Thematische Bibliographien / Language and culture – asia

Auswahl der wissenschaftlichen Literatur zum Thema „Language and culture – asia“

Autor: Grafiati

Veröffentlicht am 27. Juli 2024

Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Language and culture – asia"

Gyanwali, Gokarna Prasad. „Language Endangerment in South Asia“. Patan Pragya 5, Nr. 1 (30.09.2019): 63–74. http://dx.doi.org/10.3126/pragya.v5i1.30437.

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Language endangerment is the very critical issues of 21st century because the extinction of each language results in the irrecoverable loss of unique expression of the human experience and the culture of the world. Every time a language dies, we have less evidence for understanding patterns in the structure and function of human languages, human prehistory and the maintenance of the world’s diverse ecosystems. Language is thus essential for the ability to express cultural knowledge, the preservation and further development of the culture. In the world, 500 languages are spoken by less than 100 peoples and 96% of the worlds languages are spoken only 4% of the world’s population. Data shows that all most all the minority languages of world are in endangered and critical situation and not becoming to the culture transmitter. This paper will explain the process, stages, paradigms, as well as the language endangerment in global and in South Asian context.

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Ahmad, Ayaz, Sana Hussan und Syed Ali Shah. „Russification of Muslim Central Asia: An Overview of Language, Culture and Society“. Global Regional Review II, Nr. I (30.12.2017): 70–85. http://dx.doi.org/10.31703/grr.2017(ii-i).06.

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Russian influence in Muslim Muslim Central Asia was far reaching. The transformational force of Russian presence first emerged in the administrative setup and governance, soon it spread to the domain of education and sociocultural symbols. The Muslim Central Asian society lost its connection with Muslim world in neighborhood as Russian alphabets, lexemes and structures. The Tsarist era initiated these changes but its scope remained limited. In quest for making the Muslim Central Asians emulate the role of “new Russian man” the Soviet era used force to popularize and cultivate Russian language and culture. However, the distrust among Russian diaspora and Muslim Central Asian local population was deep seated. Once the Soviet Union fell, the demographic and linguistic changes were attacked by nationalists. Despite the post-1991 attempts, Russian language is still dominant in Muslim Central Asia as compared to English and other modern European languages

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NIDA, Eugene A. „Language and Culture“. Hikma 5, Nr. 5 (01.10.2006): 171. http://dx.doi.org/10.21071/hikma.v5i5.6690.

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En este trabajo presento mis periplos a lo largo de una serie de países y de una gran variedad de pueblos del mundo, principalmente de África, Filipinas, Asia, el Pacífico Central, América Central, incluido México y Sudamérica. Mi experiencia con las distintas culturas ha hecho que me reafirme en la postura que hoy día mantengo, y que subraya el papel que ha jugado la antropología. El conocimiento cultural tanto como el lingüístico es imprescindible en todos los estudios de traducción. En mi larga experiencia por todo el mundo he llegado a esta convicción.

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Asanova, Damira, Venera Sabirova, Kubanychbek Isakov, Gulsana Abytova und Zanfira Miskichekova. „Philosophical understanding of Russian-language poetry of Central Asia and the East“. Salud, Ciencia y Tecnología - Serie de Conferencias 3 (11.07.2024): 1087. http://dx.doi.org/10.56294/sctconf20241087.

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Introduction: The cultures of Central Asia have been intertwined with Russian culture for many centuries. Many Russian-speaking poets of this region have left a serious contribution to the development of several cultures at the same time. Objectives: The aim of this study is to identify the main philosophical meanings and contexts that unite the creative heritage of Russian-speaking poets of Central Asia and the Far East.Methods: To achieve this goal, the historical method, comparative method, and hermeneutic analysis are used. The authors of the article also refer to the concept of archetypes, introduced into literary studies from the psychoanalytical approach.Results: In the course of the study, it is determined that many Russian-speaking poets of these regions adopted the Asian cultural code, in connection with which the themes of “the call of the Motherland”, “metaphysics of the Great Steppe”, “Eastern City”, nomadic way of life, as well as a special, close to Asian, perception of time and eternity appear in their texts. These archetypes were added to Russian culture mainly under the influence of Eastern trends and the activities of emigrant and bilingual poets.Conclusions: The study contributes to the study of Russian-language poetry, as well as the poetic field of Central Asia and the Far East. It also touches upon the theme of the peculiarities of the formation of the writer’s identity in a bilingual environment and the theme of the dialogue of cultures, interethnic exchange of cultural code

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PERDANA, REGY CITRA, ANA YULIANA und DEDI HARTAWAN. „PENDEKATAN KEPEMIMPINAN LINTAS BUDAYA DAN ANTAR NEGARA DI ASIA DAN BARAT“. NIAGAWAN 9, Nr. 3 (13.11.2020): 248. http://dx.doi.org/10.24114/niaga.v9i3.19762.

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Abstract This study aims to determine cross-cultural leadership between countries in Asia and in western countries, this is because leaders have subordinates consisting of different cultures, ethnicities, social status, and citizenship. Culture, values, norms, and ethics have an influence on the attitude of a leader in behavior. Although there are many differences in culture, attitudes, and language used in behaving as a leader, many studies have shown similarities in leadership between western countries and countries in Asia. These similarities are shown in the same perception about leadership. The many differences are influenced by culture, so in cross-cultural leadership needed leaders who have competence. Keywords: Leadership, Across Culture, Asian and Western Countries

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Yang, Lingui. „Modernity and Tradition in Shakespeare’s Asianization“. Multicultural Shakespeare: Translation, Appropriation and Performance 10, Nr. 25 (31.12.2013): 5–10. http://dx.doi.org/10.2478/mstap-2013-0001.

