Relevant bibliographies by topics / 950203 Languages and Literature

Academic literature on the topic '950203 Languages and Literature'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "950203 Languages and Literature"

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MACEDO, HELDER. "Languages, Literature, and Power." Modern Language Review 104, no. 4 (2009): xxviii—xxxviii. http://dx.doi.org/10.1353/mlr.2009.0058.

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TREPTE, HANS CHRISTIAN. "SWITCHING LANGUAGES IN ÉMIGRÉ LITERATURE." Canadian-American Slavic Studies 33, no. 2-4 (1999): 215–22. http://dx.doi.org/10.1163/221023999x00175.

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Botwe-Asamoah, Kwame. "African Literature in European Languages." Journal of Black Studies 31, no. 6 (July 2001): 746–63. http://dx.doi.org/10.1177/002193470103100603.

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Le Disez, J. Y. "Postcolonial Brittany: Literature between Languages." French Studies 64, no. 1 (December 17, 2009): 123–24. http://dx.doi.org/10.1093/fs/knp217.

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Poole, A. "Review: English Literature and Ancient Languages." Review of English Studies 55, no. 222 (November 1, 2004): 796–98. http://dx.doi.org/10.1093/res/55.222.796.

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Adamson, Sylvia. "Review: English Literature and Ancient Languages." Essays in Criticism 55, no. 3 (July 1, 2005): 255–62. http://dx.doi.org/10.1093/escrit/cgi019.

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Bertacco, Simona. "Translation in Caribbean Literature." Small Axe: A Caribbean Journal of Criticism 24, no. 2 (July 1, 2020): 17–34. http://dx.doi.org/10.1215/07990537-8604454.

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This essay weaves together translation and postcolonial literary studies to propose a translational model of reading for Caribbean literature. Translation and creolization provide the conceptual and aesthetic lens for reading Caribbean literary texts: If translation is an apt model, since it captures languages in transit toward other languages and other contexts, creolization embodies the points of contact among what Naoki Sakai calls the “uncountable languages within the literary texts,” unlocking novel ideas of language and literature. The essay offers “translational reading” of texts by Derek Walcott, Velma Pollard, and Dionne Brand as an alternative to the traditionally monolingual model of reading.
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Bush, C. "Original Languages?" Comparative Literature 65, no. 1 (March 19, 2013): 1–4. http://dx.doi.org/10.1215/00104124-2019239.

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Hassan, W. S. "Which Languages?" Comparative Literature 65, no. 1 (March 19, 2013): 5–14. http://dx.doi.org/10.1215/00104124-2019248.

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Maskaliūnienė, Nijolė. "Dissemination of Lithuanian Literature: Becoming Part of World Literature." Literatūra 63, no. 1 (December 31, 2021): 86–98. http://dx.doi.org/10.15388/litera.2021.1.6.

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The article discusses the policy of dissemination of national literature abroad as one of the soft power practices used for the formation of the image of the country and the country’s literature, created through the translated and published works of Lithuanian authors in foreign languages. It also reviews the current situation, the selection of the works to be translated, institutions and bodies in charge of this dissemination, and problems of the research on the reception of the works (authors) translated into foreign languages.
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Dissertations / Theses on the topic "950203 Languages and Literature"

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Walkty, Mélanie. "Pushing the boundaries of second language education: exploring the use of "sensitive" material for language learning." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95093.

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For the purpose of developing a deeper understanding of the pedagogical possibilities of using life story material to teach “sensitive” issues in second language classroom, the author conducts an exploratory study based on personal reflective narrative, describing her reasoning process and the steps involved in locating potential ESL materials in the Montreal Life Stories project's database and archive. The practical instructional and pedagogical guidelines suggested in this thesis have the ability to help ESL teachers avoid certain difficulties and dangers that come with teaching about genocide and human rights education. It is hoped that this type of framework will help second language educators organize their thinking and facilitate links to human rights education through the use of sensitive materials in the ESL classroom.
Dans le but de favoriser une compréhension plus profonde des possibilités pédagogiques liées à l'utilisation d'histoires vécues pour aborder des sujets « délicats » lors de l'enseignement d'une langue seconde, l'auteure a effectué une étude exploratoire basée sur une réflexion personnelle, décrivant son processus de raisonnement et sa démarche pour trouver du matériel potentiel pour l'enseignement de l'ALS dans la banque de données et les archives du projet Histoires de vie Montréal. Les directives pratiques et pédagogiques suggérées dans la présente thèse pourraient aider les enseignants d'ALS à éviter certaines difficultés et certains dangers pouvant surgir au moment d'aborder des sujets comme le génocide et les droits de la personne. Il est à espérer que ce type de cadre théorique aidera les enseignants à organiser leurs pensées et à intégrer l'éducation en matière de droits de la personne au moyen de matériel sensible dans la classe d'ALS.
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Wesche, Gretchen M. "Control and Creativity: The Languages of Dystopia." Miami University Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1304482313.

