Dissertations / Theses: 'Global language'

1

Meyer, Hans Joachim. "A global language or a world of languages." Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-201117.

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BARROS, CARMEN DOLORES BRANCO DO REGO. "ENGLISH, THE GLOBAL LANGUAGE OF NOWADAYS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7211@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Esta pesquisa aborda os problemas enfrentados pela Humanidade para se comunicar de maneira eficiente, tarefa dificultada pelo número de línguas existentes no mundo - cerca de 6.500 - e a busca de soluções para resolver essa questão. Ela aponta a tendência mais forte no momento, que é a de se usar o inglês como língua global, uma vez que ele representa poder econômico e força política incontestáveis, destacando que essa aceitação não deve, porém, implicar desprestígio ou até mesmo desaparecimento de outras línguas. O trabalho mostra que o aprendizado do inglês deve possibilitar a aquisição de ferramentas necessárias à formação e desenvolvimento de falantes verdadeiramente inseridos em um mundo globalizado, no qual o conhecimento em todos os seus aspectos é cada vez mais exigido e valorizado. Além disso, ele enfatiza que o ensino de línguas deve contribuir para formar cidadãos conscientes dos valores de suas próprias línguas e culturas.
This research states the problems faced by mankind to communicate efficiently, a task made difficult due to the high number of languages - about 6.500 - in the world and the search of solutions to solve this issue. The strongest trend at this moment is that of accepting English as the global language, since it undeniably represents economic power and political strength. This acceptance, though, must not lead to a lack of prestige or the disappearance of other languages. One of the main goals in the learning of English must be the acquisition of tools necessary in the formation and development of speakers truly inserted in a globalized world, in which knowledge is more and more required and valued. The research also emphasizes that the learning of a foreign language must contribute to the formation of citizens aware of the value of their own languages and cultures.

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Sibson, Keith. "Programming language abstractions for the global network." Thesis, University of Glasgow, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368587.

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Whipple, Melanie. "The effect of global awareness on a middle school foreign language student." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/r1/whipplem/melaniewhipple.pdf.

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Hart-Rawung, Pornpimon, and n/a. "Internationalising English language education in Thailand: English language program for Thai engineers." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.

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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.

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Gil, Jeffrey Allan, and n/a. "English in China: The Impact of the Global Language on China's Language Situation." Griffith University. School of International Business and Asian Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060105.113942.

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The language situation of today's world is drastically different from that which existed in the past. English has become the global language -it is used more and is more widespread than any other language has ever been. At the same time we are faced with large-scale language endangerment which could result in the extinction of half or more of the world's languages. While not the only reason for language endangerment, the status of English as the global language has important consequences for all other languages and therefore deserves to be studied carefully. However, exactly what English means for other languages and cultures is far from simple and there is no general agreement on this issue. English has been seen as a destructive language, a pluralistic language and as an irrelevant language. This thesis explores the issue of global English as it applies to China. English language learning and teaching has been, and by all indications will continue to be, an important part of China's reform and modernisation. China is also an ethnically and linguistically diverse country with 55 minority nationalities and over 80 languages. What does the spread of English mean for China's language situation? Drawing on data gained through fieldwork and published sources, I argue that English in China is multifaceted, that is it has destructive, pluralistic and irrelevant elements. English is now used more and has higher status in China than at any time in the past and this has raised some concerns. However, English is not displacing Chinese language or culture. English is actually taking on Chinese features in both form and function. The Chinese language, far from being threatened, is currently expanding both in China and the world at large. Much effort has gone into promoting putonghua and there is great interest in learning Chinese in many parts of the world. China's minority languages, like those elsewhere, are under varying degrees of threat. However, English is not the main reason for this situation. At the present time at least it has relatively little presence in minority areas. Despite the fact that it is not destroying China's languages and cultures, English remains a significant issue for China and must be dealt with thoughtfully and carefully, especially among the minority nationalities. I argue that it is possible for China to acquire English without losing its linguistic diversity. Whether this can be achieved is a question of the resources and political will required to do so rather than any inherent difficulty with speaking two or more languages. To this end, the Context Approach is put forward as a possible way to improve English language teaching and learning among the minorities. In light of the results of this study, I suggest new directions for research, both on language issues in China and in general. I also argue for a new approach to our study of English as a global language and language endangerment. We need to appreciate the complexities of English on a local level as well as a global level and focus our attention more on how English can be taught to speakers of endangered languages in such a way that does not lead to language loss.

