Relevant bibliographies by topics / English language and multiculturalism

Academic literature on the topic 'English language and multiculturalism'

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Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "English language and multiculturalism"

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Mejía, Jaime Armin, and Bethany Bryson. "Multiculturalism in College English Departments." College English 69, no. 2 (November 1, 2006): 173. http://dx.doi.org/10.2307/25472202.

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Tanaka, Shigenori. "English and Multiculturalism— from the Language User’s Perspective." RELC Journal 37, no. 1 (April 2006): 47–66. http://dx.doi.org/10.1177/0033688206063473.

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Morgan, Mark, and Kai Qiao. "Multiculturalism, Language Barriers, and Service Quality." Journal of Interpretation Research 21, no. 1 (April 2016): 33–36. http://dx.doi.org/10.1177/109258721602100103.

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If the White majority becomes a minority population in the United States by 2050, as predicted, this shift might result in a dilemma for the National Park Service (NPS) because Caucasians have provided the mainstay of agency support over the past century. According to published reports, recommendations to improve park awareness and relevance for underserved groups are being addressed by the National Parks Conservation Association. Although Asians are one of the fastest growing minorities in the U.S., they are infrequent NPS visitors. One possible explanation is language barriers, compounded by English-only websites and printed material. A service-quality test using a Chinese confederate was designed to examine some performance measures. Of the 370 national parks queried, less than 18% had any information for Chinese visitors. Some managerial implications for Asian inclusiveness are discussed.
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Carey, Stephen. "Language Management, Official Bilingualism, and Multiculturalism in Canada." Annual Review of Applied Linguistics 17 (March 1997): 204–23. http://dx.doi.org/10.1017/s0267190500003354.

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In addressing Canadian language management and planning in terms of bilingualism and multiculturalism, it is essential to contextualize these topics within the recent historical policy events and periods of change. This history includes the Royal Commission on Bilingualism and Biculturalism of 1965, the Official Languages Act of 1969, official bilingualism and multiculturalism since 1971, the Canadian Multiculturalism Act of 1988, the growing importance of the Asia-Pacific region for Canada during the 1990's, and the increased probability of Quebec's separation. The above stages of evolution have taken place during an era which has seen the growing dominance of English internationally in all spheres of academia, economics, and communication technology, and an equally rapid decline of French internationally in these same spheres (Carey 1991; 1996).
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Rubrecht, Penthes, Anand Vaid, Donna Woloshyn, Hilary Craig, Estelle Anthony, Mary Heit, and Bernice Dowhaniuk. "SCENES Brief Presented to The Task Force on Multiculturalism." TESL Canada Journal 7, no. 2 (June 26, 1990): 95. http://dx.doi.org/10.18806/tesl.v7i2.572.

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SCENES, a professional organization for educators in English as a Second language/ Dialect (ESLlD) appreciates the adoption of the Act on Multiculturalism. The provisions therein, if consistently implemented, will make it possible for immigrant children and adults as well as Indian and Metis people to take an active part in the evolution and shaping of our Canadian society. At last people whose mother tongue is not English or French will have equal access to education and employment. The fundamental concern that we wish to bring to the attention of this Task Force is the lack of involvement of the provincial government in the provision of language training. Consequently we are lagging far behind Quebec and Manitoba in the services we can offer. Even though immigration and settlement are federal responsibilities, the Province of Saskatchewan has a mandate for education, health and social services. The provincial government must take these mandates seriously and play an active role in the co-ordination of existing ESL programmes and initiate new, more specialized programmes. It must be responsible for the development of curricula and materials and monitor and evaluate the programmes delivered in our province. As far as the English language provision for Indian and Metis children and adults is concerned the provincial government must accept its share of the responsibility for the development of a policy on bilingual education; a policy which promotes the retention of the Indian languages and strengthens the provisions for English as a Second Language/Dialect programmes.
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Garza, Aimee V., and Lindy Crawford. "Hegemonic Multiculturalism: English Immersion, Ideology, and Subtractive Schooling." Bilingual Research Journal 29, no. 3 (October 2005): 599–619. http://dx.doi.org/10.1080/15235882.2005.10162854.

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Zhou, Ye, and Li Zou. "On Development History of Australia’s Language Policy and the Enlightenment to China’s Foreign Language Education." Theory and Practice in Language Studies 7, no. 5 (May 1, 2017): 366. http://dx.doi.org/10.17507/tpls.0705.06.

