Schjerve, Rosita Rindler (1989) “The Political Language of Futurism and its relationship to Italian Fascism” in Language, Power and Ideology: Studies in Political Discourse (ed.) Ruth Wodak: 57-79. Amsterdam/Philadelphia: John Benjamins Publishing Company.

1. Textual analysis as a contribution to historical research

2. Textual analysis and criticism of ideology

3. Futurism in its socio-political context

4. Textual analysis

4.1 The texts into context

4.2 Language use and ideology

4.3 Analysis of political speeches and manifestos

4.3.1 Creating enemy image

4.3.2 Escape into myth

Barthes indicates that myth is a language which deforms meaning, not by destroying, but only by alienating it. In myth things obtain a clarity which is not the clarity of explanation, but that of observation. – 66

4.3.3 Creating stereotypes

4.3.4 Textual structure

5. An assessment of Futurist propaganda with regard to Fascism

Klein, Gabriella (1989) “Language policy during the fascist period: the case of language education” in Language, Power and Ideology: Studies in Political Discourse (ed.) Ruth Wodak: 39-55. Amsterdam/Philadelphia: John Benjamins Publishing Company.

Introduction

Three main steps can be identified in the regime’s Language Policy: (i) in public education fascism attempted to create a policy of linguistic unification, which bordered on dialectophobia; (ii) simultaneously, but in a more accentuated manner, the idea “one nation = one language” was developed. This exercised pressure on principal minority language both in schools and in public and even in private use; (iii) the effort not only to achieve but also to maintain this ideal linguistic unity culminated in an autarchic LP with regard to so- called “exotisms”. – 39

1. Theoretical and Methodological Framework

In language planning a policy-approach can be identified and further subdivided into various standardization processes according to whether the problem is the choice of a code (= constitution of an official language), the stability of the  code (= codification) or the functional extension of the chosen code (= differentiation). There is the cultivation-approach whose problem is differentiation within the code itself; a particular case of this is linguistic purism.- 40-41

In defining the norm of usage, one must distinguish different standardization options: formal (language behavior codified by the community of users). vs. informal (uncodified but socially preferred norms of usage); monocentric (single set of universally accepted norms) vs. polycentric (different coexistent sets of norms); endonormative standardization (based upon native models of usage) vs. exonormative standardization (based upon foreign models of usage). – 41

2. LP in schools

2.1 The language of education and the language/dialect issue in the elementary school

2.2 Conception of grammar in first-language education

2.3 The role of Latin as a language model

2.4 The political significance of foreign language

3. Did an LP exist during fascism?

“the mother tongue of a group which is socially or politically dominated by another group speaking a different language.” – Minority language defined by UNESCO – 52

Christoph, Sauer (1989) “Structure of Consensus – making and intervention: the concept of Nazi language policy in occupied Holland (“Deutsche Zeitung in den Niederlanden” 1940-1945)” in Language, Power and Ideology: Studies in Political Discourse (ed.) Ruth Wodak: 3-37. Amsterdam/Philadelphia: John Benjamins Publishing Company.

1. Introduction

1.1 On my approach

We must assume that the authors of texts can – and do – have recourse to an instrumental concept of ideology that, by a mere process of addition, changes “neutral” texts into “ideological” ones, which may in turn be rendered “neutral” again by a process of deletion. – 3

1.2 Language policy

The linguistic forms, as bearers of meaning, are socio-historically determined; therefore, each text functions as a reconstruction or variation of the socio-historical determinants. – 6

1.3 Erosion of linguistic forms and ideological usefulness

1.4 The text and linguistic action

1.5 Allusion and multiple modes of reading in the ideological

2. The situation of occupation

2.1 Deutsche zeitung in den Niederlanden

2.2 NS-ideology for the Netherlands

3. Illustrative analysis

3.1 On the selection of the text

3.2 Texts

3.3 Text A and its function of directing reception

3.4 Textual strategies in text B: first mode of reading

3.5 Consensus-making and intervention: other modes of reading

4. Reading between the lines

Wodak, Ruth (1989) “Introduction” in Language, Power and Ideology: Studies in Political Discourse (ed.) Ruth Wodak: xiii – xx. Amsterdam/Philadelphia: John Benjamins Publishing Company.

1. Language and power

A critical analysis should not remain descriptive and neutral: the interests guiding such an analysis (see Habermas 1971) are aimed at uncovering injustice, inequality, taking sides with the powerless and suppressed. – xiv

Wha are the aims of cirtical linguistics? Generally speaking, we want to uncover and de-mystify certain social processes in this and other societies, to make mechanism of manipulation, discrimination, demagogy, and propaganda explicit and transparent. (This would be dignosis). As the second step, as many indicators, data and knowledge as possible concerning the whole context of these processes have to be examined, to enable us to interpret and understand how and why reality is structured in a certain way (this would, of course, be an interdisciplinary task). –xiv

Thus language only gains power in the hands of the powerful; language is not powerful “per se”. – xv

2. Critical lingusitics

3. Language, power and ideology

van der Leek, Frederike (2000) “Caused-Motion and the ‘Bottom-Up’ Role of Grammar” in Constructions in Cognitive Linguistics: Selected Papers from Fifth International Cognitive Linguistics Conference, Amsterdam 1997 (eds.) Ad Foolen & Frederike van der Leek: 301-331. Amsterdam/Philadelphia: John Benjamin Publishing Company.

1. Introduction

Thought has internal structure independently of language. Humans, that is, have the cognitive ability to construct frames (Fillmore 1982, 1985) or, in Lakoff’s (1987) terminology, Idealized cognitive Models (ICMs), i.e., nonlinguistic schematic conceptual representations of, roughly, objects, and events. – 301

2. Verbal and constructional polysemy: different cognitive approaches

Though Cognitive Linguistics cannot be said to form a single unified framework (yet), it seems united with respect to two points: firstly, language (words and grammar) structures nonlinguistic conceptualizations that are grounded in experience, and secondly, language underdetermines meaning. – 302-03

3. The caused-motion construction

3.1 The constructional senses of the caused-motion construction described

3.2 The caused-motion constructional subsenses: some problems

4. Arguments against additional CAUSE and MOVE verb senses

4.1 Fusing CAUSE to MOVE and basic verb meaning

4.2 The effect of linguistic presence of MOVE

4.3 Locative versus directional PPs in caused-motion constructions

5. A compositional account

5.1 Platonic concepts and senses in contact

Verbs only symbolize one abstract Platonic concept (whose content is, by definition, unpredictable) and that actualized sense is never a sense of the verb in and of itself but, again by definition, a sense in context that includes whatever other (non)linguistic conceptual elements helped create it; a sense, in other words, that gets compositionally constructed by cognition, and is predictable, given sufficiently tight contextual constraints (contextual in its broadest sense). – 319

5.2 Oblique complements s subpredicates rather then arguments

5.3 Compositionality: a narrow view and a broad view

“[a] language is compositional if the meaning of a complex expression is systematically related to the meaning of its constituents” (Coulson 1997: 3). – 332

6. Predictable or not, that is the question

The view upheld by the majority of the cognitive linguistic community is (i) that words are polysemous, with a central (essentially prototypical) sense and other extending from the central sense or from another extended sense, and (ii) that extended senses are not predictable, only motivated. – 322

7. Concepts are blind without percepts, percepts are vague without concepts