Suchergebnisse

In a search for a deeper understanding of the complex relationship between gender, language and religious identity, this book gathers a global range of studies from the field of linguistics. It connects language use to both a religious and gender identity and shows how language works to unite, oppress, liberate or fracture the various participants

Arabic language is one of the international languages in the world today. This language has contrib- uted immensely to the development of human lives such as economy, education, politics, sociology and a host of others. The language has been used in the past to bring light of knowledge from other tribes and cultures such as Greco and Persian knowledge through translation. Today, it seems that the language is dwindling in our society in terms of speaking, writing and learning. There are many meth- ods to be used to improve in learning the language to regain its glory. The method suggested in this paper to teach the language effectively is team collaboration approach. The major findings to resusci- tate the learning/teaching of Arabic as a language to become a more interesting language to learn in the society include learning outcome and improve the behaviour. There will be quality control and as- sured evaluation reports being produced as evidence of best value. More hands of professionals on the field will be involved.

This dissertation explores the missiological opportunities, challenges and implications of growing multilingualism among people who are fluent in two or more languages. I look at the cognitive value of language and how languages shape people's world views. World views influence peoples' perceptions and way of processing and understand information. People's beliefs are reflected in their character and relationships in the community. Christians want to promote positive community relations in order for people to participate in the mission of God within their community. I survey relevant literature on the role of language and its value, how language fits the plan of God, and its place in His mission to different peoples. I then survey current trends of language use and growing multilingualism, and the language practices within Kenya. I therefore focus on research factors behind language choice and use. Methodologically, I use focus groups, participant observation, and personal interviews in four different socio-linguistic contexts in four different Christian denominations. I thematically analyse and code the data to establish my findings. The findings point to the factors that influence language choice. Factors that determine choice of language go beyond the level of fluency in reading, speaking or understanding. These factors involve attitudes that go very deep in both positive and negative ways. Additionally, people's language choices are influenced by other social factors. The factors include desire to communicate, social cultural pressure, economic advancement, political correctness, reading materials availability, leadership perception on language, institutional policy, religious values and proficiency in any given language. These factors were consistently displayed in all four research locations enabling me to demonstrate reliability of the data and validity of the findings. Understanding how these factors influence people will assist Christians who desire to become good witnesses. To be witnesses, people need to be empowered. For purpose of language choice, all languages should be viewed as being appropriate for ministry. Language is a platform for effective participant contextualisation among the people of God. Through their actions and pronouncements people are able to utilize the multi-lingual environment of Kenya to better engage in mission and spread God's Word. Mentor: R. Daniel Shaw

In the Republic of Germany, language acquisition for children with a mother tongue other than German has been a widely discussed topic in educational science as well as in the public and political discourse over the last decades. This thesis examines discourse around language-political concepts and practices among stakeholders in language promotion in the State of North Rhine-Westphalia. Five semi-structures interviews with state employees were analyzed following a discourse analytical approach. The analysis, including a variety of frameworks from the field of Critical Discourse Analysis, focused on three main patterns: Firstly, an indication of ideological dilemmas around the prioritization of German in education, secondly, teaching methods as a subject to perspectivation and, thirdly, the evaluation of multilingualism through the discursive practice of moral evaluation. Results suggest that the examined discourse contains dilemmatic views on the importance of children's mother tongues versus the importance of German. Furthermore, multilingualism as a phenomenon in society appeared to be evaluated according to differing standards (e.g. correctness or properness). As for evaluation, the analysis indicated an additional dimension in discourse which assigns different groups of society ownership of particular languages. All in all, the collected data pointed to a diverse and ever-changing discourse in the field of language promotion in North-Rhine Westphalia. The thesis can be a springboard for thought and provides recommendations for future research on the topic which might take different structural or methodological starting points. ; Lituanistikos katedra ; Humanitarinių mokslų fakultetas

Abstract Language has power which provides the terms by which reality may be constituted, the names by which the word may be 'known'. The system of valued it conveys - the suppositions on which it appears to be based, the concepts of geography and history it articulates, the attitudes to difference inscribed in its words, the myriad gradations of distinction encompassed by its lexicon and grammar becomes the system upon which social, economic and political discourse is grounded. Like, most of the battles fought over language in global theory stem from a confusion between language as a communicative tool and language as a cultural symbol. As colonial languages were the vehicles of such a pervasive and intrusive cultural control that it was almost inevitable that many people in global societies assumed that language itself was inherently the key to that control. The crucial function of language is now a medium of power that demands the language as the centre and re-placing it in a discourse fully adapted to the colonized place. The article focused on what colonized people do with language, and to understand how and why language works in global writing, particularly, to understand the remarkable transformation of English literature from postcolonised societies.

