Academic literature on the topic 'Child with a different native language from the language of the teaching material'

The co-teaching experience of Kazakhstani and American university English as a Foreign Language Instructors is described. The instructors taught intermediate level integrated English at Zhangir Khan West Kazakhstan Agrarian-Technical University in Uralsk, Kazakhstan using communicative language methodology. The two teachers were able to tap into each other’s expertise. The students benefited by having two instructional professionals who could bring different perspectives and backgrounds to the classroom. Since Ms. Irgaliyeva was closer in age to the students and more in touch with their particular interests and concerns, she selected specific material to attract their attention. Dr. Bantel, as a native English speaker, could teach American idioms, provide pronunciation instruction and offer cultural information and a global perspective gleaned from having taught English at universities in the US and 10 other countries abroad.

AbstractThe labelling of teachers of English as either ‘native’ or ‘non-native’ speakers in the field of English Language Teaching continues to promote ideals of ‘native-speakers’ that impact negatively on the teaching lives of those teachers using English as another language. In this paper, I explore constructs of ‘native-speakerism’ (Holliday, Adrian. 2015. Native-speakerism: Taking the Concept Forward and Achieving Cultural Belief. In Anne Swan, Pamela Aboshiha & Adrian. Hollliday (eds.),Encountering Native-speakerism: Global perspectives, 11–25. Basingstoke: Palgrave Macmillan) by examining them as networks or assemblages formed through interactions of people, technologies, discourses and other material objects integral to teaching and learning environments. Drawing on ‘Actor-network theory’, I analyse unique influences of ‘native’ and ‘non-native’ networks as experienced by individual teachers of English from different contexts. The data collected in this qualitative study shows how ‘native-speaker’ networks form and exert power to reinforce the ideal of ‘native-speaker’ teachers, and restrict the agency of those who are classed as ‘non-native’. By unravelling these networks, I challenge the notions on which they are constructed, and show how the categorising of teachers in this way undermines the legitimacy of those classed as ‘non-native’, and limits their professional development. I therefore argue that moving beyond these labels is an essential step for English Language Teaching to move forward as a profession.

When describing grammar phenomena, many course-books comprise rules of thumb and turn students’ attention to the construction methods of grammar forms. However, in practice these rules can be abstract, not giving precise or full explanation to the language units. In some cases explanations don’t correspond to the examples from the authentic sources. The subject of this research is the problem of the effective teaching English grammar to the students of non-linguistic universities. The purpose of the article is to describe methods of teaching English grammar from the standpoint of meaning of the grammar phenomenon and taking into consideration its contextual use. The current research is based on the ideas and concepts of the communicative approach to language teaching, conscious-raising approach and the method of the contextual use of language material. The paper features a number of advantages of the reason-based approach over the presentation of the rule. The approach enables students to notice and compare different contextual use cases of the language units. Therefore, it lays foundation for internalization of the new linguistic material and its further use in real communication. The results of the research can be of interest to both foreign language teachers and to the researchers dealing with English grammar learning. The conclusion is that the approach in question gives a more precise description of the meaning or use of grammatical constructions. It allows one to understand native speakers’ logic and intentions, which significantly facilitates intercultural communication.

The article analyses, how the Lithuanian school education system teaches to understand language and evaluate linguistic phenomena (linguistic diversity, different language forms and varieties) as well as language functions (communicative and function of identity). Basis of the research are the newest Lithuanian language textbooks for the last two gymnasium grades (11-12th grades), published since year 2000. Using qualitative analysis method it is being investigated, what notion of language is presented to the pupils, how much the descriptive approach to language of contemporary linguistics and knowledge about language are present in the textbooks, and to what extent there still exist attitude of the so-called traditional (prescriptive) grammar and ideas of language corrections. Language teaching at school serves double function – on the one hand, school teaches literacy, where language is understood as a tool for creation and analysing of texts. On the other hand, language in itself is a study object, about which pupils at school receive a certain understanding. Therefore, the question arises, what notion of language is being formed in the Lithuanian education system on the gymnasium level through teaching material – Lithuanian (native) language textbooks. Does the teaching material for the last two – 11-12th – grades provide knowledge about language of contemporary science, as it might be expected in the education of the 21st century? Do the pupils get introduced to science-based notion of language, as it is accepted in current linguistics, which is a descriptive science, that seeks to study and describe all the aspects of a language descriptively, based on facts, without prejudices and evaluations. Or is it on the contrary being followed the notion of language, which is characteristic of normativity and prescriptivism and which is rejected by contemporary linguistics as not scientific. The research analyses five Lithuanian language textbooks for 11-12th grades, published after year 2000, which have been selected for the analysis using the database of textbooks and other teaching materials (https://www.emokykla.lt/bendrasis/mokykis/vadoveliu-db/naujausi-vadoveliai). The main question, that is being raised with this research, is whether and to what extent scientific or non-scientific notion of language is being formed in school language textbooks, what attitude is predominant, and which notion of language is prevalent, if different attitudes exist. The method of the research is qualitative discourse analysis of the textbooks, using the qualitative data analysis program NVivo. The results of the textbooks’ analysis show, that non-scientific notion of language is dominant in the Lithuanian education system. The majority of the analysed textbooks represent this notion. The main characteristics of this notion, visible in the textbooks, are prescriptivism, romantic images of language, ideology of linguistic nationalism. However, besides the dominant normative approach to language, the scientific, descriptive approach is also visible in the textbooks, though to a lesser extent than the normative approach. One of the analysed textbooks is different from the rest ones with its exceptionally descriptive approach to language as a study object.