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As is well-known, Australia is the first English country to officially make and efficiently carry out multi-lingual and plural culture in the world, whose language education policy has been highly spoken of by most linguists and politicians in the world in terms of the formulation and implementation. By studying such items as affecting factors, development history, implementing strategies of Australian language education policy under the background of multiculturalism, researchers can get a clue of the law of development of the language education policy in the developed countries and even the world. To be specific, through studying the development history of Australian language education policy under the background of multiculturalism, the paper puts forward some enlightenment and presents some advice on the China’s foreign language education.
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Idris, Nazua. "Using Non-native English Films to Promote Multiculturalism in ELT Classroom." Journal of NELTA 19, no. 1-2 (February 10, 2015): 65–76. http://dx.doi.org/10.3126/nelta.v19i1-2.12081.

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This paper aims to present how the incorporation of non-native English films can enhance the multicultural awareness among the English language learners. As the non-native English films expose the students to linguistic and cultural diversity, they can be used as effective tools in designing materials for ELT classroom. To demonstrate how teachers can incorporate these films in their classroom, the paper discusses various approaches to design materials for language classroom, and contains three sample lesson plans for intermediate, upper-intermediate and advanced level students. The lesson plans exploit a number of non-native English films to generate a discussion of different cultures along with teaching English language. Finally, the paper ends with some suggestions for the teachers. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12081 Journal of NELTA, Vol 19 No. 1-2, December 2014: 65-76
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Edwards, John. "Language Policy and Planning in Canada." Annual Review of Applied Linguistics 14 (March 1994): 126–36. http://dx.doi.org/10.1017/s0267190500002853.

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It is an especially opportune time to reflect upon Canadian language issues, since the recent constitutional crises-still unresolved-have at once brought them into sharp focus and demonstrated how closely language, culture, and politics may be intertwined. The official policies of bilingualism and multiculturalism, in particular, have been receiving considerable attention. The players-the French and English “charter groups,” the aboriginal populations, and non-indigenous non-English/non-French groups (the “allophones,” who possess “heritage” languages)-have, consequently, been presenting themselves and their agendas with rather more force and acerbity than usual. Full accounts of the political upheavals, and the ramifications for language policy are now becoming available (e.g., Edwards in press a; in press b; in press c).
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Labrador, Roderick N. "“We can laugh at ourselves”." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 14, no. 2-3 (June 1, 2004): 291–316. http://dx.doi.org/10.1075/prag.14.2-3.11lab.

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Hawai’i’s multiculturalism and perceived harmonious race and ethnic relations are widely celebrated in popular and academic discourse. The image of Hawai’i as a “racial paradise,” a rainbow of peacefully coexisting groups, partially stems from the fact that among the various racial and ethnic groups there is no numerical majority and from the common belief in equality of opportunity and status. Hawai’i ethnic humor is part and parcel of the maintenance and continued reinforcement of the notion of Hawai’i as “racial paradise” with underlying racializing and stigmatizing discourses that disguise severe social inequalities and elide differential access to wealth and power. In this paper, I examine the intersection of language, humor, and representation by analyzing the linguistic practices in the comedy performances of Frank DeLima, a pioneer in Hawai’i ethnic humor, and excerpts from Buckaloose: Shmall Keed Time (Small Kid Time), a comedy CD by Da Braddahs, a relatively new but tremendously popular comedy duo in Hawai’i. Central to these comedy performances is the use of a language variety that I call Mock Filipino, a strategy often employed by Local comedians to differentiate the speakers of Philippine languages from speakers of Hawai’i Creole English (or Pidgin). A key component to understanding the use of Mock Filipino is the idea of “Local” as a cultural and linguistic identity category and its concomitant multiculturalist discourse. I argue that the Local comedians’ use of Mock Filipino relies on the myth of multiculturalism while constructing racializing discourses which position immigrant Filipinos as a cultural and linguistic Other, signifying their outsider status and their subordinate position in the social hierarchy and order. The linguistic practices in the comedy performances are thus identity acts that help to produce and disseminate ideas about language, culture, and identity while normalizing Local and reinforcing Hawai’i’s mainstream multiculturalist ideology.
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Dissertations / Theses on the topic "English language and multiculturalism"

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Lo, Bianco Joseph, and joe lobianco@languageaustralia com au. "OFFICIALISING LANGUAGE: A DISCOURSE STUDY OF LANGUAGE POLITICS IN THE UNITED STATES." The Australian National University. Research School of Social Sciences, 2001. http://thesis.anu.edu.au./public/adt-ANU20020902.101758.