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Do Marjorie Garber’s premises that Shakespeare makes modern culture and that modern culture makes Shakespeare apply to his reception in Asian contexts? Shakespeare’s Asianization, namely adaptation of certain Shakespeare elements into traditional forms of local cultures, seems to testify to his timelessness in timeliness. However, his statuses in modern Asia are much more complicated. The complexity lies not only in such a cross-cultural phenomenon as the Asianizing practice, but in the Shakespearization of Asia—the idealization of him as a modern cultural icon in a universalizing celebration of his authority in many sectors of modern Asian cultures. Yet, the very entities of Asia, Shakespeare, modernity, and tradition must be problematized before we approach such complexities. I ask questions about Shakespeare’s roles in Asian conceptions of modernity and about the relationship between his literary heritage and Asian traditions. To address these questions, I will discuss this timeliness in Asian cultures with a focus on Shakespeare adaptations in Asian forms, which showcase various indigenous approaches to his text—from the elitist legacy maintaining to the popularist re-imagining. Asian practices of doing Shakespeare have involved other issues. For instance, whether or not the colonial legacies and postcolonial re-inventions in the dissemination of his works in Asian cultures confirm or subvert the various myths about both the Bard and modernity in most time of the 20th century; in what ways Shakespeare has been used as at once a negotiating agent and negotiated subject in the processes of the prince’s translations and adaptations into Asian languages, costumes, landscapes, cultures and traditions.

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Lau, Lisa. „The language of power and the power of language“. Power and Narrative 17, Nr. 1 (30.10.2007): 27–47. http://dx.doi.org/10.1075/ni.17.1.05lau.

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This article will discuss the complexity of positionality and the implications of writing in the English language in a South Asian context. Given the postcolonial heritage of South Asia, contemporary authors producing literature in English find themselves confronted with both tremendous opportunity as well as tremendous controversy. Literature has become a product in the circuit of culture, and the concluding sections will therefore discuss and explore how writers, and particularly diasporic writers, using English (as opposed to the other languages in India) are able to seize a disproportionate amount of world attention and consequently, through their choice of language, gain the power to make their presentations and representations dominant and prevalent in terms of distribution and influence.

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Daliot-Bul, Michal. „Uncle Leo’s adventures in East Asia“. Target. International Journal of Translation Studies 31, Nr. 1 (24.08.2018): 25–49. http://dx.doi.org/10.1075/target.17114.dal.

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Abstract The best-selling children’s book series Uncle Leo’s Adventures by Yannets Levi became a sensation in Israel when it was translated into several Asian languages including Korean, Chinese, English for the Indian sub-continent, and Japanese. More than just a simple story of cross-cultural exchange, the globalization of the series allows for a look into the ways editors and translators in different cultures handle translation as a cultural and economic opportunity. This article focuses on the Gordian knot that links translation to culturally specific preferences. Combining interviews with a comparative study of the different solutions to the translation of literary and visual elements used in Uncle Leo, it explores the relations between entrepreneurship and culture, the politics of culture, and the universality/cultural specificity of imagination and of being a child.

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Pan, Lin, und Philip Seargeant. „China English and Chinese culture“. English Today 39, Nr. 3 (September 2023): 174–77. http://dx.doi.org/10.1017/s0266078423000202.

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In his short list of predictions for the future of English, written in 2006, David Graddol wrote that ‘Asia may determine the future of global English’ (2006: 15). India and China especially, he suggested, were likely to be the major influences on how the concept of English as a global language would develop. As Asian economies grew, so did their political status, potentially offering a different model for the global ecology of languages. Nearly two decades on, we are beginning to see notable shifts in the way English is perceived in different parts of the world. As a variety in an Expanding Circle country (Kachru, 1985), English in China has conventionally been seen as a foreign or international language, and the concept of an indigenized variety has received less discussion than it has in Outer Circle countries. But with shifts in geopolitics, the conventional rationales for naming practices around English in China may no longer be applicable. The discussion below is centred, therefore, around the issue of what might be a better term to capture the contemporary reality of English use, and attitudes to this use, in China; and on how an emergent variety, associated with the term China English, is becoming a more and more accepted part of linguistic culture in Chinese society.

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Lwin, Soe Marlar. „PROMOTING LANGUAGE LEARNERS’ CROSS-CULTURAL AWARENESS THROUGH COMPARATIVE ANALYSES OF ASIAN FOLKTALES“. TEFLIN Journal - A publication on the teaching and learning of English 27, Nr. 2 (04.10.2016): 166. http://dx.doi.org/10.15639/teflinjournal.v27i2/166-181.

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With the global spread, the English language has become a lingua franca and a component of basic education in many Asian countries, making Asia one of the regions in the world with the largest number of English speakers. However, due to the rich cultural diversities of Asian societies, using English as a lingua franca in Asia implies that speakers need to develop not only communicative competence but intercultural communicative competence, so as to ensure successful communication among people from different Asian societies. Given that successful intercultural communication requires the speakers’ appreciation of their cultural diversities, while celebrating certain similarities, promoting learners’ cross-cultural awareness has become one of the important objectives of English language teaching in Asia. In this paper, I will draw on some sample analyses of Asian folktales which have been translated into English to (i) identify and explore the features of narrative structures and contents which can be seen as transcultural and others which can be highlighted as culture-specific, and (ii) discuss how such comparative analyses of narrative structures and contents in Asian folktales can be used to promote the cross-cultural awareness of English language learners in Asia. Implications for the socio-cultural-based English language teaching are offered.