The article investigates of language and speech material for teaching future philologists of oral Turkish monological statements on the elementary level. In particular, the difficulties of teaching Turkish on the elementary level are analyzed, the criteria for selection of material for formation oral Turkish monological statements of students on the elementary level are proposed. Analysis of the literature on psychology showed that the quality of teaching process depends on the individual capabilities of the student and other factors that affect the teaching process. These factors include difficulties of teaching Turkish on the elementary level. According to the functional and psychological scheme of production oral monological statements the difficulties associated with the occurrence of a natural need of expression in a foreign language and the complexity of the definition of speaking and composition related to the definition of semantic content and logical sequence expression, means and methods of forming opinions and the difficulty of developing and implementing articulation program are differentiated. In addition, o the elementary level of study of Turkish language students facing the difficulties caused by the consequences interlingual interference. Interlingual interference affects basic aspects of language such as phonetics, grammar and semantics and can be a obstacle in learning a foreign language. Among the linguistic difficulties selected: phonetic (presence of phonemes that are not in native language; no equivalents of some consonants in the Ukrainian language [s]> [j]; [ğ]> yumuşak g; «law of consonants harmony (Ünsüz benzeşmesi)"; shift of emphasis), lexical (words similar in sound, adoption, use expressions that do not have equivalents; use established pair of expressions), morphological (agglutination; a special system case) and syntactic (reverse word order, punctuation rules of Turkish language different from Ukrainian). Selection lexical material should be based on the following criteria: frequency, themes and communicative value; for the selection of grammatical material defined such criteria as: frequency, the necessity and structural excellence; for the phonetic material we propose such criteria as: the degree of difficulty in mastering the phonetic phenomenon and normativity. The criteria of selection of educational texts for reading and listening are authenticity, speech excellence; availability; compliance with program requirements, age-related interests and needs of students and also the criterion of limited time of soundtracks.

Learning and teaching Arabic for non-Arabic speakers continues to develop, from methods, teaching aid to curriculum. The development of learning and teaching follows the changing demands of the era and era of learners (students). This renewal of methods and media does not mean that the older version is forgotten altogether, but rather they became a platform to be improved thus giving a good impression on Arabic learners that learning Arabic is easy and fun. For Indonesians, Arabic, like any other foreign languages, is not their native language. Depending on the learners, learning Arabic has different levels of difficulty. The difficulty of learning is not always due to the language but also the student. The Common European Framework of Reference for Language (CEFR) in learning foreign languages in Europe is an alternative method chosen in learning English for non-English speakers in Europe. Can this theory be applied in Arabic learning, as can 40 foreign languages besides English? This study seeks to determine the effectiveness, opportunities and challenges of learning Arabic in Indonesia using CEFR by using descriptive qualitative methods. The level of formal education that refers to the age of students is not used in learning Arabic with CEFR. The CEFR theory in learning Arabic refers to Arabic language ability at each level and has the total of six levels.. A1 and A2 are for beginners, B1 and B2 for intermediate, and C1 and C2 for advanced levels. Arabic learning material arranged according to the competencies of each level makes it possible for anyone to learn it and occupy the level according to their abilities. Meanwhile, the implementation of CEFR in learning Arabic in Indonesia and its opportunities and challenges is still difficult to find, both in formal and non-formal education without support from the government. Keywords: CEFR, Arabic learning.