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This is a study of the discourse contest concerning the officialisation of English in the United States. It consists of an analysis of the language of that discourse shaped by a belief that discourse is a rather neglected but potentially illuminating area of examination of language and literacy policy. The study seeks to understand the processes and content of language policy as it is being made, or performed, and is influenced by a critique of the theory and practice of language policy which tends to adopt technicist paradigms of examination that insufficiently elucidate the politics of the field. ¶ Accordingly a systematic gathering of the texts of language disputation in the US was collected. These texts were organised in response to the methods of elicitation. Semi-elicited texts, elicited texts and unelicited texts were gathered and tested to be sure that they constituted a fair representation of the concourse (what had been said and was being said about the issue) over a 15 year period. Those statements, or texts, that had particular currency during the 104th Congress were selected for further use. An empirical examination of the subjective dispositions of those activists involved in the making of official English, or of resisting the making of official English, was conducted. ¶ This examination utilised the Q methodology (inverted factor analysis) invented by William Stephensen. The data from this study provided a rich field of knowledge about the discursive parameters of the making of policy in synchronic and diachronic form. Direct interviews were also conducted with participants, and discourse analysis of ‘naturally occurring’ (unelicited texts) speeches and radio debates and other material of persuasion and disagreement was conducted. ¶ These data frame and produce a representation of the orders of discourse and their dynamic and shaping power. Against an analysis of language policy making and a document analysis of the politics of language in the United States the discourses are utilised to contribute to a richer understanding of the field and the broad conclusion that as far as language policy is concerned it is hardly possible to make a distinction with political action. ¶ The theoretical implications for a reinvigorated language policy theory constitute the latter part of the thesis. In the multi-epistemological context that postmodernity demands, with its skepticism about the possibility of ‘disinterest’, the thesis offers its own kinds of data triangulation, and the making central of subjective dispositions and political purposes and engagements of the principal anatagonists.
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Sutton, Candace. "A case study of two teachers' understanding of and attitudes towards bilingualism and multiculturalism in a South African primary school." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/497/.

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Moe, Cailey Catherine. "Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4059.

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Within the population of adult English-language learners in the United States, the largest portion is comprised of Spanish speakers from Mexico and Central and South America. At the same time, Spanish is the second-most commonly spoken language in the U.S., and an increasing presence in U.S. media and culture. This puts English learners from this demographic in a unique position with respect to language and culture acquisition and the experience of working towards their goals within U.S. society at large. The purpose of this study is to explore motivations and beliefs about language and culture held by a small number English-language learners belonging to this huge, diverse community. Drawing on theory from the fields of second language acquisition and sociolinguistics, a survey eliciting opinions about cultural affiliation and language standards was created and versions in either English or Spanish were distributed to volunteers from this population living in Oregon. Fifty-two surveys were returned. The responses to the surveys were then compared with one another to examine any connections between participant beliefs about language value, cultural affiliation, and learning strategy preferences. Statistical comparisons were also carried out to determine whether certain orientations correlated with one another. Analysis of the survey responses showed that while affiliation to United States culture was variable, all participants maintained at least a moderate feeling of affiliation to their home countries, despite twenty-seven, or just over half, of them having lived in the U.S. for over ten years. However, all but one of the participants were also interested in learning about U.S. culture and thirty-nine believed in the possibility of being part of more than one culture at a time. Participants were more likely to prefer collaborative strategies for learning about culture, but for learning language they preferred individual strategies, and had a general low estimation of the utility of non-standard forms of language, including non-standard English and Spanglish. A moderate negative correlation (Spearman p=.521) that was statistically significant (p=.001) was found between the degree to which participants had a multicultural affiliation and their beliefs about the importance of knowing non-standard forms of English. While the participating sample is too small and opportunistic for the findings to be generalizable, from the results of the surveys it can be concluded that: multicultural affiliation is something that can be (and is) experienced to varying degrees by some language learners in this population sample; individual learning strategies seem preferred for learning language; and non-standard English is not considered as valuable as standard English. Additionally, a negative correlation between multicultural affiliation and the perceived importance of knowing non-standard English is suggested. These findings may have implications for language instructors and others who wish to investigate the motivations, priorities, and language beliefs of adult English students from this particular demographic.
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Santos, Katia Costa dos. "Construção multicultural: reflexões sobre políticas alternativas para o ensino de língua estrangeira." Universidade de São Paulo, 2002. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-28042003-160345/.