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Kamran, Shezra. "Fantastic languages : C.S. Lewis and Ursula K. Le Guin." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5749/.

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This thesis explores the nature and function of language as it is used in twentieth-century fantastic fiction, as represented by the work of C. S. Lewis and Ursula K. Le Guin. In it I argue that the anti-mimetic impulse behind the language of fantasy makes it a polemical, contentious mode, which situates itself against discourses (religious and scientific) that assume the existence of a reality to which language may be said to correspond in certain clearly understood, conventional ways. Both Lewis and Le Guin suggest, by contrast, that experiential reality is an arbitrary and shifting construct, although each writer has a very different attitude towards the category of the ‘real’ and the question of how it may best be articulated. Despite the fact that Lewis uses the language of authority and Le Guin the language of liberation, they both interrogate fundamental ethical, social, political and theological evaluative assumptions embedded in language, disrupting the rigidity that conventional usage confers upon words and the concomitant human tendency to submit unquestioningly to cultural conventions. Lewis challenges the modern, secular, materialist understanding of reality, contending that metaphor has the power to undermine post-secular fixed notions and reveal new semantic fields pertaining to what he understands as the ‘spiritual’. Le Guin celebrates human and non-human embodied existence, with its possibilities and limitations, refuting any transcendent reality. The thesis is divided into two parts. Part One deals with the ‘reactionary’ school of fantasy represented by Lewis. My contention is that Lewis’s Narnian Chronicles dramatise Owen Barfield’s theory of the concomitant evolution of human consciousness and language in relation to the phenomenal world. The three chapters in this part demonstrate that in the Narnia books Lewis represents initial forms of mythical, ‘participatory’ consciousness (as Barfield calls it) – that is, a world in which no linguistic or imaginative distinction is made between the human, animal, material and spiritual dimensions; followed by the loss of participation and the consequent alienation of human beings both from immaterial things and the environment; and concluding with the renewal of participation through a new use of language. Part Two is concerned with Le Guin’s sequence of fantasy novels about the imaginary world of Earthsea. Following Darko Suvin, I divide the sequence into two trilogies, which embody two contrasting responses to the conservative fantasy represented by the Narnia books. For me, the difference between these responses can best be understood through a close examination of Le Guin’s changing attitude to language in the First and Second Trilogies, which I undertake in four chapters. The first chapter explores Le Guin’s initial collusion with Lewis’s patriarchal politics, a collusion signalled by the rigid linguistic conventions and unchanging cultural practices of her imaginary world. The three final chapters deal with the Second Earthsea Trilogy, with particular emphasis on the last two books, since these have so far received little critical attention. In these books she deconstructs the earlier premises of her created world by finding new ways in which to represent the voices that had been excluded or marginalised in her previous trilogy, as well as in the work of her predecessors in fantasy. The thesis as a whole represents an effort to reassess the political implications of linguistic choices, and of attitudes to language, in twentieth-century fantastic fiction.
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Hussain, Sajjad. "Investigating Architecture Description Languages (ADLs) A Systematic Literature Review." Thesis, Linköpings universitet, Programvara och system, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-104856.