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Dissertationen zum Thema "Language and culture – asia"

Chang, Suzana. „The Influence of Cultural Factors Including Language on Business Outcomes: Perceptions and Experiences of New Zealand exporters in Asia with reference to South Korea“. Thesis, University of Canterbury. School of Humanities, 2013. http://hdl.handle.net/10092/9373.

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This thesis examines the role of language and culture in international business. Through a theoretical framework, it investigates how these are integrated and argues that an understanding of the complexity of the relationship between language and culture in cross-cultural communication is crucial in international business, as essentially it provides an explanation as to what effective communication means. The premise that language and cultural barriers might be preventing New Zealand businesses from enhanced engagement in Asia was investigated using quantitative data obtained from an online survey of New Zealand exporters supported by qualitative data from case studies. The results revealed that New Zealand companies were expressing much apprehension regarding language and cultural barriers prior to entry into Asia but upon entry, they had found that the experience had not been as difficult as anticipated. English alone was sufficient for the most part, particularly during the early phases. However, if businesses wanted to commit fully on a long term engagement with Asia, then English alone was not enough because without the knowledge of the local language and culture, they could not communicate effectively to build long-term relationships. Faced with a rapidly changing, increasingly competitive multilingual global environment, this study suggests that New Zealand businesses will need to find practical solutions to best enhance their opportunities in Asia.

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Meng, Nan. „Chinese Culture themes and Cultural Development: from a Family Pedagogy to a Performance-based Pedagogy of a Foreign Language and Culture“. The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345312833.

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Boulter, Carmen Henriette. „EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region“. Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16525/1/Carmen_Boulter_Thesis.pdf.

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Educators who teach international students English as a second language (ESL) or English speakers teaching English as a foreign language (EFL) in universities in non- English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was to assess to what extent teachers use multimedia in EFL/ESL university classrooms in relation to the theoretical underpinnings of constructivism as well as Rogers' (1995) theory of diffusion of innovations and adopter categories. Further, the study aimed to ascertain what factors contribute to or discourage teachers' use of multimedia in tertiary level English language teaching classrooms. A mixed- method research design was used and both quantitative and qualitative data were collected. One hundred and seventy-nine English-language teachers from five universities in the Asia-Pacific region were interviewed and data were collected on their use of multimedia. Complex relationships were found among teacher-held educational and cultural values, teaching experience, formal computer professional learning, nationality, institution, region, age, gender, and collaboration with colleagues. Results showed that even with adequate access to hardware, software, technical support and computer professional learning, most teachers in the study made limited use of multimedia in the EFL/ESL classroom. As well, the results indicated that teachers in all three universities in Taiwan used multimedia in the EFL/ESL classroom less than teachers in Australia and in Thailand. Teachers who endorsed constructivist teaching methodologies tended to use multimedia more. Also, teachers with fewer than ten years teaching experience tended to use technology in teaching more. Data showed the use of integrated technology by teachers usually diminished as teachers got older. However, results showed that teachers who engaged in professional learning tended to use multimedia more regardless of age. Future directions in technology integration and recommendations for creating and sustaining a culture of technology at educational institutions are offered. Suggestions for professional development to encourage the integrated use of technology in English language teaching programs are outlined.

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Boulter, Carmen Henriette. „EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region“. Queensland University of Technology, 2007. http://eprints.qut.edu.au/16525/.

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Hamston, Julie A. „A dialogue for 'new times': Primary students' struggle with discourses of 'Australia' and 'Asia' in studies of Asia curriculum“. Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36689/1/36689_Digitised%20Thesis.pdf.

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This study investigated the language exchanged in classroom dialogue between primary students about issues of 'Australianness' and 'Asianness' within the field of curriculum referred to as Studies of Asia, a curriculum project designed to problematize both Australia's colonial past and its recent history as a nation-state that must address its dynamic role in the Asian region. Its aim was to examine how this language embodied discourses, or ways of using language that represent particular values and viewpoints about 'being Australian' and 'being Asian'. A review of the current and relevant literature showed that key texts define Studies of Asia as a postcolonial enterprise that aims to raise students' awareness, through dialogue, of how discourses have created and maintained powerful divisions between people. Aligning with other similar definitions of postcolonial education, Studies of Asia so conceived, is informed by theories of discourse and power and pedagogical approaches that centralize students' critique and transformation of discourses. However, these theories present a relatively static and absolute perspective on discourse and power, at some odds with discourse-change. Moreover, they do not foreground the role of the individual in struggling to make meaning from the many and varied social discourses available to them. Accordingly, this study was designed from a perspective on discourse that accounts for the pedagogic role of ongoing dialogue, acknowledges an individual student's struggle for meaning and emphasizes the importance of selfreflection. The study's theoretical framing drew upon Bakhtin's (1981, 1986a,b) conceptualization of language as dialogue. This view of language describes the mutual relationship between the individual and society, between the language she speaks and larger social discourses, and between ongoing dialogue and discourse-change. This concept of language as dialogue provided the theoretical and conceptual framework for the methodology of the study which included the design of a curriculum project and smaller, intimate contexts that centralized dialogue and self-reflection; of research contexts that allowed for a portrait of students' ongoing struggle with discourses to emerge; and of a multi-dimensional framework for the micro-linguistic analysis of the discourses cued in the participants' language. A critical, qualitative case study of the language generated by three particular students was created from the application of dialogue as both a pedagogic and research strategy. In creating interrelated contexts that allowed different discourses of 'Australia' and 'Asia' to 'meet' within and beyond the Studies of Asia curriculum project, it was possible to establish a profile of the ensuing struggle for each case study participant. A method of critical discourse analysis - created from a synthesis of Bakhtin's theory of dialogic relations and the dimensions, tools and techniques which form the basis of Fairclough's (1992a,b, 1995) model of Textually Oriented Discourse Analysis - allowed for a systematic linguistic analysis of the discourses that were both cued in each participant's spoken language and embodied in her body language and gestures. Some sense of each participant's internal and public struggle, and her ongoing engagement with issues of 'Australianness' and 'Asianness,' was thus revealed. The main findings of the study relate to the complexity of the students' dialogic interactions, the contrastive discourses of 'Australia' and 'Asia' revealed in their spoken and embodied language and the various ways that students resisted and appropriated discourses of multiculturalism and racial tolerance that underpinned the Studies of Asia curriculum project. The findings suggest that there was not a wholesale transformation of discourses as proposed in the literature, but rather a more incomplete and 'messy' process of struggle. The findings also point to different degrees of personal investment in the issues raised in the curriculum project and suggest that it is not possible to separate the discursive content of an individual student's language from the manner in which she expresses this content. Consequently, the individualization of such struggle needs to be taken into account in considering the desirability and efficacy of discourse-change. The study's significance is demonstrated by its capacity to show the micro-linguistic elements of ongoing discursive struggle and its presentation of a textured portrait of the complexities and tensions inherent within dialogic interactions. The model of dialectic predagogy consequent on these findings has substantial implications for policy, curriculum design and classroom practice. Dialogue, as central to an individual's 'becoming' as a human being, is demonstrated as an ongoing and unfinished process that has implications not only for for Studies of Asia but more broadly across the primary school and other contexts.