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Esta pesquisa argumentativo-narrativa propõe-se a investigar a construção do multiculturalismo como conceito no Brasil, especialmente no contexto das propostas de diversidade, como tema contido nas propostas de currículo nacional (Parâmetros Curriculares Nacionais), no contexto do ensino de Língua Estrangeira. O ensino de línguas no Brasil é permeado por uma pedagogia tecnicista, em que o conceito de diversidade é vinculado à multiplicidade de experiências culturais, dissociado do conflito cultural, garantidor de tolerância e consenso. A Pedagogia Crítica, ao propor uma abordagem dialética de cultura, como fenômeno social em processo, e a educação/o currículo como uma forma de política cultural, possibilita uma crítica do currículo, da escola, e das propostas educacionais brasileiras, e reconhece tais espaços como interceptados por interesses particulares, posições macropolíticas específicas e narrativas mestras identificadas com um discurso neoliberal, que formatam nossas subjetividades e as práticas culturais que nos governam. Esta pesquisa, defendendo uma abordagem multicultural crítica, investiga um conceito de diversidade que reconheça o poder da diferença, que questione e desafie as estruturas de poder dominantes, que mascaram a desigualdade. Em especial esta pesquisa examina propostas alternativas de hibridização cultural no currículo, sob a perspectiva de uma pedagogia reflexiva, crítica e transformadora.
This argumentative-narrative research investigates the multicultural construction in Brazil, especially the diversity proposal contained in the Parâmetros Curiculares Nacionais, in the context of Foreign Language teaching. Language teaching in Brazil is also permeated by a technicist pedagogy, in which the concept of diversity is connected to the multiplicity of cultural experiences, dissociated of the cultural conflict that guarantees tolerance and consensus. The Critical Pedagogy, when proposing a dialectic approach of culture, as a social phenomenon in process, and considering education/curriculum as a form of cultural politics, enables a criticism of the curriculum, of school, and of the Brazilian educational proposals that recognizes such spaces as intercepted. They are intercepted by particular interests, specific macropolitical positions, master narratives identified with a neoliberal discourse, which format our subjectivities and the cultural practices that guide us. This research, in defending a critical multicultural approach, investigates a diversity conception that recognizes the power of difference, which interrogate and challenge the domain structures and power relations that disguise inequality. Especially, this research examines alternative proposals of cultural hibridity in the curriculum, from the perspective of a reflexive, critical and transformative pedagogy.
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Figueroa, Daisy Mae. "Examining the Relationship Between Elementary School Teachers’ Multicultural Attitudes and Self-Efficacy for Teaching English Language Learners." Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/31870.

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An increase in English Language Learners (ELLs) in public schools across the nation is forcing stakeholders to reexamine how teachers are being prepared to effectively teach culturally and linguistically diverse students. It is unclear to what extent inservice teachers feel prepared to work with ELLs and what factors impact their feelings of preparedness. The purpose of this study was to examine the relationships between teachers’ self-efficacy for teaching ELLs, general teaching self-efficacy, and multicultural attitudes. The study also explored whether teachers’ self-efficacy for teaching ELLs could be explained by variables that include years of teaching experience, highest degree earned, perception of preparedness for teaching ELLs, and actual preparation for teaching ELLs. Two hundred twenty-three elementary teachers working in the Clark County School District in Las Vegas, Nevada, participated in this study. Data was collected using an online survey, which included two validated surveys, the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001) and the Teacher Multicultural Attitude Survey (TMAS; Ponterotto, Baluch, Greig, & Rivera, 1998). A modified version of the TSES was included to measure teachers’ self-efficacy for teaching ELLs. Factor analysis was performed on the modified instrument. Three factors emerged from the factor analysis: self-efficacy in ELL classroom management, self-efficacy in ELL student motivation, and self-efficacy in ELL methods and strategies. Factor analysis, structural equation modeling, and path analysis were used in data analysis. Teachers’ self-efficacy for teaching ELLs and general teaching self-efficacy were found to be strongly correlated. However, multicultural attitude was not found to moderate this correlation. Of the four demographic and background variables, only perception of preparedness for teaching ELLs was found to be a statistically significant predictor. This study highlights important factors that need to be considered when preparing teachers to teach ELLs. The results of this study may help administrators understand how to prepare and support both preservice and inservice teachers to improve the learning outcomes for ELLs and, in turn, close the achievement gap between ELLs and their non-ELL counterparts.
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Muñoz, María Eugenia. "Expanding the televisual borders the emergence of Latino-themed programming in contemporary English-language television /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1973583891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Vermaak, Coralié Elizabeth. "Phonological awareness skills of a group of grade 4 learners, in a multi-cultural, multi-lingual education context with English as language of learning and teaching (ELoLT)." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10302007-075056.