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7

Gil, Jeffrey Allan. "English in China: The Impact of the Global Language on China's Language Situation." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365962.

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The language situation of today's world is drastically different from that which existed in the past. English has become the global language -it is used more and is more widespread than any other language has ever been. At the same time we are faced with large-scale language endangerment which could result in the extinction of half or more of the world's languages. While not the only reason for language endangerment, the status of English as the global language has important consequences for all other languages and therefore deserves to be studied carefully. However, exactly what English means for other languages and cultures is far from simple and there is no general agreement on this issue. English has been seen as a destructive language, a pluralistic language and as an irrelevant language. This thesis explores the issue of global English as it applies to China. English language learning and teaching has been, and by all indications will continue to be, an important part of China's reform and modernisation. China is also an ethnically and linguistically diverse country with 55 minority nationalities and over 80 languages. What does the spread of English mean for China's language situation? Drawing on data gained through fieldwork and published sources, I argue that English in China is multifaceted, that is it has destructive, pluralistic and irrelevant elements. English is now used more and has higher status in China than at any time in the past and this has raised some concerns. However, English is not displacing Chinese language or culture. English is actually taking on Chinese features in both form and function. The Chinese language, far from being threatened, is currently expanding both in China and the world at large. Much effort has gone into promoting putonghua and there is great interest in learning Chinese in many parts of the world. China's minority languages, like those elsewhere, are under varying degrees of threat. However, English is not the main reason for this situation. At the present time at least it has relatively little presence in minority areas. Despite the fact that it is not destroying China's languages and cultures, English remains a significant issue for China and must be dealt with thoughtfully and carefully, especially among the minority nationalities. I argue that it is possible for China to acquire English without losing its linguistic diversity. Whether this can be achieved is a question of the resources and political will required to do so rather than any inherent difficulty with speaking two or more languages. To this end, the Context Approach is put forward as a possible way to improve English language teaching and learning among the minorities. In light of the results of this study, I suggest new directions for research, both on language issues in China and in general. I also argue for a new approach to our study of English as a global language and language endangerment. We need to appreciate the complexities of English on a local level as well as a global level and focus our attention more on how English can be taught to speakers of endangered languages in such a way that does not lead to language loss.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of International Business and Asian Studies
Griffith Business School
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8

Sazonov, Rostislav. "Computer-assisted language learning." Thesis, Молодь у глобалізованому світі: академічні аспекти англомовних фахових досліджень (англ. мовою) / Укл., ред. А.І.Раду: збірник мат. конф. - Львів: ПП "Марусич", 2011. - 147 с, 2011. http://er.nau.edu.ua/handle/NAU/20775.

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Ronen, Shahar. "The structure and implications of the global language network." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/82432.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 69-73).
Languages vary enormously in global importance because of historical, demographic, political, and technological forces, and there has been much speculation about the current and future status of English as a global language. Yet there has been no rigorous way to define or quantify the relative global influence of languages. I propose that the structure of the network connecting multilingual speakers or translated texts, which I call the Global Language Network, provides a concept of language importance that is superior to simple economic or demographic measures. I map three independent global language networks (GLN) from millions of records of online and printed linguistic expressions taken from Wikipedia, Twitter, and UNESCO's database of book translations. I find that the structure of the three GLNs is hierarchically organized around English and a handful of hub languages, which include Spanish, German, French, Russian, Malay, and Portuguese, but not Chinese, Hindi or Arabic. Finally, I validate the measure of a language's centrality in the GLNs by showing that it correlates with measures of the number of illustrious people born in the countries associated with that language. I suggest that other phenomena of a language's present and future influence are systematically related to the structure of the global language networks.
by Shahar Ronen.
S.M.

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10

Nordrum, Amy L. "“War on Global Warming”: Militarized Language in Environmental Journalism." Ohio University Honors Tutorial College / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1273610932.

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11

Godfrey, Kathleen Ann. "Global Learning Outcomes of a Domestic Foreign Language Immersion Program." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1034.

