Thematische Bibliographien / English language – political aspects – asia

Auswahl der wissenschaftlichen Literatur zum Thema „English language – political aspects – asia“

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Veröffentlicht am 27. Juli 2024

Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "English language – political aspects – asia"

Kameneva, Marina S. „Globalization and the role of English in the countries of South Asia and the Middle East (the case of Afghanistan, Iran and Pakistan)“. Vostok. Afro-aziatskie obshchestva: istoriia i sovremennost, Nr. 6 (2022): 182. http://dx.doi.org/10.31857/s086919080023323-2.

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The article analyzes the role of English in the language policy of the Asian continent countries in the system of world globalization processes from the viewpoint accepted in modern sociolinguistic literature on the connection between the language aspect of globalization and the spread of English as the global language, the universal second language. The authors note the historical component of the popularity of English in the modern world in general and in the countries under consideration in particular. It includes the influence of the British Empire and the strengthening of the US position in the international arena. There are also provided estimates of the number of people speaking English both as the first and the second language in everyday life. The authors analyze large multinational states of South Asia and the Middle East such as Afghanistan, Iran and Pakistan. The situation with the English language is presented in these countries against the background of the state and national languages functioning. The authors made an attempt to show both the general aspects of the use of English, including through the prism of the legislative acts that are in force there, above all the constitutions, and the peculiarities of its functioning in each of these countries, including under the influence of the language policy pursued by their leadership. There is also noted the growing interest of the authorities in Russian in Iran and Chinese in Pakistan as the languages that may seriously compete with English in the future and break its monopoly.

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Yao, Keisuke. „The Fundamentally Different Roles of Interpreters in the Ports of Nagasaki and Canton“. Itinerario 37, Nr. 3 (Dezember 2013): 105–15. http://dx.doi.org/10.1017/s0165115313000855.

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With the expansion of Western power from the seventeenth century onward, many Asian countries were confronted with difficult political and economic problems in their relations with Europe. In several countries in Asia, in order to suppress Western cultural influences within their own nations, governments often employed foreigners as interpreters for their own diplomacy and trade with Europeans, with some governments even prohibiting their people from learning foreign languages.But, in the case of Japan, interpreters played a crucial role in both the study of the Dutch language and the integration of Western knowledge during the eighteenth and nineteenth centuries. It seems that early-modern Japanese interpreters were quite different from the interpreters of Western languages in other countries in Asia, as in Nagasaki interpreters of the Dutch language were shogunate-appointed Japanese nationals.Here I will examine and compare several aspects of the Chinese pidgin-English interpreters at Canton and the Japanese Dutch-language interpreters at Nagasaki, in particular their origins, incomes, duties, learning, and businesses. Through this examination I will demonstrate how the so-called Westernisation processes adopted in China and Japan were actually reflected in and represented by the different models of foreign trade at the ports of Canton and Nagasaki.

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Poizat-Xie, Honghua. „Quelques réflexions sur la traduction littéraire du chinois vers les langues européennes“. Asiatische Studien - Études Asiatiques 69, Nr. 1 (30.01.2015): 1–17. http://dx.doi.org/10.1515/asia-2015-0007.

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AbstractThe present paper is the result of a workshop on the translation of Chinese literature that was held between March 2012 and May 2013 at the Confucius Institute at the University of Geneva. It aimed to identify major obstacles in rendering literary Chinese into English, French, Italian, German, and Russian, and to explore the differences and similarities of the problems encountered. Nine works of Chinese literature were selected for studying and examining a number of difficulties in translation: Terms with culturally specific connotations, transposition of certain grammatical structures, treatment of idioms and metaphors, translation of titles. We have found a great similarity of approaches chosen for the various target languages, Russian being an exception. Due to cultural and political influences, this language displays certain similarities to Chinese, especially in vocabulary; but there are additional aspects in which the Russian case differs from the other four languages.

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HSIAO, HSIN-HUANG MICHAEL, und PO-SAN WAN. „The Experiences of Cultural Globalizations in Asia-Pacific“. Japanese Journal of Political Science 8, Nr. 3 (Dezember 2007): 361–85. http://dx.doi.org/10.1017/s146810990700271x.

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This paper explores the common and different cultural globalization experience of the public's everyday lifestyles in seven societies in Asia-Pacific, focusing on the following aspects: connectivity with the world through personal encounters and digital media, English language capacity, support for the forces of globalization, global thinking and concern, the Internet's influences on sociopolitical opinions, appreciation of international food, and national vs. transnational identity. An analysis of survey data is used to contrast public experience of global thinking, global exposure, global diet, and global feelings in two separate developmental states with higher and lower HDI measures in seven Asia-Pacific societies. We demonstrate that individual globalization manifested in everyday life should be understood under a comparative societal perspective as citizens' global experiences are not only a simple matter of personal choice, but are also more a reflection of complex societal conditions.

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Mouw, Ted, und Yu Xie. „Bilingualism and the Academic Achievement of First- and Second-Generation Asian Americans: Accommodation with Or without Assimilation?“ American Sociological Review 64, Nr. 2 (April 1999): 232–52. http://dx.doi.org/10.1177/000312249906400207.