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Dodici, Adria Danielle. "The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study." PDXScholar, 2011. http://pdxscholar.library.pdx.edu/open_access_etds/141.

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Teachers of English language learners (ELLs) are often ill prepared to provide content area instruction tailored to their students' needs. This explanatory mixed method study examined the relationship between 15 ELL teachers' multicultural attitudes and use of sheltered instruction (SI). The purpose of the study was to ascertain whether teachers' multicultural attitudes influenced their use of SI. Data were gathered using a Demographic Questionnaire, Multicultural Efficacy Scale (MES), Classroom Instruction Questionnaire, and semi-structured interviews. A correlational analysis found no statistically significant relationship (i.e., r = -.34; p = .22) between participants' scores on SI observations and the MES. A correlational estimate for the four highest SI scorers indicated a relationship between the two sets of scores (i.e., r = .75; p = .25). Qualitative data did not indicate any patterns that might distinguish the high and low SIOP scorers; however, Aptitude Measurement Interaction may explain the different correlational results.
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Vollaro, Daniel Richard. "Origins and Orthodoxy: Anthologies of American Literature and American History." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/english_diss/36.

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This dissertation examines how the new “multicultural phase” anthologies of American literature treat American history. Anthologies of American literature are more historical, more diverse, and more multidisciplinary than ever before, but they have over-extended themselves in both their historical and representational reach. They are not, despite their diversity and historicism, effective vehicles for promoting critical discussions of American history in the classroom. Chapter One outlines a brief history of anthologies of American literature, while also introducing the terminology and methodology used in this study. Chapter Two explores the role of the headnote as a vehicle for American history in anthologies by focusing on headnotes to Abraham Lincoln in multiple anthologies. Chapter Three examines how anthologies frame Native American origin stories for their readers. Chapter Four focuses on the issues raised by anthologizing texts originally composed in Spanish, and Chapter Five argues for a transnational broadening of the “slavery theme” in anthologies to include Barbary captivity narratives and texts that reference Indian slavery.
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Kim, Jung Sook. "Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445.

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Books on the topic "English language and multiculturalism"

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What language do I dream in? Berkeley, CA: Counterpoint, 2017.

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Ngo, Hieu Van. English as a second language education: Context, current responses and recommendations for new directions. Calgary: Coalition for Equal Access to Education, 2002.

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Herrera, Socorro Guadalupe. Teaching reading to english language learners students: Differentiated literacies. Boston: Pearson/Allyn and Bacon Publishers, 2010.

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Marlene, Lecompte, ed. The language we share: A Canadian cross-cultural reader for learning English. Toronto: Harcourt Brace Canada, 1995.

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Teaching reading and comprehension to English learners, K-5. Bloomington, IN: Solution Tree Press, 2011.

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Amirthanayagam, Guy. The marriage of continents: Multiculturalism in modern literature. Lanham, Md: University Press of America, 1999.

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Language and learning in multilingual classrooms: A practical approach. Bristol: Multilingual Matters, 2012.

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Distant thunder: An integrated skills approach to learning language through literature. Ann Arbor: University of Michigan Press, 1999.

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The rhetoric of diversity and the traditions of American literary study: Critical multiculturalism in English. Westport, Conn: Bergin & Garvey, 1998.

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Literacy development with English learners: Research-based Instruction in grades K-6. New York: Guilford Press, 2009.

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Book chapters on the topic "English language and multiculturalism"

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Nagamine, Toshinobu. "Preservice and Inservice English as a Foreign Language Teachers’ Perceptions of the New Language Education Policy Regarding the Teaching of Classes in English at Japanese Senior High Schools." In Multiculturalism and Conflict Reconciliation in the Asia-Pacific, 99–117. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1007/978-1-137-40360-5_6.

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Çetin, Đhsan. "Mhalmies, Language and Multiculturalism." In Suryoye l-Suryoye, edited by Shabo Talay, 109–20. Piscataway, NJ, USA: Gorgias Press, 2009. http://dx.doi.org/10.31826/9781463216603-009.

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McEnery, Tony, and Robbie Love. "Bad Language." In English Language, 495–507. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_34.

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McEnery, Tony. "Bad Language." In English Language, 564–75. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_34.

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Hardie, Andrew. "Language Acquisition." In English Language, 609–24. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_37.

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Svartvik, Jan, and Geoffrey Leech. "The Standard Language Today." In English, 195–209. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-16007-2_10.