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There is a critical need for college students to receive an education that fosters global learning in preparation for life in an increasingly interdependent and interconnected world. Universities recognize this need and endeavor to provide a range of programs that target global knowledge and skills, and meet the needs of traditional and non-traditional students. Domestic foreign language immersion programs can contribute to student global learning and development by providing students with an opportunity to participate in a rich global learning experience in the U.S. While some researchers have investigated impacts of domestic foreign language immersion on language proficiency, few studies of other kinds of global learning outcomes are available, and research is needed to gain an understanding of program impacts and make improvements. The purpose of this study was to determine the extent to which participation in a domestic foreign language immersion program was perceived to influence global learning and development. The study used a mixed-methods design that incorporated as a key instrument a retrospective survey of former participants in a university-level domestic foreign language immersion program. Perspectives from short-term study abroad, foreign languages, transformative learning, and global citizenship informed the research. The study found that participants in a domestic foreign language immersion program perceived influence in all three domains of global development. The degree of perceived influence was similar in the three domains except in the area of social responsibility, which received a significantly lower rating. Finally, student characteristics, including age, language level, prior international or other intercultural experience, and on/off-campus residence were not associated with perceived program influence. A qualitative analysis helped explain these findings.

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Zentz, Lauren Renée. "Global Language Identities and Ideologies in an Indonesian University Context." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/232471.

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This ethnographic study of language use and English language learners in Central Java, Indonesia examines globalization processes within and beyond language; processes of language shift and change in language ecologies; and critical and comprehensive approaches to the teaching of English around the world. From my position as teacher-researcher and insider-outsider in an undergraduate English Department and the community surrounding the university, I engaged in reflections with students and educators in examining local language ecologies; needs for and access to English language resources; and how English majors negotiated "double positionalities" as both members of a global community of English speakers and experts in local meaning systems within which English forms played a role. In order to understand English, language ecologies, and globalization in situ, I triangulated these findings with language and education policy creation and negotiation at micro-, meso- and macro- levels, (Blommaert, 2005; Hornberger & Hult, 2010; McCarty, 2011; Pennycook, 2001, 2010).Globalization is found to be part and parcel of the distribution of English around the world; however, English's presence around the world is understood to be just one manifestation of contemporary globalization. More salient are the internationalization of standards, global corporate and media flows of information, and access to educational and information resources. These are all regulated by the state which, while working to maintain an Indonesian identity, relegates local languages to peripheries in space and time, and regulates access to all language resources, creating an upward spiral of peripheralization wherein the levels of proficiency in local, national, and English languages represent access gained to state-provided educational resources.

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Brown, Lisa Jane. "The effects of severe global deprivation on language and cognition." Thesis, University of Sheffield, 2004. http://etheses.whiterose.ac.uk/17850/.

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The impetus for this research derives largely from the need to understand the course of human ontogenetic development in abnormal circumstances. The specific focus of the research is the emergence of language and cognition and social and communicative behaviour in children who have suffered extreme global deprivation at an early age. The crucial research issue, however, concerns the extent to which normal language acquisition is still possible given an initial environment that is largely language-less and lacking in social stimulation and interaction. In the early 1990s, thousands of cases of children brought up in the unprecedented neglect of Romanian childcare institutions were discovered. Many were internally adopted. This thesis describes an in-depth, exploratory investigation of a small number of these children, whose development after adoption was monitored for two years. A range of research methods was used including interviews, observation, standardized tests and detailed qualitative analyses. Some degree of developmental catch-up has been reported for previously institutionalised Romanian children who were adopted before the age of six months (Rutter et al., 1998). However, the children in this study were adopted around or after the age of 4 years, and it is suggested here that, even at this late age, developmental outcome is not fixed. The findings of this study are: 1.) extreme global deprivation appears to lead to global retardation, but, if the deprived environment is replaced by a stimulating one, then developmental gains can be achieved; 2.) the effects of extreme deprivation are neither permanent nor irreversible, and for example, the grammar of spontaneous speech and conversational ability develop apparently normally; 3.) the linguistic development of severely deprived children does not provide evidence of a critical period for first language acquisition; 4.) cases of severely deprived children do not provide evidence of a dissociation between language and non-verbal cognition.

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Lin, Han-Yi. "The cultural politics of English as a global language in Taiwan." Thesis, University of Sheffield, 2008. http://etheses.whiterose.ac.uk/14934/.