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Recent scholarship claims that bilingualism has a positive effect on the academic achievement of immigrant children. According to this perspective, growing up speaking two languages is beneficial because it stimulates cognitive development and allows immigrants a means of resisting unwanted assimilation. Immigrant children who are fluent bilinguals can use their native-language ability to maintain beneficial aspects of their ethnic culture while accommodating to the linguistic demands of an English-speaking society. Using data on first- and second-generation Asian American students from the 1988 National Educational Longitudinal Study, we test for these hypothesized effects of bilingualism. We find no evidence that bilingualism per se has a positive effect on achievement. Instead, speaking a native language with parents has a temporary positive effect if the parents are not proficient in English. These results indicate that the academic importance of bilingualism is transitional: The educational benefits of delaying linguistic assimilation exist only before immigrant parents achieve a moderate level of English-language proficiency.

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Romero Villarroel, Wilber, und Sara Camacho Estrada. „THE USE OF STANDARDIZED ENGLISH EXAMS IN THE INTERNATIONALIZATION OF ENGLISH AS A GLOBAL LANGUAGE“. Ciencia Digital 2, Nr. 2 (21.06.2018): 484–97. http://dx.doi.org/10.33262/cienciadigital.v2i2.115.

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Have you heard of the ITEP/TOEIC/TSE/BULLATS/TOEFL/CELTA/DELTA exams? Among many others, these exams are currently being promoted not only by educative institutions, but by a large number of local governments and even international relationship instances (Bunce, 2016). On this regard, it is imperative to wonder and analyze how the idea of taking language exams became into fashion and at what moment in history it became into a necessity, a requirement, or as synonym of social and academic status. On such basis this study aims at determining how the implementation of English international tests have contributed in the spread of English globally. The spread of the English language globally has occurred because of different factors. Clyne (2008) regards the demographic aspect as an important element for the growth and rapid evolution of this language. The effect of the use of the English language has reached almost all the areas of human domain such as the educational. The spread in this area has determined the future of many countries. On the field of education, a standardized visible system is clearly set. Most of the books and material used to teach English are based on the Common European Framework. This framework stablishes the standardization of teaching contents and methodologies which are later used and applied into exams to evaluate students´ English language proficiency around the world. CLIL (Content and Language Integrated Learning) programs have been implemented in schools in many countries of the world like Asia, Australia and Europe. “In recent years, LAC and CLIL are gaining intense attention particularly in context where English is learnt as a foreign language or as an international language” (Lin, 2016, p.1). Lin regards this implementation to the desire of countries like the Asian for becoming modern and take part in the development of a global economy. When comparing English with other languages it can be said that it is the pioneer in standardizing a language. According to Mulcaster (as cited by Crystal, 2003, p. 73) the English language had no competence internationally. If we take a look at other languages trying to do the same, it can be seen that they have not become as successful as English. It does not matter if those systems are better, they simply have not been able to reach that level of internationalization. The important fact here is that those countries in these case languages do not have the economic, political power, and the influence that The United States has. According to Sharifian (2010, p.192) the English language dominance originated along the colonialism period. Phillipson (as cited in Sharifian, 2010) explains that “many elites in society have strong links with the inner circle because they have been educated in inner circle countries”. The inner circle is referred to countries where the English language is spoken as a mother tongue. To conclude, this essay presents an analysis of the way standardized exams have contributed widely to the internationalization of English around the world. This standardized examination system has influenced in many aspects like education, negotiation, culture, ideology and public policy. It will present an overview about every aspect mentioned as well as the causes and effects of these factors which have influence in a positive and negative way in society. Besides, there will be presented examples in a general way about percentages of people who have taken standardized exams and how it has contributed to the expansion of English around the world.

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Anan’ev, Denis A. „RUSSIA’S FAR EASTERN POLICY IN THE LATE 19TH — EARLY 20TH CENTURY IN THE WORKS OF THE ENGLISH AND GERMAN-LANGUAGE RESEARCHERS“. Ural Historical Journal 73, Nr. 4 (2021): 97–105. http://dx.doi.org/10.30759/1728-9718-2021-4(73)-97-105.

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The paper analyzes the works of the English- and German-language researchers who studied the history of Russia’s Far Eastern policy at the turn of the 19th–20th centuries. According to these scholars, a striking feature of that policy was the inseparability of the foreign and internal political tasks, while its main result was Russia’s involvement in the war against Japan. However, Western authors focused not only on the foreign policy and military aspects of the “Russian eastward expansion” (analyzed by C. von Zepelin, A. Malosemoff, S. Marks, R. Quested, J. Stephan) but also on the geographic, demographic, social and economic aspects (B. Sumner, A. A. Lobanov-Rostovsky, R. Quested, D. Geyer, J. Lensen et al.). The ideological component of the Far Eastern policy (associated with the ideas of Russia’s historical civilizing mission in Asia and the need to oppose the “Yellow Peril”) was considered in the works by A. Malozemoff, D. Schimmelpenninck van der Oye. The economic reasons for the development of the region were discussed by the authors who studied processes of “modernization” and S. Yu. Witte’s policy of “peaceful penetration” (B. Sumner, A. A. Lobanov-Rostovsky, R. Quested, D. Geyer, J. Lensen et al.). Sociocultural processes that led to the formation of “national identity” and “regional identity” were analyzed by J. Stephan, Ch. Y. Hsu, D. Wolff, Sh. Corrado. Despite the diversity of conceptions proposed by the Englsih- and Germanlanguage researchers it is possible to identify the two key trends in the study of the topic. The majority of works emphasized the expansionist intentions of Russia as one of the “imperialist powers” who participated in dividing spheres of influence in the Asia-Pacific region. However, many authors acknowledged Russia’s objective need to strengthen its position on the Pacific frontier, to protect its Far Eastern territories, to settle them and develop their economy.