The article is devoted to the implementation of the methodical approach as teaching reading in foreign language to students of non-philological specialties on the basis of specific language material. It is based on the essential characteristics of reading as a type of speech activity based on the analysis of grammatical features contained in the text. The approach of teaching reading covered in the article involves managing the process of development an indicative basis for educational activities. This method has great advantages, because it helps to develop skills of creative analysis of the semantic content. Also, this method provides linking the language form and content, as well as eliminates the interference of native and foreign languages by differentiating language representations in different languages. In order to understand a grammatical phenomenon when reading a text, we must be able to know this phenomenon by its form and to connect the form with the corresponding meaning. Recognition of grammatical phenomena is based on the characteristic features of these phenomena, which symbolize their presence. Reading as a communicative process creates the following tasks before the reader: to recognize the graphic form of morphemes, words, sentences and to perceive the content. Skilled reading is characterized by the automatism of perceptual processing of the presented printed material and the adequacy of solving semantic problems that arise during the implementation of speech activity. Therefore, the way of learning passive grammar should repeat this communicative process, so the description of the phenomenon of passive grammar should be provided from the form (its features) to the disclosure of its content, so exercises should be aimed to developing automatic recognition of these features.

Abstract Foreign language didactics is committed to teach the variety of language that is actually used in everyday life. In this article, we study possibilities of working with authentic German dialogues in teaching contexts of German as a Foreign Language. By focusing on regional and national varieties of German in Germany, Austria and Switzerland, we examine current textbooks that claim to follow a pluricentric approach and show how they deal with the fact that spoken German is not a homogenous variety. The analysis of the teaching material reveals the problems, that working with artificial dialogues entail under a pluricentric perspective, including phonetics, prosody, lexis, grammatical and interactional structures. Thus, we plead for the use of authentic dialogues in order to create awareness for a pluricentric view on language among students of German as a Foreign Language. Especially for learners, who plan to spend time in a German-speaking country, the work with authentic dialogues from a certain geographical region can have a highly motivating effect as they learn to understand native speakers in their everyday talk. To this end, we present a database that provides audio material in the different national varieties of spoken German, which can be used for didactic purposes in the foreign language classroom. Samenvatting De vreemdetalendidactiek streeft ernaar om die taalvariëteit aan te leren die in het alledaagse leven wordt gebruikt. In dit artikel gaan we na welke mogelijkheden er zijn om met authentieke Duitse dialogen te werken in een onderwijscontext van het Duits als Vreemde Taal. Met een focus op de regionale en nationale variëteiten van het Duits in Duitsland, Oostenrijk en Zwitserland onderzoeken we recente tekstboeken die een pluricentrische benadering beweren te volgen en we laten zien hoe ze omgaan met het feit dat gesproken Duits geen homogene variëteit is. De analyse van het onderwijsmateriaal brengt enkele problemen aan het licht die het werken met artificiële dialogen vanuit een polycentrisch perspectief met zich meebrengt, waaronder fonetiek, prosodie, woordenschat, grammaticale en interactieve structuren. We pleiten dus voor het gebruik van authentieke dialogen om studenten Duits als Vreemde Taal bewust te maken van een pluricentrische kijk op taal. In het bijzonder voor leerders die van plan zijn om enige tijd in een Duitstalig land door te brengen, kan het werken met authentieke dialogen uit een welbepaalde geografische regio bijzonder motiverend zijn omdat ze zo de alledaagse taal van native speakers leren begrijpen. We stellen ook een database voor waar audiomateriaal in verschillende nationale varieteiten van gesproken Duits te vinden is, dat voor didactische doeleinden kan worden gebruikt in de vreemde talenklas.