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Context: Over the last two decades, software architecture has introduced a new trend insoftware development. This new trend has completely changed the normal methods andpractices of software engineering. The focus has become the architectural elements ratherthan code and sub-routines. Architecture description languages (ADLs) have been proposedfor this kind of architecture based software development. There are a number of differentADLs both in academia and industry; they are not totally adopted by the software engineeringcommunity, but they are not avoided either. In this research work, an investigation has beenperformed based on the ADLs evaluation in practice. Objectives: The main aim of this study is to investigate evaluation of ADLs in academia andindustry. To explore the benefits and drawbacks of ADLs in practice. The study also exploresthe different quality factors improved by ADLs. Further different methods used to buildarchitecture with ADLs and then how to use architecture described with an ADL in softwaredevelopment and maintenance have also been reported. Methods: This research study has been carried out using the systematic literature reviewmethod. The systematic literature review follows the guidelines suggested by Kitchenham[21]. Results: This research review has resulted in total of 102 different ADLs. It has been foundthat out of the 102 different ADLs, 69 ADLs have been evaluated in academia and only 33ADLs have been evaluated in industry. ADLs have also been classified based on theirindustrial and academia evaluation. There are total 31 different benefits and 19 differentdrawbacks of ADLs have been identified. This review also extracted 20 different qualityfactors from literature that are improved by using ADLs in practice. Further 13 differentmethods used to build architecture with ADL have also been reported. Finally 9 differentmethods of ADLs used in software development and maintenance have been identified. Conclusions: The Large number of ADLs with little evaluation in industry suggests thatmore work needs to be done in order to improve ADLs evaluation in practice. ADLs providemore benefits compared to their drawbacks which suggests that ADLs can be very beneficial.Knowledge gained during this research study, suggests that ADLs are mostly unrecognized.More awareness about ADLs should be provided in education and practice.
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Klasson, Svensson Emil. "Automatic Identification of Duplicates in Literature in Multiple Languages." Thesis, Linköpings universitet, Statistik och maskininlärning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-150829.

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As the the amount of books available online the sizes of each these collections are at the same pace growing larger and more commonly in multiple languages. Many of these cor- pora contain duplicates in form of various editions or translations of books. The task of finding these duplicates is usually done manually but with the growing sizes making it time consuming and demanding. The thesis set out to find a method in the field of Text Mining and Natural Language Processing that can automatize the process of manually identifying these duplicates in a corpora mainly consisting of fiction in multiple languages provided by Storytel. The problem was approached using three different methods to compute distance measures between books. The first approach was comparing titles of the books using the Levenstein- distance. The second approach used extracting entities from each book using Named En- tity Recognition and represented them using tf-idf and cosine dissimilarity to compute distances. The third approach was using a Polylingual Topic Model to estimate the books distribution of topics and compare them using Jensen Shannon Distance. In order to es- timate the parameters of the Polylingual Topic Model 8000 books were translated from Swedish to English using Apache Joshua a statistical machine translation system. For each method every book written by an author was pairwise tested using a hypothesis test where the null hypothesis was that the two books compared is not an edition or translation of the others. Since there is no known distribution to assume as the null distribution for each book a null distribution was estimated using distance measures of books not written by the author. The methods were evaluated on two different sets of manually labeled data made by the author of the thesis. One randomly sampled using one-stage cluster sampling and one consisting of books from authors that the corpus provider prior to the thesis be considered more difficult to label using automated techniques. Of the three methods the Title Matching was the method that performed best in terms of accuracy and precision based of the sampled data. The entity matching approach was the method with the lowest accuracy and precision but with a almost constant recall at around 50 %. It was concluded that there seems to be a set of duplicates that are clearly distin- guished from the estimated null-distributions, with a higher significance level a better pre- cision and accuracy could have been made with a similar recall for the specific method. For topic matching the result was worse than the title matching and when studied the es- timated model was not able to create quality topics the cause of multiple factors. It was concluded that further research is needed for the topic matching approach. None of the three methods were deemed be complete solutions to automatize detection of book duplicates.
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Morton, Timothy Bloxam. "Re-imaging the body : Shelley and the languages of diet." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357340.

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Macilwee, Mick. "The languages of discontent : the fiction of Saul Bellow's mature period." Thesis, University of Liverpool, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283507.

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Attwell, David. "Indigenous tradition and the colonial legacy : a study in the social context of anglophone African literary criticism." Master's thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/7591.

