Suchergebnisse

It is almost clear that digital content per sé it is not good or bad in relation of "minoritized" languages as it happens for knives, you can cut bred or kill someone. Let us analyse the process in a long-term perspective. Documents and different formats, media and alphabets survived for centuries and millennia reaching us as a legacy from past generations. They are still accessible, readable and mostly understandable. In Pompei (Naples) we can still read graffiti on plasters promoting a Roman politician or supporting a local sport team. Furthermore ancient minority languages such as Etruscan are still readable as well. What will happen in 50, 100 or more years to our documents and, much more concerning, to documents written in "minoritized" languages? As we already discussed on the occasion of the digital preservation meetings and related outcomes and recommendations, the future of digital assets it is not safe at all, digital media are disintegrating, logical formats disappear, and hardware has a short expectation of life. Apart from similar concerns, let's consider, as an assumption, that digital preservation problems will be cleared, which kind of documents, content, knowledge, "culture" will be transferred to future generations? How can we foresee the future not only of "minoritized" languages but also even of main languages that are not the dominant ones? What will happen to "minoritized" languages? Even if today translator, virtual keyboards, extended alphabets, and more really facilitate the creation and translation of documents written in a "minoritized" language into a different language, the concept itself of networking rely on a "common/shared" language. One possible scenario is "minoritized" languages will not "fully" enjoy the opportunities offered by the network while "main" languages and much more "dominant" languages will take full advantages from networking. Information, knowledge will be transmitted, shared mainly through main and dominant languages. Main information channels, research documents, cutting edge technologies will be coded in dominant language. Competitive advantage will be relevant for those who will master that language. This means that at the end the gap between the two realities will increase. If you want to be part of the "leading team", share knowledge and know how, you must write, read, and think in the dominant language.

Part I: Introduction -- Intersections: A Paradigm for Languages and Cultures? J Jean Fornasiero, Sarah M.A. Reed, Rob Amery, Eric Bouvet, Kayoko Enomoto & Hui Ling Xu -- Part II: Redrawing Disciplinary Frontiers -- Research Intersections in Language Studies; Alison Lewis -- Rebranding Translation; Anthony Pym -- Conceptualizing China in Modern Europe; Yixu Lu -- Part III: Histories of Languages: Intersecting Trajectories -- Remembering Language Studies in Australian Universities: An Italian Case Study; John Hajek & Jennifer Baldwin -- French Studies at the University of Melbourne (1921-1956); Véronique Duché -- Engaging with the Past: Lessons from the History of Modern Languages at the University of Adelaide; John West-Sooby -- Part IV: Policy Directions: Negotiating Impasses and Finding Pathways -- The Position of Languages in the University Curriculum: Australia and the UK; Anthony J. Liddicoat -- Cross-Institutional Study for Languages: A Case Study in Ad Hoc Planning; Yuko Kinoshita -- Making the Case for Languages in Postgraduate Study; Natalie Edwards & Christopher Hogarth -- Three Provocations about Retention and Attrition and their Policy Implications; Matt Absalom -- Part V: Languages in the Workspace -- Languages at Work: Defining the Place of Work-Integrated Learning in Language Studies; Lara Anderson, Kay Are & Heather Merle Benbow -- Learning Language "In Action": Creating a Work Placement Program in Languages; Eric Bouvet, Javier Díaz, Daniela Cosmini, Maria Palakstoglou, Lynn Vanzo & Rosslyn von der Borch -- Developing Global Graduate Capabilities: Integrating Business, Language and Culture in an Interdisciplinary Space; Carmela Briguglio & Fernando Porta -- Part VI: Planning the Connected Classroom -- Online Delivery of a Beginners Course in Japanese: Its Costs and Benefits; Hiromi Muranaka-Vuletich -- The Development and Delivery of an Online Modern Greek Language Program; Maria Palaktsoglou, Michael Tsianikas, Antonios Litinas & Cecily Wright -- Adaptive and Mobile Learning at University. Student Experience in Italian Beginners Language Classes; Francesco De Toni, Federica Verdina, Marinella Caruso & John Kinder -- Part VII International Exchanges and Intercultural Connections -- Blending Italian through Skype: A Diachronic and Comparative Account of a Telecollaborative Project; Giovanna Carloni & Brian Zuccala -- How Do Language Learners Enact Interculturality in E-Communication Exchanges? Colette Mrowa-Hopkins & Olga Sánchez Castro -- Part VIII: Ways to Deeper Language Learning -- Developing Learner Autonomy: A Comparative Analysis of Tertiary Chinese and Spanish Language Cohorts; Hui Ling Xu & Jane Hanley -- Drawing Upon Disciplinary Knowledge To Foster Long-Term Motivation: Implementing Future L2 Selves in the Australian Tertiary Language Classroom; Riccardo Amorati -- Promoting Collaborative Learning in the Spanish Language and Culture Classroom; Lorely Aponte Ortiz -- Part IX: Revisiting the Languages and Cultures Nexus -- The Language of Food: Carving out a Place for Food Studies in Language Curricula; Matt Absalom & Lara Anderson -- Language Learning with Performance Techniques and Flow; Alexandra Ludewig, Patricia Benstein & Iris Ludewig-Rohwer -- Teaching and Assessing Language and Culture through Translation; Ana María Ducasse & Brigid Maher -- Part X Indigenous Languages Education: International Variations in Planning and Practice -- The Honua of the Hawaiian Language College; William H. Wilson -- Access and Personnel Policy in Minority Language Education: A Case Study at Yúnnán Mínzú University of China; Jie Yang -- Square Peg in a Round Hole: Reflections on Teaching Aboriginal Languages through the TAFE Sector in South Australia; Mary-Anne Gale -- Part XI: Australian Indigenous Languages in Academe: Constructing Pathways -- Teaching Aboriginal Languages at University — To What End? Rob Amery -- The Pitjantjatjara Yankunytjatjara Summer School: Kulila! Nyawa! Arkala! Framing Aboriginal Language Learning Pedagogy within a University Language Intensive Model; Mary-Anne Gale, Dan Bleby, Nami Kulyuṟu & Sam Osborne -- Yolŋu Languages in the Academy: Reflecting on 20 Years of Tertiary Teaching; Yasunori Hayashi -- How Universities Can Strengthen Australian Indigenous Languages: The Australian Indigenous Languages Institute; John Giacon. .

