Suchergebnisse

Introduction. An ethnography of language shift among the Northern Arapaho -- 1. Northern Arapaho history and communities of practice -- 2. Cultural metaphors and the indigenous discourse of language endangerment -- 3. Ethnogeography through time: names and power in the landscape -- 4. Personal names and naming -- 5. Folk etymology and language purism -- 6. Neologisms and the politics of language maintenance -- Conclusion. Communities of practice: a linguistic summary.

National independence not only gave the Uzbek people political and economic independence, but also gave them the opportunity to realize their national identity and, most importantly, spread it around the world and worthily continue the glory and traditions of the 9th-15th centuries. Indeed, the deep national nature and essence of grammatical construction are revealed, first of all, in the difference between language and language, the difference between language and speech, and then in the continuity and continuity of the connection language-language-thinking-speech, which is the essence of Uzbek substantive linguistics, serves as a theme.This article discusses language, thinking and speech, which today are the main topics of Russian substantive linguistics.

Regardless of the increasing emphasis on the importance of language teachers' content knowledge, there is a lack of consensus regarding its constituents. To this end, a panel of experts and non-experts were requested to express their opinions regarding the constructs of content knowledge (CK) in the format of an open-ended written questionnaire. The findings indicate that teachers' CK includes eleven categories: teaching skills, structures, method and approaches, curriculum, language acquisition theories, classroom context, language testing theories, learner related knowledge, ELT research methods, and teacher related knowledge. The findings can help training educated teachers to be familiar with various aspects of the CK.

At the time of Mozambique's declaration of independence from Portugal in 1975, no common language existed. Because more than eight major languages are spoken in Mozambique, leaders of the successful revolution decided to utilize Portuguese as one way to unify the citizens and to bring about a new Mozambican identity. This study addresses effects of the introduction of Portuguese (the innovation) championed by a powerful change agent (the governing revolution ary leaders) on a populace (the targeted audience) that was no more than 7% literate in the language. Relationships between national language policies and popular language usage in Mozambique are discussed.