
[{"$nulls":4},"10.3.1 The school inspection system -- 10.3.2 Transmission of language norms -- 10.3.3 Language use in the classroom -- 10.4 Language norms in teaching materials -- 10.5 Final remarks -- Chapter 11. The effects of planning on usage: With Andreas Krogull -- 11.1 Introduction -- 11.2 The Going Dutch Corpus -- 11.3 Orthography -- 11.3.1 Vowels -- 11.3.2 Consonants -- 11.4 Morphosyntax -- 11.4.1 The genitive -- 11.4.2 Relativisation -- 11.5 Final remarks -- Chapter 12. Standard language ideology in the Netherlands: Themes and research directions -- Splitting the continuum -- Authority and authenticity -- Agency -- Implementation -- References -- Index."]
[null,null,null,"Sommario/riassunto","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.\nThis 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 "]
[{"$nulls":4},"metalinguistic discourse, the implementation of the policy in education, and the effects of the policy on actual language use."]