The “Thesaurus of Text Strings: The field of EFL/ESL” (TTS) is a structured collection of text fragments extracted from various texts, both printed and digital, that deal with teaching and learning English as a foreign or second language. While the sublanguage of ELF/ESL has been vastly discussed in literature, the TTS is a radically new type of dictionary due to the nature of its constituent objects, the text strings. A text string (TS) is a lexicographic object of unique status; as such, it has not been used before. It is different from all other objects traditionally treated in dictionaries of various types, such as words, collocations, idioms, proverbs and other reproducible linguistic units. TSs have been extracted from specialized texts, they are supposed to reflect the various aspects, even the minute ones, of the referential situations presented in the texts. The TSs in the Thesaurus are arranged mostly according to the conceptual structure of the Foreign Languages Teaching Methodology (a deductive logical procedure, ‘head – bottom’), but on the lower, more concrete, levels of analysis the TSs have to be grouped following the opposite logical direction, ‘bottom – up’ as the Teaching Methodology concepts prove to be too general to differentiate between finer meaning distinctions of numerous TSs. The TTS supplies a considerable amount of carefully structured professional information in language form. It is aimed primarily at teachers of English who are not native speakers of the language and who wish to make their professional communication in English more authentic. It can also be used in classroom activities with students who are preparing for teaching careers. Thus, a conclusion may be justified that the TTS has both the theoretical significance for lexicography and the practical value as a good professional teaching material. The TTS may also be meaningfully considered against the background of today’s Corpus Linguistics. Though not a ‘true’ corpus per se, it has certain features that are essentially similar to those of contemporary linguistic corpora.

8% of the population whose native language is Latvian live outside Latvia in many countries of the world. With the concern for the preservation of Latvian it is disturbing that less than a half of Latvian diaspora families speak Latvian at home, therefore children have a weak proficiency of Latvian or lack it altogether. What is positive about the present situation is that almost all Latvians living in foreign countries wish their children to learn Latvian and choose distance learning classes for language acquisition and improvement, including those provided by the Latvian Language Agency (henceforth – LLA). The aim of the present research is clarifying the motivation of diaspora families to choose for their children distance learning classes of Latvian provided by the LLA and investigating the views of the families on the role of distance classes in the process of learning Latvian. For research data collection, a digital survey questionnaire was compiled and e-mailed to all families participating in distance classes of learning Latvian organized by the LLA in different countries of the world. The research reveals that the majority of the surveyed family children do not attend weekend Latvian schools and prefer regular, systemic language learning classes under the guidance of professional teachers from Latvia. The families admit that distance classes are a convenient mode of language learning, yet the greatest challenges in teaching and sustaining Latvian outside Latvia are the lack of the Latvian linguistic environment and lack of time for engaging with the child, whereas those in distance learning are children’s busyness and lack of motivation for language learning.

This work analyses music activities of English-speaking children of pre-school age, attending international schools in Prague, following the British Curricula. The goal of this work is to develop and to validate teaching materials of musical activities, supporting children with different native languages from the language of the teaching material, those in transition period, and those with communication barriers, and to offer concrete implementation strategies for teachers of music in both Czech and international schools. The theoretical part compares Czech and British music curricula for pre-school children. It defines terms such as transition period and describes its course in Czech and international environments. Furthermore, it addresses the role of music during this stage of development and explains the concepts of project-based learning and music integration project. As theoretical underpinning for the practical portion, the work offers detailed discussion of musical factors, syllabic structure both in English and Czech language, and the variations in interpretation of musical fairy tales. The practical part describes the goals, methods, and procedures of the action research focused on the implementation of the musical fairy tale in Czech and English, as well as reflection and evaluation of...