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HSIAO, HSIN-HUANG MICHAEL, PO-SAN WAN und TIMOTHY KA-YING WONG. „Globalization and Public Attitudes towards the State in the Asia-Pacific Region“. Japanese Journal of Political Science 11, Nr. 1 (26.02.2010): 21–49. http://dx.doi.org/10.1017/s146810990999017x.

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AbstractGlobalization has led to a redefinition of the functions and roles of the state. Based on data drawn from a cross-national social survey, this article examines the influences of globalization on the public's attitudes towards their state in Australia, China, India, Japan, Russia, and the United States, by focusing on satisfaction with government performance and demands on the government. The six countries differ extensively in their sociopolitical and technological situations, as well as in the experiences of their people with globalization in terms of the following aspects: connectivity with the world through personal ties and digital means, English language capacity, and support for the forces of globalization. There are also huge disparities in the public rankings of government performance and demands for expanding government spending in a wide range of policy areas. Our analysis reveals that, although both intra- and inter-country variations in the influences of globalization on public attitudes towards the state are not particularly prominent, those who support globalization not only are more inclined than others to be satisfied with the government's performance, but also demand more government intervention.

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Liubashenko, Olesia V., Nataliia V. Semian und Tetiana P. Druzhchenko. „English Intercultural Tutorial for University Students Majoring in Japanese“. Journal of Curriculum and Teaching 11, Nr. 1 (17.01.2022): 25. http://dx.doi.org/10.5430/jct.v11n1p25.

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This paper is the first attempt to present the implementation results of the language-learning tutorial based on intercultural and communicative approaches in a classical university in Ukraine. The authors present a new tutorial method for teaching English at Departments of the Far East Languages in Classical Universities of Ukraine. This method is aimed to facilitate the acquisition of essential aspects of knowledge about a country as a regional and cultural subject as well as to improve students’ English speaking and conversational skills. The experimental research involved 2nd and 3rd year university students majoring in the Japanese and English languages. The authors proposed the original design of the tutorial to be used both for English speaking practice and as a part of the course content. Considering the psycholinguistic peculiarities of Ukrainian students to percept and understand the English and East Asian languages, the tutorial under review stimulates students’ cognitive activity during the English learning process and when developing sociocultural competence with regard to the Far East. Compare and Contrast activities in the English language classroom can create a favourable learning environment resulting in students gaining knowledge and acquiring skills necessary for proficient English users. At the same time, they get the opportunity to pick up more information about Japan using the sources about the country available in the English language. The ability to categorise and compare things in terms of their differences and similarities corresponds to the main stages of cognitive development. Compare and contrast as teaching and learning strategies can be applied when teaching monologic and dialogic production, in particular when discussing similarities and differences of cultural, natural, geographical, historical, political and art objects of Ukraine and Japan. In this article, the interdependence between the use of the tutorial method and academic achievements in English speaking competence has been proved, since the students have significantly improved their speaking fluency in English about the Far East.

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Hasan, Sheikh Mehedi. „Kaiser Haq:“. Crossings: A Journal of English Studies 2, Nr. 1 (01.09.2009): 37–46. http://dx.doi.org/10.59817/cjes.v2i1.394.

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Like most of the noteworthy South Asian poets writing in English. Kaiser Haq has moved away from traditional verse from and stereotypical themes. He has been articulating his cultural identity uniquely in the context of Bangladesh—a third world country afflicted with poverty, hunger, floods, tornados, political turmoil and recently corruption—with a treasure house of distinctive poetic images tinged with a sense of irony and humour. This paper explores various aspects of Kaiser Haq’s poetry with special emphasis on the poems dealing with cultural duality inherited from the colonial presence in the Indian subcontinent. In some of the poems, Haq deliberately uses colonial Babu English-inflected and distinctive idioms, non-stop use of the continuous tense and expressions shaped and affected by the first language of a colonial subject only to ‘mock’ the colonial legacy that we more or less still bear. Besides, his ironic stand while critiquing the colonial burden in his society affirms his existence as a postcolonial poet. Another notable aspect of Haq’s poetry is how he clings to his oi.vn cultural reality by refusing to join the immigration queue and become a Diaspora writer. The paper also focuses on his ironic portrayal of the political system existing in the postcolonial Bangladesh. In fact, the paper tries to discover how poetry can bear witness-instead of creating ego-centred lyrical vivacity-to a social system where language, politics, culture and custom are reshaped or reconstructed by different aspects of postcoloniality.