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Bibliography: leaves 219-229.
This dissertation attempts to examine the social meanings of anglophone African literary criticism as an ideological discourse. It begins by engaging with Marxist critical traditions, with particular reference to two areas of debate: the question of the epistemological relationship between literature and criticism, and the question of criticism's being a discourse which, in its articulation with a given social context, relies on the resources of a particular critical heritage. The basis of the second and central chapter is the interrelationship between the context and heritage of anglophone African criticism. The dominant themes of this discourse are seen as being shaped by ideological affiliations with the modern nation-state, and by the legacy of the empirical and organic traditions of metropolitan criticism. It is argued that in the situation of neo-colonial social stratification, anglophone African criticism faces a crisis of legitimacy. In the third to fifth chapters I attempt to illustrate and refine the central argument in relation to a selection of critical texts. The chapter on two works by Eldred Jones examines his reliance on orthodox British critical assumptions and its consequences in his treatment of the writing of Wole Soyinka. The chapter on West African traditions examines a range of critical operations which are used in the construction of organic traditions based on oral or traditional cultures. These operations rely on mythopoesis, formalism and the sociology of literature. The final chapter on East African political readings investigates the internal, discursive tensions in the work of two critics who, in attempting to politicize their reading of literature, have not been able to achieve a conceptual break from the legacies of idealism.
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Whitely, Sullivan Jane. "Love Languages and Other Stories." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1304.

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Love Languages and Other Stories is a collection of three short stories all pertaining, in someway, to love (or lack thereof). "This is What a Feminist Look Like," "Sink," and "Love Languages" are the three stories that make up this Scripps senior thesis.
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Hermsen, Terry. "Languages of engagement." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1070294401.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xvi, 700 p. Includes bibliographical references (p. 201-209). Available online via OhioLINK's ETD Center
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Books on the topic "950203 Languages and Literature"

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Longson, Sally. Life After...Languages and Literature. London: Taylor & Francis Inc, 2006.

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English literature and ancient languages. New York: Oxford University Press, 2003.

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Anastasio, Dina. Secret Languages. New York, New York: Macmillan/McGraw-Hill, 2006.

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1945-, Lilienfeld Jane, and Oxford Jeffrey Thomas 1966-, eds. The languages of addiction. New York: St. Martin's Press, 1999.

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1956-, Hoenselaars A. J., and Buning Marius, eds. English literature and the other languages. Amsterdam: Rodopi, 1999.

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Industrial and Commercial Perspectives in Initial Teacher Education (Project). Language and literature: Foreign languages programme. Edited by Bloomer Gordon and Scott Bill 1925-. Letchworth: Epsilon Press, 1988.

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Boswell, Bethanie L. Speaking two languages. Vero Beach, Fla: Rourke Publications, 1995.

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Language, linguistics, and literature, the Indian perspective. Delhi, India: Academic Foundation, 1994.

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Singh, K. Suresh. Languages and scripts. [Calcutta]: Anthropological Survey of India, 1993.

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International Scientific Conference "The Orient Languages and Cultures" (1st 2007 Moscow, Russia). Oriental languages and cultures. Newcastle upon Tyne, UK: Cambridge Scholars, 2008.

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Book chapters on the topic "950203 Languages and Literature"

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Pandey, Anjali. "Introduction: Languages in Literature." In Monolingualism and Linguistic Exhibitionism in Fiction, 1–9. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137340368_1.

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Tomalin, Marcus. "The Languages of Literature." In Romanticism and Linguistic Theory, 122–47. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230228313_5.

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Aderibigbe, Ibigbolade S. "Languages and Literature, Africa." In Encyclopedia of Sciences and Religions, 1149–54. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1417.

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López Heredia, Goretti. "African literature in colonial languages." In Less Translated Languages, 165–76. Amsterdam: John Benjamins Publishing Company, 2005. http://dx.doi.org/10.1075/btl.58.15lop.

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Herrero, Leticia. "Regional Indian literature in English." In Less Translated Languages, 225–35. Amsterdam: John Benjamins Publishing Company, 2005. http://dx.doi.org/10.1075/btl.58.19her.

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van Bladel, Kevin T. "Languages of Arabia." In A Companion to Late Antique Literature, 123–40. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118830390.ch8.

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Menton, Seymour. "Colombian Literature." In Comparative History of Literatures in European Languages, 65–73. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/chlel.x.07men.

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Bonfiglio, Thomas Paul. "The Prison House of Languages." In Why is English Literature?, 117–27. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137375544_9.

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Youssef, Magdi. "Decolonizing World Literature." In FILLM Studies in Languages and Literatures, 125–40. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/fillm.1.08you.

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Malá, Markéta, Denisa Šebestová, and Jiří Milička. "The expression of time in English and Czech children’s literature." In Time in Languages, Languages in Time, 283–304. Amsterdam: John Benjamins Publishing Company, 2021. http://dx.doi.org/10.1075/scl.101.12mal.

