Примењена лингвистика у част Ранку Бугарском - Језик у

JEZIK U UPOTREBI / LANGUAGE IN USE
well as to multilingual and multicultural situations, and is open enough to the
world (to mention only some of the declared goals of most educational systems
in Europe).
Integration into the geographically based community depends mainly on
acknowledgement of the composition of the given community. (And this is not
only a peaceful issue of ‘human rights’ and democracy, but also a constraining
interaction of opposed views: traditionally called fight).
Integration usually results in the change of patterns, even in the case of
a ‘melting pot’: the pot is also melting through the process (Moynihan, Glazer
1963).
Community, work, profession
Integration into geographically based communities extends over all kinds of human
groups, including different age groups. It is much more a movement than
an institution without prescriptions. On the other hand, integration into a given
workplace is an institutional integration; it has its norms, prescriptions and levels.
It is integration into the world of work, into the professional life.
The term professional singles out one definite profession by which the individual
obtains a fixed relation to his work. Professions, in Europe, belong to
adults: their learning can start during adolescence within the school, or during
adulthood in extrascholar forms.
Typical scenarios in integration
Let us have a look at typical situations of integration to the world of work in specific
(professional) contexts: they will be enumerated according to their distance
to their accompanying linguistic problems.
Nation-states (in our age) established the optimum way within their schoolsystems
for the children of their first-class citizens: those who are (a) not poor, (b)
not allophone, (c) not foreign, and (d) not disabled.
This is the royal road, designed for attaining in the shortest way the greatest
results. For the happy winners, this is considered to be an individual achievement;
for the unhappy losers, however, this may be a bitter series of eliminations.
There are, of course, many children whose home language is (in a certain
sense) a restricted code: restricted if compared with the code of intellectuals
which is cultivated in the school, but not necessarily restricted if we regard with
empathy the emotional richness and sincerity of people whose spiritual life has
not been standardized.
It is well known from British and French (and German) sociology (educational
sociology, sociolinguistics) that language plays a paramount role in the
elimination process. The elaborated code, the elegant way of talking and writing,
223