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This thesis explores how English is perceived in Taiwan and what impact it has on society and culture by drawing on three kinds of data: (i) analysis of policy and documents, (ii) critical discourse analysis of textual data, and (iii) interviews with respondents from different levels of the education system. It aims to provide an indepth study of the role and cultural politics of English in Taiwan. Rather than offering a general and quantitative picture of global English, this research concentrates on qualitative and contextual data. It focuses on issues which arise when English is given an important role in national policy and when English instruction is introduced into Taiwan's elementary education system. By analysing governmental documents, educational publications and media texts, this research identifies a number of ideological assumptions about English in Taiwan and argues that the ideology of English in Taiwan is based on a strong association between English, globalization and economic competitiveness. It also reflects, to an extent, the underlying uncertainty and anxiety regarding Taiwanese's politico-economic future. Furthermore, in the investigation of perceptions of English in Taiwan, informants' responses corresponded somewhat with ideological assumptions embedded in discourses on English. English is highly approved of in areas related to national and personal economic well-being, while the prevalence of English also leads to concern about local languages and cultures. This research suggests that the overall impact of English is considered more positive than negative. Moreover, since the necessity of English is assumed by Taiwanese society, the main concern is thus how to adapt global English effectively without undermining local languages and cultures. Taiwan can be regarded as a typical case among East Asian countries in terms of the socio-economic and educational impact ofEnglish, while the ideological assumptions and perceptions of global English reflect Taiwan's unique cultural, economic and political status in the world.

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Beyene, Tsedal. "Fluency as stigma : implications of a language mandate in global work /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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Benz, Bradley Paul. ""ESL trouble spots" : composition handbooks, ideology, and the politics of ESL writing and global English /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9408.

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Price, Anne V. "From school subject to global tool: Language learning experiences of Japanese undergraduate economics students." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/227736/1/Anne_Price_Thesis.pdf.

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This thesis analyses essay, online discussion and interview data from undergraduate students in a national public university in Japan to explore their foreign language learning experiences during the course of their education. It is discovered that experiences and reasons to learn English and other languages change from regarding English as a subject to pass examinations in high school, to a tool used for communication and achieve other goals after entering university.

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Mills, Gregory J., and Patrick G. T. Healey. "Clarifying spatial descriptions : local and global effects on semantic co-ordination." Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2006/1041/.

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A key problem for models of dialogue is to explain the mechanisms involved in generating and responding to clarification requests. We report a 'Maze task' experiment that investigates the effect of 'spoof' clarification requests on the development of semantic co-ordination. The results provide evidence of both local and global semantic co-ordination phenomena that are not captured by existing dialogue co-ordination models.

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Marais, Kobus. "The language practitioner as agent : the implications of recent global trends in research for language practice in Africa." Journal for New Generation Sciences : Socio-constructive language practice : training in the South African context : Special Edition, Vol 6, Issue 3: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/512.

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Published Article
This article argues that, whether she recognises it or not, the translator is an agent, i.e. someone with an active hand in the intercultural communication process. This position endows the translator with the responsibility to make decisions in intercultural communication that can have far-reaching ideological effects. For this reason, translators should be educated to be able to take up this responsibility. In this regard, the author proposes the notion of wisdom as the aim of translator education. The article also argues in favour of indigenising and even subverting translations in theAfrican context.

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Girardi, Caterina. "The Quest for a Global Language from Ogden's Project of Basic English." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/20863/.

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After the decline of Latin, philosophers and linguists started developing the idea of creating a new universal language for international communication. Many languages were developed, some of them were designed to be exclusively written, some others were created a priori, meaning that they tried not to draw upon already existing languages, and others a posteriori. These languages were either combinations of already existing word roots and language systems (e.g. Esperanto) or simplifications of languages. One example of the latter is Basic English, created by linguists Charles K. Ogden and Armstrong Richards. With a core vocabulary of 850 words, it aimed at being the first step to learn Standard English, the language that was becoming de facto the global language. The scope of this thesis is to give an overview of the quest for a universal language and analyse the political and linguistic implications of Charles K. Ogden’s Basic English.

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Price, Gareth Owen. "A political sociology of language in Taiwan : local, national and global contexts." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502197.

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Vick, Catharina. "Opening a Global Door : Methodologies in successful instruction of English as a second language for early learners." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21567.

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English is a widely used language, and its standing as a tool for communication among people who do not share a common first language is ever increasing. Young students all over the globe therefore learn English in school. This study aims to investigate what some recent research says regarding what methods to use when teaching young learners a second language. It then aims to compare the research findings to the methods English teachers of young learners in four elementary schools in the southern Norrland area of Sweden employ in their instruction. The study was conducted through observations and interviews with participating teachers. It was found that research advocates that teachers should use English frequently and in great quantities during lessons with young learners. Teachers should also vary their instruction and use different avenues to make the language accessible to students (for example through course-books and through active learning situations such as stories, songs, physical activities, and drama). The results of the study show that teachers attempt to employ the methods that research advocates, but that difficulties arise in regards to the teachers’ familiarity with the language, their self-confidence as teachers, and a lack of space, time, and material.