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Dissertationen zum Thema "English language – political aspects – asia"

Simpson, Iain George. „Language and nationalism in the political development of Southeast Asia“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31949666.

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Lam, Maggie, und 林美琪. „Language and politics: use and abuse of language in political rhetoric“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38429494.

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Chang, Kwai-yan, und 張葵茵. „Will the English language become the single world language in the 21stcentury?“ Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B42575709.

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Ali, Khudeir Ahmed. „Some aspects of the translation of political language beween English and Arabic“. Thesis, SOAS, University of London, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296223.

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Kau, Ka-man Angel, und 奚家敏. „Modality and voices of authority in Animal farm and 1984“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31953050.

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Lo, Bianco Joseph. „Officialising language : a discourse study of language politics in the United States“. View thesis entry in Australian Digital Theses Program, 2001. http://thesis.anu.edu.au/public/adt-ANU20020902.101758/index.html.

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Wong, Ngar-chu Mary, und 黃雅珠. „English language policies in Hong Kong and Singapore in the Post-war period: circa 1965-1998“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B42574870.

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Lok, Mai-chi Ian, und 樂美志. „Cultural understanding in English studies: anexploration of postcolonial and world Englishes perspectives“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35804749.

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Aylward, Louise. „Imperialist subtexts? : cultural assumptions and linguistic imperialism in Hong Kong ELT textbooks /“. Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20272686.

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Guan, Qiu Yao Amber. „Repositioning of political stance in news trans-editing :a case study of E-C news reports on the THADD issue“. Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954323.

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Bücher zum Thema "English language – political aspects – asia"

Amy, Tsui, und Tollefson James W, Hrsg. Language policy, culture, and identity in Asian contexts. Mahwah, N.J: Lawrence Erlbaum Associates, 2007.

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1962-, Simpson Andrew, Hrsg. Language and national identity in Asia. Oxford: Oxford University Press, 2007.

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Andrew, Simpson, Hrsg. Language and national identity in Asia. New York: Oxford University Press, 2007.

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Paul, Lang. The English language debate: One nation, one language? Springfield, N.J: Enslow Publishers, 1995.

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Trasvina, John. Official English, English only: More than meets the eye. Washington, D.C. (1201 16th St. N.W., Washington 20036): NEA, Human and Civil Rights, 1988.

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Trasvina, John. Official English/English only: More than meets the eye. Washington, D.C: National Education Association, 1988.

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Thomas, Ricento, Hrsg. Ideology, politics, and language policies: Focus on English. Amsterdam: John Benjamins Pub., 2000.

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Hennessy, Peter. Sticks and stones: Politics, politicians and the English language. Glasgow: Dept. of Government, University of Strathclyde, 1992.

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Guan, Lee Hock, Suryadinata Leo und Institute of Southeast Asian Studies., Hrsg. Language, nation and development in Southeast Asia. Singapore: Institute of Southeast Asian Studies, 2007.

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The politics of English: Conflict, competition, co-existence. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Buchteile zum Thema "English language – political aspects – asia"

Huhta, Ari, und Nettie Boivin. „Changes in Language Assessment Through the Lens of New Materialism“. In New Materialist Explorations into Language Education, 39–56. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13847-8_3.

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AbstractIn this chapter, we analyze English tests that are part of two computerised assessment systems, the Finnish Matriculation Examination and the Danish National Tests. Language assessment is a fruitful field to explore from the perspective of materiality, to better understand what materialities exist in modern language tests and how students interact with such systems. Within the assessment and test-taking space, material objects exist that are imbued with political values and force test-takers to perform in specific ways. We explore what new materialism has to offer for interpreting current trends in language assessment and to what extent these perspectives allow for new insights to emerge. We describe the changes in language assessment concerning material developments and focus on the aspects of computerization that pertain to formal tests and examinations. Computerization has increased human-computer interaction during the assessment process, as well as automated analysis and scoring of test-takers’ responses. This implies that the computerized system assumes some degree of agency.

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Tupas, Ruanni. „English in the Philippines“. In The Oxford Handbook of Southeast Asian Englishes, 285–96. Oxford University Press, 2024. http://dx.doi.org/10.1093/oxfordhb/9780192855282.013.14.

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Abstract Any discussion of English in the context of a national polity, especially a postcolonial one, must have a long historical reach. With English in the Philippines, this means locating its political, ideological, and discursive dimensions within the colonial matrix of American colonialism. English was imposed during the Philippine–American War of 1899–1902; thereafter, English and education served as a core cultural tool for ‘benevolent assimilation’. Thus, the promise of English as a legitimate discourse of aspiration even among the poor is a promise that has not been fulfilled for all. English remains a socioeconomically differentiating language; it is pervasive in most aspects of Philippine life, but the colonial ideologies and practices associated with it endure. The challenge now is how not to deprive Filipinos of opportunities to learn English while, at the same time, leaving them free to commit themselves to demolishing conditions of coloniality which perpetuate its power.

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González, Félix Rodríguez. „Stylistic aspects of Spanish borrowings in the political press: Lexical and morphological variations“. In Spanish Loanwords in the English Language, herausgegeben von Félix Rodríguez Gonzáles. Berlin, Boston: De Gruyter, 1996. http://dx.doi.org/10.1515/9783110890617-006.