Abstract Language has power which provides the terms by which reality may be constituted, the names by which the word may be 'known'. The system of valued it conveys - the suppositions on which it appears to be based, the concepts of geography and history it articulates, the attitudes to difference inscribed in its words, the myriad gradations of distinction encompassed by its lexicon and grammar becomes the system upon which social, economic and political discourse is grounded. Like, most of the battles fought over language in global theory stem from a confusion between language as a communicative tool and language as a cultural symbol. As colonial languages were the vehicles of such a pervasive and intrusive cultural control that it was almost inevitable that many people in global societies assumed that language itself was inherently the key to that control. The crucial function of language is now a medium of power that demands the language as the centre and re-placing it in a discourse fully adapted to the colonized place. The article focused on what colonized people do with language, and to understand how and why language works in global writing, particularly, to understand the remarkable transformation of English literature from postcolonised societies.

The recent large-scale field investigations show that the ethnic and language situation in China is much more complex than it seemed before the end of the 1970s, and China remains one of the most linguistically and culturally diverse countries in the world. However, many languages of various ethnic groups and many Chinese dialects, both known in the past or recently discovered, are spoken by no more than a few members of the older generation. Among the most important tasks, set for the linguistic community by the Chinese authorities, is the investigation and preservation on electronic carriers of numerous languages of the peoples of China, any Chinese dialects and the samples of local cultures. The data collected in 2015-2019 within a large-scale "Program for the preservation of Chinese language resources" is represented in numerous publications devoted in particular to the endangered languages of China and on a unique online platform accessible for the linguists and partially for any Internet users. The next stage of the field studies of the language and local cultural heritage of China was officially initiated in 2020.

Abstract. With the realisation that the future of French in Québec depends on its adoption by a growing number of immigrants, efforts have intensified in recent years to promote a less ethnic and more civic conception of Québécois identity. As attested by the title of the final report of the Commission des États généraux sur la situation et l'avenir de la langue française au Québec (French, a Language for Everyone), a key component of this new conception is the idea that French should be a langue publique commune (common public language) for all those residing in Québec, irrespective of ethnic origin. This article examines the notion of langue publique commune in more detail. While the concept assumes that language can somehow be 'de‐ethnicised' to become the property of all ethnic groups, observations made in other contexts only confirm the inextricable link between language and the ethnic, as opposed to the civic, dimension of national identity. The article also investigates the issue of language motivation, in particular the related challenge faced by the Québécois authorities of how to encourage so‐called new Quebecers to adopt French as their language of public communications.

In collaboration with teachers and students at the National Technical Institute for the Deaf (NTID), the Sign Language Skills Classroom Observation (SLSCO) was designed to provide feedback to teachers on their sign language communication skills in the classroom. In the present article, the impetus and rationale for development of the SLSCO is discussed. Previous studies related to classroom signing and observation methodology are reviewed. The procedure for developing the SLSCO is then described. This procedure included (a) interviews with faculty and students at NTID, (b) identification of linguistic features of sign language important for conveying content to deaf students, (c) development of forms for recording observations of classroom signing, (d) analysis of use of the forms, (e) development of a protocol for conducting the SLSCO, and (f) piloting of the SLSCO in classrooms. The results of use of the SLSCO with NTID faculty during a trial year are summarized.

"This book examines two important issues in language policy in Japan today: first, and most prominently, increasing migration-induced multilingualism which has ramifications both for providing Japanese-language learning opportunities for migrants and for the use and teaching of languages other than Japanese and English; and second, the influence of electronic technologies such as computers and cell phones on the way in which Japanese is written. These two developments, of course, have occurred in many other countries beside Japan. What makes the Japanese case particularly interesting is that Japan does not yet consider itself to be a country of immigration and hence has only recently shown signs of an awareness of the importance of providing both language teaching and multilingual services for non-Japanese workers, so that what policy development does exist in this area is ad hoc and fragmented rather than centrally planned and coordinated at national level. It also has in place a set of longstanding policies pertaining to the officially sanctioned use of the writing system, policies which were arrived at after a great deal of division and debate, that shape the way in which Japanese and non-Japanese children alike learn to read and write in Japanese schools. In both these cases, official and individual views are strongly informed by language ideologies of various kinds"--

The main assumption behind this study is that the relationship between language and international law is particularly interesting due to the complexity and special nature of this relationship when compared to national law. The author focuses on some selected issues connected with the fact that from the legal point of view the multiplicity of languages in international law is an important factor affecting its interpretation. Due to this, apart from the issue of the dominant position of the English language in international law, the major focus of the study is on the specific problems associated with the interpretation of international treaties. The study suggests that there are certain intrinsic tensions and contradictions involved in the relationship between language and international law. The dominant position of English language in international law is at odds with the principle of sovereign equality laid down in the UN Charter, which entails equal opportunities for all nations to participate in the global legal discourse. Moreover, the interpretation of plurilingual treaties involves significant problems when it comes to the interpretation of authentic texts made in various languages, which need to be reconciled. In turn, the tensions between the meaning of terms used in international legal norms and their corresponding meaning in national legislation are addressed through the use of the autonomous method of interpretation. Moreover, considering the growing importance of the legitimacy of international law, the role of the language of international law in this context is also considered. The problems related to the problems of language in the context of international law outlined in this study confirm the need for further continuous and in-depth research in this field.

Recent government decisions to expand English language instruction in Algerian schools, though seemingly educational in nature, are only the latest developments in a longstanding national dispute.