Uyghur in multi-ethnic Kazakhstan. An allochthonous minority language in the interplay between language norms and language use.

维吾尔族是哈萨克斯坦第五大民族。维吾尔语存在于两种主要语言的两极之间：标准哈萨克语，一种相关的突厥语言，和俄语，一种与基因无关的语言。本项目旨在调查维吾尔少数民族的单语语言规范与哈萨克斯坦多语语言现实的互动。该项目将重点关注维吾尔语（突厥语）和俄语（斯拉夫语）之间的语言交流。它还将调查突厥语系内部的语言联系，即东南突厥语系的维吾尔语和东北突厥语系的哈萨克语之间的联系。该项目将以实证研究为基础：数据将在阿拉木图的第153维吾尔学校及其周围收集，我们已经能够建立联系，为该申请做准备。学校内部的沟通将被视为规范，而学校以外的沟通将被视为不规范。数据将从以下环境中收集：课堂上的交流、课间学生间的非正式对话、维吾尔族家庭内的交流以及学生家长在工作场所和公共场所的交流。关于维吾尔语规范的维护，该项目旨在解决以下问题：谁规定了哈萨克斯坦维吾尔语的规范？规范是如何形成的？这些规范对规范主体的强制性有多大？通过使用录音，该项目试图描述不同的能力概况：主要使用维吾尔语的发言者，哈萨克族维吾尔人，俄罗斯语发言者等。

Uyghurs constitute the fifth largest ethnic group in Kazakhstan. The Uyghur language exists between the poles of two dominant languages: Standard Kazakh, a related Turkic language, and Russian, a genetically unrelated language. This project aims to investigate the monolingual language norms of the Uyghur minority in its interaction with the multilingual language reality of Kazakhstan. The project will focus on language contacts across the language family boundaries separating Uyghur, as a Turkic language, from Russian, as a Slavic language. It will also investigate internal language contacts within the Turkic family, between Uyghur, a South East Turkic language, and Kazakh, a North East Turkic language. The project will be based on an empirical study: Data will be collected in and around the Uyghur school No. 153 in Almaty where we have already been able to establish contact in preparation for this application. Communication within the school will be considered as normative whereas communication beyond this institution will be regarded as non-normative. Data will be collected from the following settings: communication in the classroom, informal pupil to pupil conversations during school breaks, communication within Uyghur families, and the communication of the pupil´s parents at their places of work and in public. With regards to the maintenance of norms within the Uyghur languge, the project aims to address the following questions: Who prescribes the norms of the Uyghur language in Kazakhstan? How are norms developed? How obligatory are these norms for norm subjects? Through the use of audio-recordings the project seeks to describe different competence profiles: speakers with dominant Uyghur use, Kazakhized Uyghurs, Russified speaker etc.