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Kotlarska, Irmina. „Sociocultural, Political, and Educational Aspects of Teaching English in Polish Schools in the Interwar Period (1918–1939)“. In Policies and Practice in Language Learning and Teaching, 263–88. Amsterdam University Press, 2022. http://dx.doi.org/10.2307/j.ctv3142vgh.14.

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Kotlarska, Irmina. „Sociocultural, Political, and Educational Aspects of Teaching English in Polish Schools in the Interwar Period (1918–1939)“. In Policies and Practice in Language Learning and Teaching. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2022. http://dx.doi.org/10.5117/9789463722049_ch12.

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This essay aims to uncover the history of the learning and teaching of English as a foreign language in Poland from 1918 to World War II (1939). English first came into the curriculum in the developing school system then. The main investigated phenomena are the links between teaching and learning procedures of English language teaching (ELT) at state schools and the social, cultural, intellectual, and political context of foreign language teaching in interwar Poland. The analysis investigates how the purposes of English language education given in curricula are reflected in textbooks. Therefore, this chapter makes a comparison between curricula and textbook content. To analyse the materials as comprehensively as possible, professional journal articles printed at that time are considered as well.

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Kotlarska, Irmina. „12 Sociocultural, Political, and Educational Aspects of Teaching English in Polish Schools in the Interwar Period (1918–1939)“. In Policies and Practice in Language Learning and Teaching, 263–88. Amsterdam University Press, 2022. http://dx.doi.org/10.1515/9789048552405-012.

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Sung-Yul Park, Joseph. „Conclusions“. In In Pursuit of English, 165–70. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190855734.003.0009.

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This chapter closes this book by summarizing the arguments made in the previous chapters and considering the implications for the study of language and political economy. Subjectivities of English in neoliberalism jointly work to present neoliberal subjecthood as the ideal way of living, thereby rationalizing the structures of control inherent in neoliberalism. Research on language and political economy has much to gain by attending to aspects of subjectivity that underlie the way language gets incorporated into the conditions of the changing economy, as language serves as an important channel through which neoliberalism extends its control over our minds, bodies, and sense of being. For this, we need to recognize that subjective experiences of being a language user is fraught with tensions based on material relations, and make them a serious focus for the study of language and political economy.

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Amritavalli, R., und K. A. Jayaseelan. „India“. In Language and National Identity in Asia, 55–83. Oxford University PressOxford, 2007. http://dx.doi.org/10.1093/oso/9780199267484.003.0003.

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Abstract India raises the important question of whether a mosaic of languages and shared cultures can be melded into a nation. If language is a dominant symbol of identity, the concept of nationhood presupposes the existence of a national language, and distinct linguistic groups represent sub-nationalisms which may be a threat to the cohesion of a nation. In India, such a way of thinking about the relation of language to nationhood received considerable attention at the height of its political struggle for independence from British rule; an effort was made during that period to identify and promote a national language, and for a period of about fifteen years subsequent to independence, the question of a national language occupied much of the space of public debate in India, reaching a crescendo in the 1960s. The resolution of that crisis in favour of the indefinite continuation of a ‘foreign’ language, English, as an ‘associate official language’ in the country indicated that the idea of India as a nation is not primarily associated with any one language, or even primarily with ‘Indian’ languages.

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Okal, Benard Odoyo. „The Application of Mathematical Formulas in Teaching Linguistics Among STEM Learners in Higher Learning Institutions“. In Addressing Issues of Learner Diversity in English Language Education, 178–204. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2623-7.ch011.

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The chapter focuses on mathematical formulas used to teach linguistics aspects amongst STEM learners. Though mathematics is used in teaching sciences and technology-related disciplines, its formulas are also applicable in teaching arts and social sciences such as linguistics, geography, history, economics, fine arts, commerce, psychology, physical education, sociology, political science, anthropology, public policy, and communication studies among others. Mathematical formulas applicable in teaching selected aspects of linguistics to STEM-inclined learners include sonority scale index and XY axis (for phonetics and phonology); tree diagrams and basic square roots (for morphology and syntax); mnemonics and word root schemata (for vocabulary learning); equal sign (a = b) (for synonymy analysis); pictograms (for polysemy); exponential formula (xn) (for the presentation of homonyms); number lines (for gradable antonyms); and set theory formula, arithmetic addition (X+Y), and X is greater than Y (for meronymy and hyponymy presentation).

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Ferguson, Charles A. „The Language Factor in National Development“. In Sociolinguistic Perspectives, 167–271. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780195092905.003.0020.

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Abstract Social scientists of various disciplines are concerned with the concept “national development”, in particular, of course, economists and political scientists, but to a lesser extent scholars in other fields. Structural linguistics, however, in spite of its concern with diachronic matters, has been resolutely opposed to any developmental or evolutionary approach in linguistic analysis. The purpose of this paper is on the one hand to suggest the relevance of “national development” for linguistic analysis and on the other hand to point to linguistic aspects of national development as it is studied by social scientists in other fields. The approach followed here has resulted from the work of the Survey of Second Language Learning in Asia, Africa, and Latin America which was carried out by the Center for Applied Linguistics in collaboration with outside specialists from the United States and other countries.