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Nair, Shankar Ayillath. „Philosophy in Any Language: Interaction between Arabic, Sanskrit, and Persian Intellectual Cultures in Mughal South Asia“. Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11258.

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This dissertation examines three contemporaneous religious philosophers active in early modern South Asia: Muhibb Allah Ilahabadi (d. 1648), Madhusudana Sarasvati (d. 1620-1647), and the Safavid philosopher, Mir Findiriski (d. 1640/1). These figures, two Muslim and one Hindu, were each prominent representatives of religious thought as it occurred in one of the three pan-imperial languages of the Mughal Empire: Arabic, Sanskrit, and Persian. In this study, I re-trace the trans-regional scholarly networks in which each of the figures participated, and then examine the various ways in which their respective networks overlapped. The Chishti Sufi Muhibb Allah, drawing from the Islamic intellectual tradition of wahdat al-wujud, engaged in "international" networks of Arabic debate on questions of ontology and metaphysics. Madhusudana Sarasvati, meanwhile, writing in the Hindu Advaita-Vedanta tradition, was busy adjudicating competing interpretations of the well-known Sanskrit text, the Yoga-Vasistha. Mir Findiriski also took considerable interest in a shorter version of this same Yoga-Vasistha, composing his own commentary upon a Persian translation of the treatise that had been undertaken at the Mughal imperial court. In this Persian translation of the Yoga-Vasistha alongside Findiriski's commentary, I argue, we encounter a creative synthesis of the intellectual contributions occurring within Muhibb Allah's Arabic milieu, on the one hand, and the competing exegeses of the Yoga-Vasistha circulating in Madhusudana's Sanskrit intellectual circles, on the other. The result is a novel Persian treatise that represents an emerging "sub-discipline" of Persian Indian religious thought, still in the process of formulating its basic disciplinary vocabulary as drawn from these broader Muslim and Hindu traditions.

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Dobson, Eleanor. „Literature and culture in the golden age of Egyptology“. Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7248/.

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This thesis argues that a nuanced understanding of Egyptological writing across the late nineteenth and early twentieth centuries can only be achieved through the consideration of the broader literary and artistic culture in which these texts were produced, and that an understanding of contemporary cultural artefacts requires a complementary awareness of Egyptology. It demonstrates the wealth of generic and material exchange between Egyptological and literary texts, and reveals cultures of mythmaking in which Egyptologists embellished their accounts, while those who collected Egyptian objects invented supernaturally-charged fictions in a bid to establish their own authority. It establishes the inflation in Egyptian iconography not merely in textual form, but across material culture, claiming that the growing availability of texts addressing ancient Egypt encouraged linguistic experiment among writers of fiction, and the domestication of hieroglyphs. It argues that interests in Egyptology and psychology often went hand-in-hand, shifting the understanding of hieroglyphs as something ‘other’ to a product of the ‘self’. Finally, it charts the commercialisation of Egyptian iconography, increasingly connected to products that drew upon Egypt’s glamour (and the glamour of theatre and cinema), but also obverses a counterculture that harnessed ancient Egypt’s fascination and connected it to more meaningful spiritual experiences.

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Tofighian, Nadi. „The role of Jose Nepomuceno in the Philippine society : What language did his silent films speak?“ Thesis, Stockholm University, Department of Cinema Studies, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-899.

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This paper examines the role of the pioneer Filipino filmmaker Jose Nepomuceno and his films in the Philippine quest for independence and in the process of nation-building. As all of Nepomuceno's films are lost, most of the information was gathered from old newspaper articles on microfilm in different archives in Manila. Many of these articles were hitherto undiscovered. Nepomuceno made silent films at a time when the influence of the new coloniser, United States, was growing, and the Spanish language was what unified the intellectual opposition. Previous research on Nepomuceno has focused on the Hispanic influences on his filmmaking, as well as his connections to the stage drama. This paper argues that Nepomuceno created a national consciousness by making films showing native lives and environments, adapting important Filipino novels and plays to the screen and covering important political topics and thereby creating public opinion. Many reviews in the newspapers connected his films to nation-building and independence, as the creation of a national consciousness is a cornerstone in the process of building a nation and defining "Filipino". Furthermore, the films of Nepomuceno helped spreading the Tagalog culture and language to other parts of the Philippines, hence making Tagalog the foundation of the national Filipino language.