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Conference papers on the topic "950203 Languages and Literature"

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Panchenko, Olena, Anastasiia Plakhtii, and Yevhen Plakhtii. "Natural Languages vs Languages of Augmented Reality." In International Conference on New Trends in Languages, Literature and Social Communications (ICNTLLSC 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.018.

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ANWAR, Khairil. "The Economic Strength in Minangkabau Oral Literature." In Sixth International Conference on Languages and Arts (ICLA 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icla-17.2018.41.

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Hlazkova, Olena. "“Literature of Migration” vs “Literatura Emihratsii”: Defining a New Trend in Ukrainian Literature." In International Conference on New Trends in Languages, Literature and Social Communications (ICNTLLSC 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.017.

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D. Goncharova, Elena. "Cultural Differences in Worldviews and Languages (Russian and English)." In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-3566_l315.28.

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Digamberrao, Kale Sunil, and Rajesh S. Prasad. "Author Identification on Literature in Different Languages: A Systematic Survey." In 2018 International Conference on Advances in Communication and Computing Technology (ICACCT). IEEE, 2018. http://dx.doi.org/10.1109/icacct.2018.8529635.

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Toral, Antonio, and Andy Way. "Translating Literary Text between Related Languages using SMT." In Proceedings of the Fourth Workshop on Computational Linguistics for Literature. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/w15-0714.

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Boklakh, D. Y. "PECULIARITIES OF REPRESENTATION OF THE POETICAL CITY TOPOS IN THE WORKS OF T.G. SHEVCHENKO." In I European Conference on Languages, Literature and Linguistics. Prague: Premier Publishing s.r.o., 2017. http://dx.doi.org/10.29013/i-conf-liter-pp-1-32-38.

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"The roles of Misconceptions to Perceive the Cultural Memory of Various Languages." In International Conference on Humanities, Literature and Management. International Centre of Economics, Humanities and Management, 2015. http://dx.doi.org/10.15242/icehm.ed0115033.

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"Figurative Languages in Bicol Literature toward the Production of Instructional Material." In Multi-Disciplinary Manila (Philippines) Conferences Jan. 26-27, 2017 Cebu (Philippines). Universal Researchers (UAE), 2017. http://dx.doi.org/10.17758/uruae.uh0117424.

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Kohler, Michelle. "An Intercultural Orientation to Languages Education: Expanding Identity Repertoires." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.001.

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Reports on the topic "950203 Languages and Literature"

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Cooper, Danielle, Cate Mahoney, Rebecca Springer, Robert Behra, Ian Beilin, Guy Burak, Margaret Burri, et al. Supporting Research in Languages and Literature. Ithaka S+R, September 2020. http://dx.doi.org/10.18665/sr.313810.

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Marôco, Ana Lúcia, Sónia Gonçalves, and Fernanda Nogueira. Antecedents and consequences of work-family balance: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0112.

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Review question / Objective: What are the antecedents and consequences of work-family balance? Eligibility criteria: s inclusion criteria it was established that only original peer-reviewed articles would be included, whose: 1) object of study are active workers; 2) concept of family-work relationship under study is effectively the work-family balance (and not only the absence of work-family conflict); 3) language used is English, Spanish and Portuguese. The exclusion criteria for articles/works were: 1) the object of the study is not active workers (such as spouses of workers or other family members such as children, future active workers, unemployed or even retired workers); 2) the concept of work-family relationship used is the conflict work-family and/ or work-family enrichment; 3) in languages other than English, Spanish or Portuguese; 4) designated as gray literature (such as theses, books, book chapters, and conference proceedings,...)
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EdTech Hub, EdTech Hub. Minoritised languages, education, and technology: Current practices and future directions in low- and middle-income countries. EdTech Hub, October 2022. http://dx.doi.org/10.53832/edtechhub.0127.

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This article explores the current status and future directions of minoritised language education and the use of technology in low- and middle-income countries. Our literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in minoritised language education across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, we then conducted interviews and a collaborative workshop with four organisations with relevant EdTech initiatives. The analysis covers facilitating and limiting factors these organisations have encountered, as well as the impact of good practice initiatives on learners and society at large. We conclude by identifying the practical, policy, and research properties in the development of minoritised language education and technology. Keywords: minoritised languages, mother tongue, educational technology, LMIC, multilingualism, language of instruction An output of the EdTech Hub, https://edtechhub.org
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Shaba, Varteen Hannah. Translating North-Eastern Neo-Aramaic Idioms into English. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/creid.2023.002.