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Konferenzberichte zum Thema "English language – political aspects – asia"

„The Political Aspects of Westerners Teaching English in Eastern Countries: A Look at East Asia“. In March 2-4, 2020 Istanbul (Turkey). Dignified Researchers Publication, 2020. http://dx.doi.org/10.17758/dirpub8.dir0320508.

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Le Van, Kien. „FOSTER VIETNAMESE PEOPLE INTELLIGENCE, MEETING THE REQUIREMENT OF SUSTAINABLE DEVELOPMENT IN THE CURRENT PERIOD“. In International Conference on Political Theory: The International Conference on Human Resources for Sustainable Development. Bach Khoa Publishing House, 2023. http://dx.doi.org/10.51316/icpt.hust.2023.54.

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The characteristics and trends of the world place requirements on the quality of human resources, in the current state of Vietnamese human intelligence, this article analyzes the necessity to foster Vietnamese people's intelligence. The contents of fostering a person's intelligence are analyzed based on basic aspects including: equipping with basic knowledge; in-depth knowledge and expertise; understanding of science and technology and applying; knowledge about studying and working skills; language proficiency in English. The article proposes several solutions to boost the intellectual capacity of Vietnamese people in sustainable development in the current period, including: inspiring and promoting the tradition of studiousness of the Vietnamese people, eliminating bad habits and outdated beliefs; boosting the quality of education and training; perfect policy mechanisms, especially policies to respect talented people; enhance international exchange and cooperation; promote each individual's awareness of gaining and mastering knowledge.

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Fatima Hajizada, Fatima Hajizada. „SPECIFIC FEATURES OF THE AMERICAN VERSION OF THE BRITISH LANGUAGE“. In THE FIRST INTERNATIONAL SCIENTIFIC – PRACTICAL VIRTUAL CONFERENCE IN MODERN & SOCIAL SCIENCES: NEW DIMENSIONS, APPROACHES AND CHALLENGES. IRETC, 2022. http://dx.doi.org/10.36962/mssndac-01-10.

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English is one of the most spoken languages in the world. A global language communication is inherent in him. This language is also distinguished by a significant diversity of dialects and speech. It appeared in the early Middle Ages as the spoken language of the Anglo-Saxons. The formation of the British Empire and its expansion led to the widespread English language in Asia, Africa, North America and Australia. As a result, the Metropolitan language became the main communication language in the English colonies, and after independence it became State (USA, Canada, Australia, New Zealand) and official (India, Nigeria, Singapore). Being one of the 6 Official Languages of the UN, it is studied as a foreign language in educational institutions of many countries in the modern time [1, 2, s. 12-14]. Despite the dozens of varieties of English, the American (American English) version, which appeared on the territory of the United States, is one of the most widespread. More than 80 per cent of the population in this country knows the American version of the British language as its native language. Although the American version of the British language is not defined as the official language in the US Federal Constitution, it acts with features and standards reinforced in the lexical sphere, the media and the education system. The growing political and economic power of the United States after World War II also had a significant impact on the expansion of the American version of the British language [3]. Currently, this language version has become one of the main topics of scientific research in the field of linguistics, philology and other similar spheres. It should also be emphasized that the American version of the British language paved the way for the creation of thousands of words and expressions, took its place in the general language of English and the world lexicon. “Okay”, “teenager”, “hitchhike”, “landslide” and other words can be shown in this row. The impact of differences in the life and life of colonists in the United States and Great Britain on this language was not significant either. The role of Nature, Climate, Environment and lifestyle should also be appreciated here. There is no officially confirmed language accent in the United States. However, most speakers of national media and, first of all, the CNN channel use the dialect “general American accent”. Here, the main accent of “mid Pppemestern” has been guided. It should also be noted that this accent is inherent in a very small part of the U.S. population, especially in Nebraska, Iowa, and Illinois. But now all Americans easily understand and speak about it. As for the current state of the American version of the British language, we can say that there are some hypotheses in this area. A number of researchers perceive it as an independent language, others-as an English variant. The founder of American spelling, American and British lexicographer, linguist Noah Pondebster treats him as an independent language. He also tried to justify this in his work “the American Dictionary of English” written in 1828 [4]. This position was expressed by a Scottish-born English philologist, one of the authors of the “American English Dictionary”Sir Alexander Craigie, American linguist Raven ioor McDavid Jr. and others also confirm [5]. The second is the American linguist Leonard Bloomfield, one of the creators of the descriptive direction of structural linguistics, and other American linguists Edward Sapir and Charles Francis Hockett. There is also another group of “third parties” that accept American English as a regional dialect [5, 6]. A number of researchers [2] have shown that the accent or dialect in the US on the person contains significantly less data in itself than in the UK. In Great Britain, a dialect speaker is viewed as a person with a low social environment or a low education. It is difficult to perceive this reality in the US environment. That is, a person's speech in the American version of the British language makes it difficult to express his social background. On the other hand, the American version of the British language is distinguished by its faster pace [7, 8]. One of the main characteristic features of the American language array is associated with the emphasis on a number of letters and, in particular, the pronunciation of the letter “R”. Thus, in British English words like “port”, “more”, “dinner” the letter “R” is not pronounced at all. Another trend is related to the clear pronunciation of individual syllables in American English. Unlike them, the Britons “absorb”such syllables in a number of similar words [8]. Despite all these differences, an analysis of facts and theoretical knowledge shows that the emergence and formation of the American version of the British language was not an accidental and chaotic process. The reality is that the life of the colonialists had a huge impact on American English. These processes were further deepened by the growing migration trends at the later historical stage. Thus, the language of the English-speaking migrants in America has been developed due to historical conditions, adapted to the existing living environment and new life realities. On the other hand, the formation of this independent language was also reflected in the purposeful policy of the newly formed US state. Thus, the original British words were modified and acquired a fundamentally new meaning. Another point here was that the British acharism, which had long been out of use, gained a new breath and actively entered the speech circulation in the United States. Thus, the analysis shows that the American version of the British language has specific features. It was formed and developed as a result of colonization and expansion. This development is still ongoing and is one of the languages of millions of US states and people, as well as audiences of millions of people. Keywords: American English, English, linguistics, accent.