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Ramnarayan, Akhila. „Kalki’s Avatars: writing nation, history, region, and culture in the Tamil Public Sphere“. The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1150484295.

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Jones, Rebecca Katherine. „Writing domestic travel in Yoruba and English print culture, southwestern Nigeria, 1914-2014“. Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5249/.

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Travel writing criticism has sometimes suggested that little travel writing has been produced by Africans. This thesis shows that this is not the case, through a literary study of writing about travel published in Yoruba-speaking southwestern Nigeria between 1914 and 2014. This is a study of writing about domestic travel – Nigerians travelling within Nigeria – and of both Yoruba- and English-language texts. It is both a study of conventional ‘travel writing’ such as first-person travelogues, and of the motif of travel in writing more broadly: it encompasses serialised newspaper columns, historical writing, novels, autobiography, book-length travelogues and online writing. As well as close readings, this study draws on archival research and an in-depth interview with travel writer Pelu Awofeso. This is not an exhaustive study but rather a series of case studies, placed in their historical context. I examine southwestern Nigerian writers’ re resentations of laces within Nigeria and changing communal identities: local, translocal, regional and national. I explore their ideas about the benefits of travel and travel writing, knowledge and cosmopolitanism. I argue that we can read these texts as products of a local print culture, addressed to local readers, as well as in relation to the broader travel writing tradition.

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Bücher zum Thema "Language and culture – asia"

Masao, Kashinaga, und Kokuritsu Minzokugaku Hakubutsukan, Hrsg. Written cultures in mainland Southeast Asia. Osaka: National Museum of Ethnology, 2009.

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Masao, Kashinaga, und Kokuritsu Minzokugaku Hakubutsukan, Hrsg. Written cultures in mainland Southeast Asia. Osaka: National Museum of Ethnology, 2009.

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Hakubutsukan, Kokuritsu Minzokugaku, Hrsg. Written cultures in mainland Southeast Asia. Osaka: National Museum of Ethnology, 2009.

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Tam, Kwok-kan. Englishization in Asia: Language and cultural issues. Hong Kong: Open Univ. of Hong Kong Press, 2009.

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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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Globalization of language and culture in Asia: The impact of globalization processes on language. London: Continuum, 2010.

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Volker, Rybatzki, Rachewiltz Igor de und Denis Sinor Institute for Inner Asian Studies., Hrsg. The early Mongols: Language, culture and history. Bloomington, Ind: Denis Sinor Institute for Inner Asian Studies, 2009.

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Christensen, Matthew B. Performed culture: An approach to East Asian language pedagogy. Columbus, OH: National East Asian Languages Resource Center, Ohio State University, 2006.

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1959-, Warnick J. Paul, Hrsg. Performed culture: An approach to East Asian language pedagogy. Columbus, OH: National East Asian Languages Resource Center, Ohio State University, 2006.

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Buchteile zum Thema "Language and culture – asia"

Erdosy, George. „1. Language, material culture and ethnicity: Theoretical perspectives“. In The Indo-Aryans of Ancient South Asia, herausgegeben von George Erdosy, 1–31. Berlin, Boston: De Gruyter, 2020. http://dx.doi.org/10.1515/9783110816433-006.

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Cheung, Ruby. „The Use of Language“. In East Asian Popular Culture, 147–77. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25767-4_5.

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Nemoto, Aiko. „Japanese Pop Culture as a Motivating Factor for Japanese Language Learners in Qatar“. In Japanese Language and Soft Power in Asia, 141–55. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5086-2_8.

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Groot, Gerry. „Cool Japan Versus the China Threat: Does Japan’s Popular Culture Success Mean More Soft Power?“ In Japanese Language and Soft Power in Asia, 15–41. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5086-2_2.

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Alkaff, Sharifah Nurul Huda, Khairunnisa Ibrahim und Najib Noorashid. „The Reporting of Environmental News in an English Language Newspaper in Brunei Darussalam“. In Environment, Media, and Popular Culture in Southeast Asia, 207–25. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1130-9_12.

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Priuli, Ausilio. „Arms and the Armed: The Evocative Ritual Language in Val Camonica Rock Art“. In Martial Culture and Historical Martial Arts in Europe and Asia, 3–43. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2037-0_1.

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AbstractDepictions of weapons and of armed human figures in Camunianand Alpinerock art are common, particularly after the advent of metalwork and especially beginning with the Copper Age. They are found on monuments and on rocks, as can be seen clearly in the megalithic sanctuaries featuring stelae, anthropomorphic stelae, and statues-menhir, as well as in the most significant Alpine spiritual centers and elsewhere, such as Val Camonica (It. Valle Camonica, Lo. Al Camònega), Mount Bego (Mont Bégo), Val Tellina, and Monte Baldo, on the Veroneseshore of Lake Garda (Lago di Garda). Depictions of weapons are important for the chronological and cultural placement of the engraved complexes; the depictions of armed human figures that dominate some Alpine engraving sets are no less important. That is particularly the case in Val Camonica and Val Tellina, over a very long period of time running from the Bronze Age up to the Iron Age and even into prehistoric times. The depictions of men holding weapons—in a wide variety of stylistic, iconographic, and compositional arrangements, and belonging to many different periods and stages of engraving—represent a ritual language that was used at the very time the pictures were being created. They are an evocative language that commemorated, revived, and spoke of mythical forefathers, ancestral heroes, departed warriors, founders of communities, and indeed anyone who played an important role in the past and became an object of worship. The ritual gesture of depicting them might have served the ritual function not only of commemoration but of calling their presence back from the past into the community in times of particular need.