Nationalism: Past as Prologue began as a single volume being compiled by Ad Akande, a scholar from South Africa, who proposed it to me as co-author about two years ago. The original idea was to examine how the damaging roots of nationalism have been corroding political systems around the world, and creating dangerous obstacles for necessary international cooperation. Since I (Bruce E. Johansen) has written profusely about climate change (global warming, a.k.a. infrared forcing), I suggested a concerted effort in that direction. This is a worldwide existential threat that affects every living thing on Earth. It often compounds upon itself, so delays in reducing emissions of fossil fuels are shortening the amount of time remaining to eliminate the use of fossil fuels to preserve a livable planet. Nationalism often impedes solutions to this problem (among many others), as nations place their singular needs above the common good. Our initial proposal got around, and abstracts on many subjects arrived. Within a few weeks, we had enough good material for a 100,000-word book. The book then fattened to two moderate volumes and then to four two very hefty tomes. We tried several different titles as good submissions swelled. We also discovered that our best contributors were experts in their fields, which ranged the world. We settled on three stand-alone books:” 1/ nationalism and racial justice. Our first volume grew as the growth of Black Lives Matter following the brutal killing of George Floyd ignited protests over police brutality and other issues during 2020, following the police assassination of Floyd in Minneapolis. It is estimated that more people took part in protests of police brutality during the summer of 2020 than any other series of marches in United States history. This includes upheavals during the 1960s over racial issues and against the war in Southeast Asia (notably Vietnam). We choose a volume on racism because it is one of nationalism’s main motive forces. This volume provides a worldwide array of work on nationalism’s growth in various countries, usually by authors residing in them, or in the United States with ethnic ties to the nation being examined, often recent immigrants to the United States from them. Our roster of contributors comprises a small United Nations of insightful, well-written research and commentary from Indonesia, New Zealand, Australia, China, India, South Africa, France, Portugal, Estonia, Hungary, Russia, Poland, Kazakhstan, Georgia, and the United States. Volume 2 (this one) describes and analyzes nationalism, by country, around the world, except for the United States; and 3/material directly related to President Donald Trump, and the United States. The first volume is under consideration at the Texas A & M University Press. The other two are under contract to Nova Science Publishers (which includes social sciences). These three volumes may be used individually or as a set. Environmental material is taken up in appropriate places in each of the three books. * * * * * What became the United States of America has been strongly nationalist since the English of present-day Massachusetts and Jamestown first hit North America’s eastern shores. The country propelled itself across North America with the self-serving ideology of “manifest destiny” for four centuries before Donald Trump came along. Anyone who believes that a Trumpian affection for deportation of “illegals” is a new thing ought to take a look at immigration and deportation statistics in Adam Goodman’s The Deportation Machine: America’s Long History of Deporting Immigrants (Princeton University Press, 2020). Between 1920 and 2018, the United States deported 56.3 million people, compared with 51.7 million who were granted legal immigration status during the same dates. Nearly nine of ten deportees were Mexican (Nolan, 2020, 83). This kind of nationalism, has become an assassin of democracy as well as an impediment to solving global problems. Paul Krugman wrote in the New York Times (2019:A-25): that “In their 2018 book, How Democracies Die, the political scientists Steven Levitsky and Daniel Ziblatt documented how this process has played out in many countries, from Vladimir Putin’s Russia, to Recep Erdogan’s Turkey, to Viktor Orban’s Hungary. Add to these India’s Narendra Modi, China’s Xi Jinping, and the United States’ Donald Trump, among others. Bit by bit, the guardrails of democracy have been torn down, as institutions meant to serve the public became tools of ruling parties and self-serving ideologies, weaponized to punish and intimidate opposition parties’ opponents. On paper, these countries are still democracies; in practice, they have become one-party regimes….And it’s happening here [the United States] as we speak. If you are not worried about the future of American democracy, you aren’t paying attention” (Krugmam, 2019, A-25). We are reminded continuously that the late Carl Sagan, one of our most insightful scientific public intellectuals, had an interesting theory about highly developed civilizations. Given the number of stars and planets that must exist in the vast reaches of the universe, he said, there must be other highly developed and organized forms of life. Distance may keep us from making physical contact, but Sagan said that another reason we may never be on speaking terms with another intelligent race is (judging from our own example) could be their penchant for destroying themselves in relatively short order after reaching technological complexity. This book’s chapters, introduction, and conclusion examine the worldwide rise of partisan nationalism and the damage it has wrought on the worldwide pursuit of solutions for issues requiring worldwide scope, such scientific co-operation public health and others, mixing analysis of both. We use both historical description and analysis. This