selection of communications given in a workshop hold at university of Pretoria 2007 ; issues in language use in education in South Africa

selection of communications given in a workshop hold at university of Pretoria 2007 ; issues in language use in education in South Africa

selection of communications given in a workshop hold at university of Pretoria 2007 ; issues in language use in education in South Africa

International audience ; The world is home to an extraordinary level of linguistic diversity, with roughly 7,000 languages currently spoken and signed. Yet this diversity is highly unstable and is being rapidly eroded through a series of complex and interrelated processes that result in or lead to language loss. The combination of monolingualism and networks of global trade languages that are increasingly technologized have led to over half of the world's population speaking one of only 13 languages. Such linguistic homogenization leaves in its wake a linguistic landscape that is increasingly endangered. A wide range of factors contribute to language loss and attrition. While some—such as natural disasters—are unique to particular language communities and specific geographical regions, many have similar origins and are common across endangered language communities around the globe. The harmful legacy of colonization and the enduring impact of disenfranchising policies relating to Indigenous and minority languages are at the heart of language attrition from New Zealand to Hawai'i, and from Canada to Nepal. Language loss does not occur in isolation, nor is it inevitable or in any way "natural." The process also has wide-ranging social and economic repercussions for the language communities in question. Language is so heavily intertwined with cultural knowledge and political identity that speech forms often serve as meaningful indicators of a community's vitality and social well-being. More than ever before, there are vigorous and collaborative efforts underway to reverse the trend of language loss and to reclaim and revitalize endangered languages. Such approaches vary significantly, from making use of digital technologies in order to engage individual and younger learners to community-oriented language nests and immersion programs. Drawing on diverse techniques and communities, the question of measuring the success of language revitalization programs has driven research forward in the areas of statistical ...

A t certain times and places we come across special forms of language generated by some kind of anti‐society; these we may call "anti‐languages." An anti‐language serves to create and maintain social structure through conversation, just as an everyday language does; but the social structure is of a particular kind, in which certain elements are strongly foregrounded. This gives to the anti‐language a special character in which metaphorical modes of expression are the norm; patterns of this kind appear at all levels, phonological, lexicogrammatical, and semantic. The study of anti‐languages offers further insights into the relation between language and social structure, and into the way in which text functions in the realization of social contexts.

The Single Market and the UK′s linguistic contribution are
discussed. It has long been acknowledged that the UK′s willingness and
ability to learn European languages have left much to be desired. These
must be sharpened considerably ahead of the Single Market
implementations in 1992. Initiatives for encouraging and facilitating
this are examined with the emphasis on business language techniques. A
raising of standards, above the ordinary level of competence which we
have come to accept, is vital.

Shafak contends that both freedom of speech and freedom of imagination are precious. Yet she believes that writers are making a grave mistake by focusing on the word 'offence', and questioning whether art can be offensive or people have a right to be offended. They are stuck in a mental trap as long as they cannot manage to discuss violence and offence separately. They need to divorce the two notions. It is perfectly human to be offended in the face of mockery, opprobrium or slander. That is understandable. Hindus, Jews, Muslims, Christians or agnostics, they can all feel offended by something someone says, writes or does. But that is where the line must be drawn. What is inhuman and unacceptable is to resort to violence and shed blood in response. Adapted from the source document.