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Gnawali, Laxman. „Culture in Language Teacher Education: A South Asian Perspective“. In Local Research and Glocal Perspectives in English Language Teaching, 47–63. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-6458-9_4.

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Ptak, Tom. „Visual Expressions of States, Culture, and Nature: Borders, Boundary Markers, and Borderscapes Across a Dynamic China and Asia“. In Handbook of the Changing World Language Map, 2193–206. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02438-3_71.

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Ptak, Tom. „Visual Expressions of States, Culture, and Nature: Borders, Boundary Markers, and Borderscapes Across a Dynamic China and Asia“. In Handbook of the Changing World Language Map, 1–14. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-73400-2_71-1.

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Elliott, Fraser, und Andy Willis. „Rapidly Shifting Landscapes: Two Case Studies in the UK Distribution and Exhibition of Chinese Language Films in the Twenty-First Century“. In East Asian Popular Culture, 17–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55077-6_2.

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Konferenzberichte zum Thema "Language and culture – asia"

Mouli, T. Sai Chandra. „Towards Understanding Identity, Culture and Language“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-8.

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Knowledge of self is at the core of all human endeavours. In the quest identity assumes significance. It acquired greater relevance and respect on account of Postcolonial concerns. ‘Class’ emerged as the basis of a person’s identity. Subsequent to liberation of colonies from alien rule, postcolonial concerns gained ground. Focus on indigenous ways of life adds new dimension. Social, cultural, psychological and economic structures became the basis of one’s own view of identity. These dynamics are applicable to languages that flourished, perished or are on the verge of extinction. In India, regional, linguistic, religious diversity add to the complexity of the issue in addition to several subcultures that exist. Culture is not an independent variable. Historical factors, political developments, geographical and climatic conditions along with economic policies followed do contribute to a larger extent in fixing the contours of a country’s culture. Institutional modifications also sway the stability of national culture. Cultural transmission takes place in diverse ways. It is not unidirectional and unilateral. In many countries culture models are passed on from one generation to another through recitation. The learners memorize the cultural expressions without understanding meaning or social significance of what is communicated to them. Naturally, this practice results in hierarchical patterns and hegemony of vested elements. This is how norms of ‘high’ and ‘low’ are formed and extended to written works and oral/folk literatures respectively. This presentation focuses on the identity, culture and language of indigenous people in Telugu speaking states of Telangana and Andhra Pradesh in South India.

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Zakiyah, Evi. „The Utilization of the National Library Website in Southeast Asia“. In International Conference on Culture and Language in Southeast Asia (ICCLAS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icclas-17.2018.17.

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Vong, Meng. „Southeast Asia: Linguistic Perspectives“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.10-2.

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Southeast Asia (SEA) is not only rich in multicultural areas but also rich in multilingual nations with the population of more than 624 million and more than 1,253 languages (Ethnologue 2015). With the cultural uniqueness of each country, this region also accords each national languages with language planning and political management. This strategy brings a challenges to SEA and can lead to conflicts among other ethnic groups, largely owing to leadership. The ethnic conflicts of SEA bring controversy between governments and minorities, such as the ethnic conflict in Aceh, Indonesia, the Muslim population of the south Thailand, and the Bangsa Moro of Mindanao, of the Philippines. The objective of this paper is to investigate the characteristics of the linguistic perspectives of SEA. This research examines two main problems. First, this paper investigates the linguistic area which refers to a geographical area in which genetically unrelated languages have come to share many linguistic features as a result of long mutual influence. The SEA has been called a linguistic area because languages share many features in common such as lexical tone, classifiers, serial verbs, verb-final items, prepositions, and noun-adjective order. SEA consists of five language families such as Austronesian, Mon-Khmer, Sino-Tibetan, Tai-Kadai, and Hmong-Mien. Second, this paper also examines why each nation of SEA takes one language to become the national language of the nation. The National language plays an important role in the educational system because some nations take the same languages as a national language—the Malay language in the case of Brunei, Indonesia, Malaysia, and Singapore. The research method of this paper is to apply comparative method to find out the linguistic features of the languages of SEA in terms of phonology, morphology, and grammar.

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Hadzantonis, Michael. „Towards a Progressive Asian Linguistic and Cultural Psychology“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.17-5.

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Traditional Linguistic and Cultural Anthropology has been predicated on traditional systems of thought, such as colonialism and that the west has been a purveyor of intellectual work and its traditions. Consequently, the shaping of Asian and non-Asian academic and industrial sector have emerged to separate these two regions, though dynamically. This paper seeks to provide a new framework for Anthropologically describing Asian Linguistic and Cultural contexts, which show great contradiction. The paper builds on colonialism and post colonialism, and then draws on a comparative ethnography of Asian and non-Asian regions, to present that the symbolic typologies of each of these regions show contradiction. The paper then presents that these contradictions speak against both traditional notions of Asia and nonAsia, and that traditional Linguistic and Cultural Anthropology can become modal, and can be realigned to incorporate complex perspectives in the symbolic analysis of language and culture.