analysis concludes with a description of why we must avoid the isolating nature of nationalism that isolates people and encourages separation if we are to deal with issues of world-wide concern, and to maintain a sustainable, survivable Earth, placing the dominant political movement of our time against the Earth’s existential crises. Our contributors, all experts in their fields, each have assumed responsibility for a country, or two if they are related. This work entwines themes of worldwide concern with the political growth of nationalism because leaders with such a worldview are disinclined to co-operate internationally at a time when nations must find ways to solve common problems, such as the climate crisis. Inability to cooperate at this stage may doom everyone, eventually, to an overheated, stormy future plagued by droughts and deluges portending shortages of food and other essential commodities, meanwhile destroying large coastal urban areas because of rising sea levels. Future historians may look back at our time and wonder why as well as how our world succumbed to isolating nationalism at a time when time was so short for cooperative intervention which is crucial for survival of a sustainable earth. Pride in language and culture is salubrious to individuals’ sense of history and identity. Excess nationalism that prevents international co-operation on harmful worldwide maladies is quite another. As Pope Francis has pointed out: For all of our connectivity due to expansion of social media, ability to communicate can breed contempt as well as mutual trust. “For all our hyper-connectivity,” said Francis, “We witnessed a fragmentation that made it more difficult to resolve problems that affect us all” (Horowitz, 2020, A-12). The pope’s encyclical, titled “Brothers All,” also said: “The forces of myopic, extremist, resentful, and aggressive nationalism are on the rise.” The pope’s document also advocates support for migrants, as well as resistance to nationalist and tribal populism. Francis broadened his critique to the role of market capitalism, as well as nationalism has failed the peoples of the world when they need co-operation and solidarity in the face of the world-wide corona virus pandemic. Humankind needs to unite into “a new sense of the human family [Fratelli Tutti, “Brothers All”], that rejects war at all costs” (Pope, 2020, 6-A). Our journey takes us first to Russia, with the able eye and honed expertise of Richard D. Anderson, Jr. who teaches as UCLA and publishes on the subject of his chapter: “Putin, Russian identity, and Russia’s conduct at home and abroad.” Readers should find Dr. Anderson’s analysis fascinating because Vladimir Putin, the singular leader of Russian foreign and domestic policy these days (and perhaps for the rest of his life, given how malleable Russia’s Constitution has become) may be a short man physically, but has high ambitions. One of these involves restoring the old Russian (and Soviet) empire, which would involve re-subjugating a number of nations that broke off as the old order dissolved about 30 years ago. President (shall we say czar?) Putin also has international ambitions, notably by destabilizing the United States, where election meddling has become a specialty. The sight of Putin and U.S. president Donald Trump, two very rich men (Putin $70-$200 billion; Trump $2.5 billion), nuzzling in friendship would probably set Thomas Jefferson and Vladimir Lenin spinning in their graves. The road of history can take some unanticipated twists and turns. Consider Poland, from which we have an expert native analysis in chapter 2, Bartosz Hlebowicz, who is a Polish anthropologist and journalist. His piece is titled “Lawless and Unjust: How to Quickly Make Your Own Country a Puppet State Run by a Group of Hoodlums – the Hopeless Case of Poland (2015–2020).” When I visited Poland to teach and lecture twice between 2006 and 2008, most people seemed to be walking on air induced by freedom to conduct their own affairs to an unusual degree for a state usually squeezed between nationalists in Germany and Russia. What did the Poles then do in a couple of decades? Read Hlebowicz’ chapter and decide. It certainly isn’t soft-bellied liberalism. In Chapter 3, with Bruce E. Johansen, we visit China’s western provinces, the lands of Tibet as well as the Uighurs and other Muslims in the Xinjiang region, who would most assuredly resent being characterized as being possessed by the Chinese of the Han to the east. As a student of Native American history, I had never before thought of the Tibetans and Uighurs as Native peoples struggling against the Independence-minded peoples of a land that is called an adjunct of China on most of our maps. The random act of sitting next to a young woman on an Air India flight out of Hyderabad, bound for New Delhi taught me that the Tibetans had something to share with the Lakota, the Iroquois, and hundreds of other Native American states and nations in North America. Active resistance to Chinese rule lasted into the mid-nineteenth century, and continues today in a subversive manner, even in song, as I learned in 2018 when I acted as a foreign adjudicator on a Ph.D. dissertation by a Tibetan student at the University of Madras (in what is now in a city called Chennai), in southwestern India on resistance in song during Tibet’s recent history. Tibet is one of very few places on Earth where a young dissident can get shot to death for singing a song that troubles China’s Quest for Lebensraum. The situation in Xinjiang region, where close to a million Muslims have been interned in “reeducation” camps surrounded with brick walls and barbed wire. They sing, too. Come with us and hear the music. Back to Europe now, in Chapter 4, to Portugal and Spain, we find a break in the general pattern of nationalism. Portugal has been more progressive governmentally than