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North-eastern Neo-Aramaic (also known as NENA) languages and literature are a prosperous and encouraging field of research. They abound with oral traditions and expressions that incorporate various spoken forms including everyday language, tales, songs, chants, prayers, proverbs, and more. These are used to transfer culture, knowledge, and community values. Some types of oral forms are idioms and fixed expressions. Idioms are extremely problematic to translate for a number of reasons, including: cultural and linguistic differences between languages; their specific connection to cultural practices and interpretations, and the difficulty of transferring the same meanings and connotations into another language with accuracy. This paper explores how to define and classify idioms, and suggests specific strategies and procedures to translate idioms from the NENA dialect Bartella (a local Aramaic dialect in Nineveh Plain) into English – as proposed by Baker (1992: 63–78). Data collection is based on 15 idioms in Bartella dialect taken from the heritage play Khlola d baretle teqta (Wedding in the old Bartella). The findings revealed that only three strategies are helpful to transfer particular cultural conceptualisations: using an idiom of similar meaning and form; using an idiom of similar meaning but different form, and translation by paraphrasing. Based on the findings, the author provides individuals and institutions with suggestions on how to save endangered languages and dialects, particularly with regard to the religious minorities’ heritage. Key among these recommendations is encouraging researchers and scholars to direct translation projects and activities towards preserving minority languages with their oral heritage and cultural expressions, which are susceptible to extinction.
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Evans, Jon, Ian Porter, Emma Cockcroft, Al-Amin Kassam, and Jose Valderas. Collecting linked patient reported and technology reported outcome measures for informing clinical decision making: a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0038.

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Review question / Objective: We aim to map out the existing research where concomitant use of patient reported and technology reported outcome measures is used for patients with musculoskeletal conditions. Condition being studied: Musculoskeletal disorders (MSD) covering injuries or disorders of the muscles, nerves, tendons, joints, cartilage, and spinal discs. Musculoskeletal manifestations of joint pathology. Eligibility criteria: 1) Peer-reviewed primary studies and literature reviews. Grey literature not included. 2) Studies which include co-administration of Patient-Reported Outcomes (PROMs) AND wearable electronic devices (e.g. fitness trackers, accelerometers, gyroscopes, pedometers smartphones, smartwatches) in musculoskeletal manifestations of joint pathology. Studies are EXCLUDED which feature wearable electronic devices but not concomitant/real time capturing of PROMs (e.g. they are recorded retrospectively/ at different timepoints). 3) Studies in languages other than English will be excluded unless a translation is available.
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Huang, Zeling, Xiao Mao, Junming Chen, Junjun He, Shanni Shi, Miao Gui, Hongjian Gao, and Zhenqiang Hong. Sinomenine hydrochloride injection for knee osteoarthritis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0057.

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Review question / Objective: At present, many clinical studies have been reported on the treatment of KOA by injecting sinomenine hydrochloride into the knee cavity. However, no systematic evaluation has been published on this issue, and it is not clear whether sinomenine hydrochloride injection is effective and safe in the treatment of KOA.Therefore, it is important to conduct systematic evaluation to obtain relatively convincing conclusions as to whether sinomenine hydrochloride injection can be a good choice as a complementary and alternative drug (CAM) for KOA. Condition being studied: The RCTs are eligible, whether or not the blind method is specifically described. There are no restrictions on languages. Moreover, systemic evaluation, review literature and the full article cannot be obtained will be excluded.
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Бакум, З. П., and О. О. Пальчикова. Роль языковой картины мира в обучении иностранных студентов украинскому языку. Tanaka Print, 2014. http://dx.doi.org/10.31812/0564/402.

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The article considers the problem of teaching students foreign languages by means of comparing national linguistic pictures of the world. The analysis of linguistic and linguadidactic literature allows to interpret linguistic picture of the world as a set of knowledge about the world embodied in language form, more precisely - the specific features of the national language, reflecting cultural, historical and social experience of a particular nation. In this regard the national linguistic pictures of the world are not identical. The authors lay stress on the importance of taking into account the fact of national specific differences of linguistic pictures of the world in teaching foreign students Ukrainian as a foreign language, also indicate that special attention should be paid to linguacultural work with vocabulary and phraseology, in which national and cultural experience is embodied.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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