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Fachrurozi, Miftahul Habib. „Language, Press, and Indonesian Nationalism“. In International Conference on Culture and Language in Southeast Asia (ICCLAS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icclas-17.2018.30.

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Ulfa, Maria. „Muslim Pop: Voicing Da’wa through Contemporary English Nasyid Love Song Lyrics in Southeast Asia“. In International Conference on Culture and Language in Southeast Asia (ICCLAS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icclas-17.2018.53.

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Ngoc, Nguyen Thi Nhu, Van Thi Nha Truc, Nguyen Anh Quan, Le Thi Ngoc Anh und Tran Cao Boi Ngoc. „Translating Culture-specific Items in Vietnamese Cultural Festival Texts into English“. In 18th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL–2-2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211224.035.

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Nurazizah, Asti Siti, Ahmad Bukhari Muslim und Sri Setyarini. „Cultivating Intercultural Communicative Competence of Pre-Service English Teachers in Southeast Asia (Sea Teacher Project)“. In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211119.023.

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Badrun. „Islam and Global Culture Hegemony“. In Proceedings of the 2nd Internasional Conference on Culture and Language in Southeast Asia (ICCLAS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icclas-18.2019.40.

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Tianbao, Wang. „ON THE TURKIFICATION IN CENTRAL ASIA“. In Chinese Studies in the 21st Century. Buryat State University Publishing Department, 2022. http://dx.doi.org/10.18101/978-5-9793-1802-8-2022-74-82.

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"Central Asia" is not only a concept of physical geography, but also a concept of cultural region and geopolitics, and has a narrow and broad sense. At present, the common term "Central Asia" refers to Central Asia in a narrow sense, whi ch is closely related to the political and economic fields, namely, the "five Central Asian countries". Historically, the region has been affected by Turkization for a long time. In the 6th century, Turks first e s- tablished and ruled in Central Asia, which was the warm up stage of Turkization in Central Asia. In the 7th century, Arabs moved eastward to promote the integration between Central Asian people and Turks, which was the initial stage of Turkization in Central Asia. In the 11th century, the Turkic dy nasty represented by the Karahan Khanate replaced the rule of the Iranian language group in Central Asia, and the Turkization of Central Asia stepped into an accelerated stage. In the 15th century, the Mongols were also Turkized in the process of ruling Central Asia, and Central Asia Turkization entered the formation stage.

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Berichte der Organisationen zum Thema "Language and culture – asia"

Thunø, Mette, und Jan Ifversen. Global Leadership Teams and Cultural Diversity: Exploring how perceptions of culture influence the dynamics of global teams. Aarhus University, Oktober 2018. http://dx.doi.org/10.7146/aul.273.

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In the 21st century, business engagements are becoming increasingly global, and global teams are now an established form of organising work in multinational organisations. As a result, managing cultural diver-sity within a global team has become an essential part of ensuring motivation, creativity, innovation and efficiency in today’s business world.Global teams are typically composed of a diversity of experiences, frames of references, competencies, information and, not least, cultural backgrounds. As such, they hold a unique potential for delivering high performance in terms of innovative and creative approaches to global management tasks; however, in-stead of focusing on the potentials of cultural diversity, practitioners and studies of global teams tend to approach cultural diversity as a barrier to team success. This study explores some of the barriers that cultural diversity poses but also discusses its potential to leverage high performance in a global context.Our study highlights the importance of how team leaders and team members perceive ‘culture’ as both a concept and a social practice. We take issue with a notion of culture as a relatively fixed and homogeneous set of values, norms and attitudes shared by people of national communities; it is such a notion of culture that tends to underlie understandings that highlight the irreconcilability of cultural differences.Applying a more dynamic and context-dependent approach to culture as a meaning system that people negotiate and use to interpret the world, this study explores how global leadership teams can best reap the benefits of cultural diversity in relation to specific challenging areas of intercultural team work, such as leadership style, decision making, relationship building, strategy process, and communication styles. Based on a close textual interpretation of 31 semi-structured interviews with members of global leader-ship teams in eight Danish-owned global companies, our study identified different discourses and per-ceptions of culture and cultural diversity. For leaders of the global leadership teams (Danish/European) and other European team members, three understandings of cultural diversity in their global teams were prominent:1)Cultural diversity was not an issue2)Cultural diversity was acknowledged as mainly a liability. Diversities were expressed through adifference in national cultures and could typically be subsumed under a relatively fixed numberof invariable and distinct characteristics.3)Cultural diversity was an asset and expressions of culture had to be observed in the situationand could not simply be derived from prior understandings of cultural differences.A clear result of our study was that those leaders of global teams who drew on discourses of the Asian ‘Other’ adherred to the first two understandings of cultural diversity and preferred leadership styles that were either patriarchal or self-defined as ‘Scandinavian’. Whereas those leaders who drew on discourses of culture as dynamic and negotiated social practices adhered to the third understanding of cultural di-versity and preferred a differentiated and analytical approach to leading their teams.We also focused on the perceptions of team members with a background in the country in which the global teams were co-located. These ‘local’ team members expressed a nuanced and multifaceted perspective on their own cultural background, the national culture of the company, and their own position within the team, which enabled them to easily navigate between essentialist perceptions of culture while maintain-ing a critical stance on the existing cultural hegemonies. They recognised the value of their local knowledge and language proficiency, but, for those local members in teams with a negative or essentialist view of cultural diversity, it was difficult to obtain recognition of their cultural styles and specific, non-local competences. 3Our study suggeststhat the way global team members perceive culture, based on dominant societal dis-courses of culture, significantly affects the understandings of roles and positions in global leadership teams. We found that discourses on culture were used to explain differences and similarities between team members, which profoundly affected the social practicesand dynamics of the global team. We con-clude that only global teams with team leaders who are highly aware of the multiple perspectives at play in different contexts within the team hold the capacity to be alert to cultural diversity and to demonstrate agility in leveraging differences and similarities into inclusive and dynamic team practices.