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Rockell, Kim. „Noh, Zen and Now“. In GLOCAL Conference on Asian Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/cala2022.4-3.

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As part of the broader research project ‘Linking Japan to the world through the Performing Arts’ [JP20K01193], this paper explores the symbolic worldview evoked by the Japanese Noh theatre, Zen Buddhism, together with a contemporary iteration of Noh, set in cyberspace. This research draws on historical sources, and ethnomusicological perspectives gained through firsthand experience in learning to perform traditional Noh in Japan, and in producing contemporary, educational English language Noh-style plays in Fukushima and Tokyo between 2018–2021. I consider the complex semiotic resources combined in Noh as semiotic clusters (SC), to understand how such signs of imagination, identity, and experience connect people to their lifeworlds (Turino 1999). Concurrently, an English language production of Noh in cyberspace also points towards more dystopian aspects of the digital turn, exacerbated during COVID-19, such as sensorial multimedia floods and resultant ‘technological unconsciousness,’ for which Noh, Zen, and ‘now,’ understood as heightened consciousness in the present, may offer a curative offline alternative in the search for new symbolisms in a contemporary Asia.

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Robinson, Julie. „Can the Children of Immigrant Mothers Have Levels of Health and Achievement as High as Those of Children of Mothers in the Host Population? Longitudinal Data from Australia“. In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/jezn9218.

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The high levels of immigration currently experienced by many Western counties have seen the development and wellbeing of the children of immigrants become an important research issue. However, findings about the developmental trajectories and outcomes for children of immigrants are highly inconsistent. In addition, identifying the factors that predict these outcomes has been hampered by the widespread confounding of parents’ immigration status with other predictors (e.g., mothers’ education, and fluency in the language of the host country). Immigration to Australia offers a context in which the influence of some of these variables can be untangled. Most recent immigrants are highly educated and fluent in English, regardless of their region of origin. This research uses data from the Longitudinal Study of Australian Children to compare children of Australian-born mothers (n = 6,891) with children of immigrant mothers born in other English-speaking countries (n = 1,234), Continental Europe (n = 765) and Asia (n = 428) at 4, 6 and 8 years of age. At each age, children’s physical health problems (rating of global health), psychosocial wellbeing (Strengths and Difficulties Questionnaire), proficiency in the English language (Adapted Peabody Picture Vocabulary Test-III) and cognitive skills (4 years: Who am I?; 6 and 8 years: matrix reasoning subscale, WISC-IV) were assessed. Children’s outcomes, and the way these outcomes changed over time, were very similar regardless of their mothers’ immigration status or, immigrant mothers’ region of origin. In contrast, aspects of mothers’ parenting, proficiency in English, level of schooling, and symptoms of psychological distress were associated with many child outcomes at all ages. This is an optimistic finding, since these predictors are amenable to change.

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Hock, Hans Henrich. „Foreigners, Brahmins, Poets, or What? The Sociolinguistics of the Sanskrit “Renaissance”“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.2-3.