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Chilton, Paul. "Text Linguistics." In English Language, 170–85. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_9.

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Culpeper, Jonathan, Ruth Wodak, and Paul Kerswill. "Studying the English Language." In English Language, 3–7. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_1.

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Culpeper, Jonathan, and Gila A. Schauer. "Pragmatics." In English Language, 146–63. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_10.

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Kerswill, Paul, and Jonathan Culpeper. "Standard English and Standardization." In English Language, 167–85. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_11.

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Conference papers on the topic "English language and multiculturalism"

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D'Agata, Rosario, and Simona Gozzo. "#immigrants project: the on-line perception of integration." In CARMA 2020 - 3rd International Conference on Advanced Research Methods and Analytics. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/carma2020.2020.11655.

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This paper analyses the content of Twitter’s comments during the period covering the last European elections. "#immigrants" is the extraction’s keyword in different national languages. With the exception of English and French, whose extraction would be misleading, all of the other languages have been chosen to catch the geographical area of reference. We made sure to extract at least two sentences for each Welfare area. Once the data have been extracted, three different strategies have been used. The first one, dealing with both a qualitative and a quantitative assessment; the second one, analysing automatically the content of the top 10 extracted tweets during the reference period and the third one based on network analysis. Through a deep analysis of the content, three clusters have been identified: the first one dealing with the cultural risks of multiculturalism; the second one (social risks) dealing with the fear of migrants stealing job vacancies and the third one dealing with economic risks. A deep network analysis of Italian and Spanish contexts follows. What emerges is that: communication is extremely heterogeneous; in Italy there unique and duplicated edges prevails; in Spain there are more groups than in Italy, more themes covered and different kind of users and nets.
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Li, Yan. "The Development of Students’ Multiculturalism in College Public English Teaching." In Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/sohe-19.2019.77.

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Mikheeva, Natalia, and Marina Petrova. "MULTICULTURALISM AND GLOBALISATION IN THE LANGUAGE EDUCATION WORLD SYSTEM." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0337.

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Zhang, Chunchun. "Research on College English Culture Teaching in the Perspective of Multiculturalism." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.285.

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Kewuel, H., I. Khasanah, and Y. Fajar. "Multiculturalism and Interfaith Harmony Forum Activies." In First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284924.

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Saiful, Jepri Ali, and Pratomo Widodo. "Indonesian English Teachersr Language Attitude towards the English Language." In International Conference of Communication Science Research (ICCSR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccsr-18.2018.10.

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Kozhevnikova, Lyudmila, and Tatiana Repina. "Multilingualism and Multiculturalism in Russian Higher Education from Language Teaching Perspective." In Proceedings of the International Conference on European Multilingualism: Shaping Sustainable Educational and Social Environment (EMSSESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/emssese-19.2019.31.

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Anggraini, Indrani Dewi. "Twisted Fairy Tale: Promoting Multiculturalism in Young Adult Postmodern Picture Book." In 1st International Conference on Folklore, Language, Education and Exhibition (ICOFLEX 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.032.

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Zhdanov, Vladimir V. "Jan Assmann’s Concept of “Cultural Memory” and the Crisis of Multiculturalism." In 2020 International Conference on Language, Communication and Culture Studies (ICLCCS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210313.040.

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Rui, Liu. "Language Attrition Theory on English Language Teaching." In 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.89.

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Reports on the topic "English language and multiculturalism"

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Moe, Cailey. Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5943.

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Chen, Aitao, Hailing Jiang, and Fredric Gey. English-Chinese Cross-Language IR Using Bilingual Dictionaries. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada456270.

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Blumenthal, Laura. Self-Efficacy in Low-Level English Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1621.

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NIKITINA, IRINA. THE LANGUAGE OF CORRUPTION IN ENGLISH BUSINESS DISCOURSE. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/2077-1770-2020-4-3-163-169.

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Abstract:
This article is devoted to identifying the patterns of the use of the language of corruption in English business discourse. In the course of the research, the author analyzes functional features of the language of corruption in English business discourse and describes in detail the various techniques underlying the replacement of the direct naming of “bribe, to give a bribe” to the euphemistic one in English. The analysis allows identifying language strategies characteristic of the modern English business communication.
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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2022.

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Long, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5489.

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Yücel Koç, Melike. Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.208.

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Vandehey, Daniel. Led Down the Garden Path: Cognitive Processing of English Language Idioms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7228.

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Perea-Hernandez, Jose. Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.436.

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