most. Spain varies from a liberal majority to military coups, a pattern which has been exported to Latin America. A situation such as this can make use of the term “populism” problematic, because general usage in our time usually ties the word into a right-wing connotative straightjacket. “Populism” can be used to describe progressive (left-wing) insurgencies as well. José Pinto, who is native to Portugal and also researches and writes in Spanish as well as English, in “Populism in Portugal and Spain: a Real Neighbourhood?” provides insight into these historical paradoxes. Hungary shares some historical inclinations with Poland (above). Both emerged from Soviet dominance in an air of developing freedom and multicultural diversity after the Berlin Wall fell and the Soviet Union collapsed. Then, gradually at first, right wing-forces began to tighten up, stripping structures supporting popular freedom, from the courts, mass media, and other institutions. In Chapter 5, Bernard Tamas, in “From Youth Movement to Right-Liberal Wing Authoritarianism: The Rise of Fidesz and the Decline of Hungarian Democracy” puts the renewed growth of political and social repression into a context of worldwide nationalism. Tamas, an associate professor of political science at Valdosta State University, has been a postdoctoral fellow at Harvard University and a Fulbright scholar at the Central European University in Budapest, Hungary. His books include From Dissident to Party Politics: The Struggle for Democracy in Post-Communist Hungary (2007). Bear in mind that not everyone shares Orbán’s vision of what will make this nation great, again. On graffiti-covered walls in Budapest, Runes (traditional Hungarian script) has been found that read “Orbán is a motherfucker” (Mikanowski, 2019, 58). Also in Europe, in Chapter 6, Professor Ronan Le Coadic, of the University of Rennes, Rennes, France, in “Is There a Revival of French Nationalism?” Stating this title in the form of a question is quite appropriate because France’s nationalistic shift has built and ebbed several times during the last few decades. For a time after 2000, it came close to assuming the role of a substantial minority, only to ebb after that. In 2017, the candidate of the National Front reached the second round of the French presidential election. This was the second time this nationalist party reached the second round of the presidential election in the history of the Fifth Republic. In 2002, however, Jean-Marie Le Pen had only obtained 17.79% of the votes, while fifteen years later his daughter, Marine Le Pen, almost doubled her father's record, reaching 33.90% of the votes cast. Moreover, in the 2019 European elections, re-named Rassemblement National obtained the largest number of votes of all French political formations and can therefore boast of being "the leading party in France.” The brutality of oppressive nationalism may be expressed in personal relationships, such as child abuse. While Indonesia and Aotearoa [the Maoris’ name for New Zealand] hold very different ranks in the United Nations Human Development Programme assessments, where Indonesia is classified as a medium development country and Aotearoa New Zealand as a very high development country. In Chapter 7, “Domestic Violence Against Women in Indonesia and Aotearoa New Zealand: Making Sense of Differences and Similarities” co-authors, in Chapter 8, Mandy Morgan and Dr. Elli N. Hayati, from New Zealand and Indonesia respectively, found that despite their socio-economic differences, one in three women in each country experience physical or sexual intimate partner violence over their lifetime. In this chapter ther authors aim to deepen understandings of domestic violence through discussion of the socio-economic and demographic characteristics of theit countries to address domestic violence alongside studies of women’s attitudes to gender norms and experiences of intimate partner violence. One of the most surprising and upsetting scholarly journeys that a North American student may take involves Adolf Hitler’s comments on oppression of American Indians and Blacks as he imagined the construction of the Nazi state, a genesis of nationalism that is all but unknown in the United States of America, traced in this volume (Chapter 8) by co-editor Johansen. Beginning in Mein Kampf, during the 1920s, Hitler explicitly used the westward expansion of the United States across North America as a model and justification for Nazi conquest and anticipated colonization by Germans of what the Nazis called the “wild East” – the Slavic nations of Poland, the Baltic states, Ukraine, and Russia, most of which were under control of the Soviet Union. The Volga River (in Russia) was styled by Hitler as the Germans’ Mississippi, and covered wagons were readied for the German “manifest destiny” of imprisoning, eradicating, and replacing peoples the Nazis deemed inferior, all with direct references to events in North America during the previous century. At the same time, with no sense of contradiction, the Nazis partook of a long-standing German romanticism of Native Americans. One of Goebbels’ less propitious schemes was to confer honorary Aryan status on Native American tribes, in the hope that they would rise up against their oppressors. U.S. racial attitudes were “evidence [to the Nazis] that America was evolving in the right direction, despite its specious rhetoric about equality.” Ming Xie, originally from Beijing, in the People’s Republic of China, in Chapter 9, “News Coverage and Public Perceptions of the Social Credit System in China,” writes that The State Council of China in 2014 announced “that a nationwide social credit system would be established” in China. “Under this system, individuals, private companies, social organizations, and governmental agencies are assigned a score which will be calculated based on their