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Lazear, Edward. Culture and Language. Cambridge, MA: National Bureau of Economic Research, September 1995. http://dx.doi.org/10.3386/w5249.

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Ellis, Deborah M. Integrating Language and Culture. Fort Belvoir, VA: Defense Technical Information Center, Mai 2005. http://dx.doi.org/10.21236/ada437562.

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Spolaore, Enrico, und Romain Wacziarg. Ancestry, Language and Culture. Cambridge, MA: National Bureau of Economic Research, Juni 2015. http://dx.doi.org/10.3386/w21242.

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Bienkowski, Sarah, Reanna P. Harman, Ryan Phillips, Eric A. Surface, Stephen J. Ward und Aaron Watson. Special Operations Forces Language and Culture Needs Assessment Project: Training Emphasis: Language and Culture. Fort Belvoir, VA: Defense Technical Information Center, Februar 2010. http://dx.doi.org/10.21236/ada634227.

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SWA CONSULTING INC RALEIGH NC. Special Operations Forces Language and Culture Needs Assessment: Special Operations Forces Culture and Language Office (SOFCLO) Support. Fort Belvoir, VA: Defense Technical Information Center, Februar 2010. http://dx.doi.org/10.21236/ada634222.

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Yilmaz, Ihsan, Raja M. Ali Saleem, Mahmoud Pargoo, Syaza Shukri, Idznursham Ismail und Kainat Shakil. Religious Populism, Cyberspace and Digital Authoritarianism in Asia: India, Indonesia, Malaysia, Pakistan, and Turkey. European Center for Populism Studies, Januar 2022. http://dx.doi.org/10.55271/5jchdy.

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Turkey, Pakistan, India, Malaysia, and Indonesia span one of the longest continuously inhabited regions of the world. Centuries of cultural infusion have ensured these societies are highly heterogeneous. As plural polities, they are ripe for the kind of freedoms that liberal democracy can guarantee. However, despite having multi-party electoral systems, these countries have recently moved toward populist authoritarianism. Populism —once considered a distinctively Latin American problem that only seldom reared its head in other parts of the world— has now found a home in almost every corner of the planet. Moreover, it has latched on to religion, which, as history reminds us, has an unparalleled power to mobilize crowds. This report explores the unique nexus between faith and populism in our era and offers an insight into how cyberspace and offline politics have become highly intertwined to create a hyper-reality in which socio-political events are taking place. The report focuses, in particular, on the role of religious populism in digital space as a catalyst for undemocratic politics in the five Asian countries we have selected as our case studies. The focus on the West Asian and South Asian cases is an opportunity to examine authoritarian religious populists in power, whereas the East Asian countries showcase powerful authoritarian religious populist forces outside parliament. This report compares internet governance in each of these countries under three categories: obstacles to access, limits on content, and violations of user rights. These are the digital toolkits that authorities use to govern digital space. Our case selection and research focus have allowed us to undertake a comparative analysis of different types of online restrictions in these countries that constrain space foropposition and democratic voices while simultaneously making room for authoritarian religious populist narratives to arise and flourish. The report finds that surveillance, censorship, disinformation campaigns, internet shutdowns, and cyber-attacks—along with targeted arrests and violence spreading from digital space—are common features of digital authoritarianism. In each case, it is also found that religious populist forces co-opt political actors in their control of cyberspace. The situational analysis from five countries indicates that religion’s role in digital authoritarianism is quite evident, adding to the layer of nationalism. Most of the leaders in power use religious justifications for curbs on the internet. Religious leaders support these laws as a means to restrict “moral ills” such as blasphemy, pornography, and the like. This evident “religious populism” seems to be a major driver of policy changes that are limiting civil liberties in the name of “the people.” In the end, the reasons for restricting digital space are not purely religious but draw on religious themes with populist language in a mixed and hybrid fashion. Some common themes found in all the case studies shed light on the role of digital space in shaping politics and society offline and vice versa. The key findings of our survey are as follows: The future of (especially) fragile democracies is highly intertwined with digital space. There is an undeniable nexus between faith and populism which offers an insight into how cyberspace and politics offline have become highly intertwined. Religion and politics have merged in these five countries to shape cyber governance. The cyber governance policies of populist rulers mirror their undemocratic, repressive, populist, and authoritarian policies offline. As a result, populist authoritarianism in the non-digital world has increasingly come to colonize cyberspace, and events online are more and more playing a role in shaping politics offline. “Morality” is a common theme used to justify the need for increasingly draconian digital laws and the active monopolization of cyberspace by government actors. Islamist and Hindutva trolls feel an unprecedented sense of cyber empowerment, hurling abuse without physically seeing the consequences or experiencing the emotional and psychological damage inflicted on their victims.

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Bienkowski, Sarah, Reanna Poncheri Harman, Kathryn Nelson, Eric A. Surface, Stephen J. Ward, Anna Winters und Natalie Wright. Special Operations Forces Language and Culture Needs Assessment: Foreign Language Proficiency Bonus. Fort Belvoir, VA: Defense Technical Information Center, September 2010. http://dx.doi.org/10.21236/ada634202.

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Rudolph, Mytzi. Spanish for Health Care Professionals: Language and Culture. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.7167.

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