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A puzzle in the sociolinguistic history of Sanskrit is that texts with authenticated dates first appear in the 2nd century CE, after five centuries of exclusively Prakrit inscriptions. Various hypotheses have tried to account for this fact. Senart (1886) proposed that Sanskrit gained wider currency through Buddhists and Jains. Franke (1902) claimed that Sanskrit died out in India and was artificially reintroduced. Lévi (1902) argued for usurpation of Sanskrit by the Kshatrapas, foreign rulers who employed brahmins in administrative positions. Pisani (1955) instead viewed the “Sanskrit Renaissance” as the brahmins’ attempt to combat these foreign invaders. Ostler (2005) attributed the victory of Sanskrit to its ‘cultivated, self-conscious charm’; his acknowledgment of prior Sanskrit use by brahmins and kshatriyas suggests that he did not consider the victory a sudden event. The hypothesis that the early-CE public appearance of Sanskrit was a sudden event is revived by Pollock (1996, 2006). He argues that Sanskrit was originally confined to ‘sacerdotal’ contexts; that it never was a natural spoken language, as shown by its inability to communicate childhood experiences; and that ‘the epigraphic record (thin though admittedly it is) suggests … that [tribal chiefs] help[ed] create’ a new political civilization, the “Sanskrit Cosmopolis”, ‘by employing Sanskrit in a hitherto unprecedented way’. Crucial in his argument is the claim that kāvya literature was a foundational characteristic of this new civilization and that kāvya has no significant antecedents. I show that Pollock’s arguments are problematic. He ignores evidence for a continuous non-sacerdotal use of Sanskrit, as in the epics and fables. The employment of nursery words like tāta ‘daddy’/tata ‘sonny’ (also used as general terms of endearment), or ambā/ambikā ‘mommy; mother’ attest to Sanskrit’s ability to communicate childhood experiences. Kāvya, the foundation of Pollock’s “Sanskrit Cosmopolis”, has antecedents in earlier Sanskrit (and Pali). Most important, Pollock fails to show how his powerful political-poetic kāvya tradition could have arisen ex nihilo. To produce their poetry, the poets would have had to draw on a living, spoken language with all its different uses, and that language must have been current in a larger linguistic community beyond the poets, whether that community was restricted to brahmins (as commonly assumed) or also included kshatriyas (as suggested by Ostler). I conclude by considering implications for the “Sanskritization” of Southeast Asia and the possible parallel of modern “Indian English” literature.

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Clement, Victoria. „TURKMENISTAN’S NEW CHALLENGES: CAN STABILITY CO-EXIST WITH REFORM? A STUDY OF GULEN SCHOOLS IN CENTRAL ASIA, 1997-2007“. In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/ufen2635.

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In the 1990s, Turkmenistan’s government dismantled Soviet educational provision, replacing it with lower quality schooling. The Başkent Foundation schools represent the concerted ef- forts of teachers and sponsors to offer socially conscious education grounded in science and math with an international focus. This case study of the Başkent Foundation schools in Turkmenistan establishes the vitality of Gülen schools outside of the Turkish Republic and their key role in offering Central Asian families an important choice in secular, general education. The paper discusses the appeal of the schools’ curriculum to parents and students, and records a decade-long success both in educating students and in laying the foundations of civil society: in Turkmenistan the Gülen movement offers the only general education outside of state provision and control. This is particularly significant as most scholars deny that there is any semblance of civil society in Turkmenistan. Notes: The author has been conducting interviews and recording the influence of Başkent schools in Turkmenistan since working as Instructor at the International Turkmen-Turk University in 1997. In May 2007 she visited the schools in the capital Ashgabat, and the northern province of Daşoguz, to explore further the contribution Gülen schools are making. The recent death of Turkmenistan’s president will most likely result in major reforms in education. Documentation of how a shift at the centre of state power affects provincial Gülen schools will enrich this conference’s broader discussion of the movement’s social impact. The history of Gülen-inspired schools in Central Asia reveals as much about the Gülen movement as it does about transition in the Muslim world. While acknowledging that transition in the 21st century includes new political and global considerations, it must be viewed in a historical context that illustrates how change, renewal and questioning are longstanding in- herent to Islamic tradition. In the former Soviet Union, the Gülen movement contributed to the Muslim people’s transi- tion out of the communist experience. Since USSR fell in 1991, participants in Fethullah Gülen’s spiritual movement have contributed to its mission by successfully building schools, offering English language courses for adults, and consciously supporting nascent civil so- ciety throughout Eurasia. Not only in Turkic speaking regions, but also as far as Mongolia and Southeast Asia, the so-called “Turkish schools” have succeeded in creating sustainable systems of private schools that offer quality education to ethnically and religiously diverse populations. The model is applicable on the whole; Gülen’s movement has played a vital role in offering Eurasia’s youth an alternative to state-sponsored schooling. Recognition of the broad accomplishments of Gülen schools in Eurasia raises questions about how these schools function on a daily basis and how they have remained successful. What kind of world are they preparing students for? How do the schools differ from traditional Muslim schools (maktabs or madrasas)? Do they offer an alternative to Arab methods of learning? Success in Turkmenistan is especially notable due to the dramatic politicization of education under nationalistic socio-cultural programmes in that Central Asian country. Since the establishment of the first boarding school, named after Turkish Prime Minister Turgut Ozal, in 1991 the Gülen schools have prospered despite Turkmenistan’s extreme political conditions and severely weakened social systems. How did this network of foreign schools, connected to a faith-based movement, manage to flourish under Turkmenistan’s capricious dictator- ship? In essence, Gülen-inspired schools have been consistently successful in Turkmenistan because a secular curriculum partnered with a strong moral framework appeals to parents and students without threatening the state. This hypothesis encourages further consideration of the cemaat’s ethos and Gülen’s philosophies such as the imperative of activism (aksiyon), the compatibility of Islam and modernity, and the high value Islamic traditions assign to education. Focusing on this particular set of “Turkish schools” in Turkmenistan provides details and data from which we can consider broader complexities of the movement as a whole. In particular, the study illustrates that current transitions in the Muslim world have long, complex histories that extend beyond today’s immediate questions about Islam, modernity, or extremism.

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