trustworthiness and daily actions such as transaction history, professional conduct, obedience to law, corruption, tax evasion, and academic plagiarism.” The “nationalism” in this case is that of the state over the individual. China has 1.4 billion people; this system takes their measure for the purpose of state control. Once fully operational, control will be more subtle. People who are subject to it, through modern technology (most often smart phones) will prompt many people to self-censor. Orwell, modernized, might write: “Your smart phone is watching you.” Ming Xie holds two Ph.Ds, one in Public Administration from University of Nebraska at Omaha and another in Cultural Anthropology from the Chinese Academy of Social Sciences, Beijing, where she also worked for more than 10 years at a national think tank in the same institution. While there she summarized news from non-Chinese sources for senior members of the Chinese Communist Party. Ming is presently an assistant professor at the Department of Political Science and Criminal Justice, West Texas A&M University. In Chapter 10, analyzing native peoples and nationhood, Barbara Alice Mann, Professor of Honours at the University of Toledo, in “Divide, et Impera: The Self-Genocide Game” details ways in which European-American invaders deprive the conquered of their sense of nationhood as part of a subjugation system that amounts to genocide, rubbing out their languages and cultures -- and ultimately forcing the native peoples to assimilate on their own, for survival in a culture that is foreign to them. Mann is one of Native American Studies’ most acute critics of conquests’ contradictions, and an author who retrieves Native history with a powerful sense of voice and purpose, having authored roughly a dozen books and numerous book chapters, among many other works, who has traveled around the world lecturing and publishing on many subjects. Nalanda Roy and S. Mae Pedron in Chapter 11, “Understanding the Face of Humanity: The Rohingya Genocide.” describe one of the largest forced migrations in the history of the human race, the removal of 700,000 to 800,000 Muslims from Buddhist Myanmar to Bangladesh, which itself is already one of the most crowded and impoverished nations on Earth. With about 150 million people packed into an area the size of Nebraska and Iowa (population less than a tenth that of Bangladesh, a country that is losing land steadily to rising sea levels and erosion of the Ganges river delta. The Rohingyas’ refugee camp has been squeezed onto a gigantic, eroding, muddy slope that contains nearly no vegetation. However, Bangladesh is majority Muslim, so while the Rohingya may starve, they won’t be shot to death by marauding armies. Both authors of this exquisite (and excruciating) account teach at Georgia Southern University in Savannah, Georgia, Roy as an associate professor of International Studies and Asian politics, and Pedron as a graduate student; Roy originally hails from very eastern India, close to both Myanmar and Bangladesh, so he has special insight into the context of one of the most brutal genocides of our time, or any other. This is our case describing the problems that nationalism has and will pose for the sustainability of the Earth as our little blue-and-green orb becomes more crowded over time. The old ways, in which national arguments often end in devastating wars, are obsolete, given that the Earth and all the people, plants, and other animals that it sustains are faced with the existential threat of a climate crisis that within two centuries, more or less, will flood large parts of coastal cities, and endanger many species of plants and animals. To survive, we must listen to the Earth, and observe her travails, because they are increasingly our own.

In this article, the author considers various aspects of teaching Chinese in Russia, and also specifies some factors that affect the successful mastery of the Chinese language, in particular, learning in a natural language environment as a part of student exchange programs, during which students study language material in class with native speaker and have the opportunity of extensive language practice outside the school. In addition, the author notes the importance of the sociocultural component in learning - familiarity with the traditions and holidays of China, thereby increasing students' interest in the culture of the country of the language being studied. The article also notes the difficulties that both students and the teacher encounter in the classroom at North-Eastern State University, caused by the fact that in the same group are both students who have undergone language training in China and those who have not yet had a chance to study there. This is manifested in different levels of language proficiency by students, primarily in the level of their oral speech skills. This situation affects the group's learning speed and requires the teacher, in turn, to have a differentiated approach to conducting classes. The author suggests maximizing the practice of students using the Chinese language - conducting classes in the language they are studying, stimulating them to communicate only in Chinese within the class, and also, if possible, beyond. The basis of this practice is proposed to put thematic-situational training, for example, within the framework of the topic “Shopping”, interactively consider situations “in a clothing store”, “in a mobile phone store”, etc. At the same time, the author notes that the same situations proposed in the educational literature are perceived differently by native speakers and students, since they are filled with realities characteristic of China and different from the usual realities of Russia. To familiarize students with similar sociocultural content, it is proposed to use multimedia teaching aids - video and graphic presentations.