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Zalewski, Jan P. Hawkins Bruce Wayne. "Redefining the global grammar towards the development of a communicatively-oriented pedagogical grammar of English as a second language /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311294.

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Thesis (D.A.)--Illinois State University, 1992.
Title from title page screen, viewed February 8, 2006. Dissertation Committee: Bruce Hawkins (chair), Irene Brosnahan, Douglas Hesse, Sandra Metts, Margaret Steffensen. Includes bibliographical references (leaves 265-284) and abstract. Also available in print.

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Dzahene-Quarshie, Josephine. "Localizing global trends in sms texting language among students in Ghana and Tanzania." Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-220407.

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The main motivation for the development of various strategies to represent written text in a concise way among mobile phone users all over the world is the need to communicate full messages in abridged forms in order to save time, energy and money. These alternative forms of words and phrases are especially employed by the youth. In this paper, the innovative adaptation of global SMS texting trends in the form of intricate abbreviation and contraction of words and phrases in Kiswahili in Tanzania is examined and compared with trends in SMS texting language in English in Ghana. Using empirical data made up of SMS texts from students of the University of Dar es Salaam and University of Ghana, localized as well as convergent and divergent trends and the socio-pragmatic motivations of the phenomena are analysed and discussed.

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Miller, Lisa C. "IS THE UNITED STATES READY TO WORK WITH THE GLOBAL FINANCIAL REPORTING LANGUAGE?" Ohio University Honors Tutorial College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1338478422.

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Herman, Rebecca. "Intonation and discourse structure in English : phonological and phonetic markers of local and global discourse structure /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953204281354.

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Eggert, Björn. "Global English and Listening Materials : A Textbook Analysis." Thesis, Karlstad University, Karlstad University, Karlstad University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4040.

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This paper focuses on listening materials used in English language teaching in Sweden, especially in respect to the concept of global English. Global English could briefly be described as the linguistic, cultural, politic, and economic influence of English in the world. This influence concerns two aspects of English, namely the usage of English as a lingua franca in international communications, as well as the great range of English varieties that are used today. The purpose of this research is to study how varied listening materials are and how, when and why they are used in the classrooms. I conducted a two-part investigation to study these matters. The first part of the investigation focuses on teachers’ usage of listening materials and is based on a questionnaire handed out to five teachers. I found that the teachers varied much in their usage of listening materials. In the second part of the investigation I compare the listening materials provided by two Swedish textbooks on English, one from 1994 and one from 2003. Here I focus on the speakers’ varieties, rate of delivery, and instructions given for listening exercises. I found that both books featured a majority of speakers from the British Isles and America, and very few non-native speakers. The more recent book featured a larger degree of varieties outside the areas of Britain and the USA, as well as a larger degree of American English when dividing the varieties by the time these were spoken. RP (Received Pronunciation) and GA (General American) were also less dominating in the textbook from 2003. The rate of delivery was generally slower in the older textbook. The results from this investigation suggest that some changes seem to have occurred between the publishing of the two books. However, a focus on English as a lingua franca, where the aim is proficiency in efficient cross cultural communication rather than in the English spoken by native speakers, does not seem to have influenced the textbooks studied here. It is difficult to appreciate whether or not changes like these have taken hold in Swedish classrooms, as teachers use many different listening materials and in many different ways.

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Okal, Ahmet, and Ahmet Okal. "Turkish Global Simulation: A Modern Strategy for Teaching Language and Culture Using Web Technologies." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625549.

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In spite of the increased emphasis since being designated by the United States National Security Language Initiative (NSLI) as one of the sixteen critical languages, the number of students studying Turkish at the university level is small (MLA, 2015). During implementation of this project, several problems unique to Turkish arose. According to the Defense Language Institute (DLI), the degree of difficulty for English language speakers to learn Turkish is greater than that of most European languages because of the vast cultural differences between the United States and Turkey. There is one commonly used textbook at the university level across the United States (Öztopçu) which succeeds in delivering the teaching materials suitable for a traditional classroom but fails to provide opportunities for students to develop cultural and communicative competence. Additionally, it fails to offer digital technology, such as online study materials, which many students would prefer to have included in their academic studies (ECAR, 2014). The Turkish Global Simulation (TGS) project offers a solution: the development of effective teaching materials that would provide students access to the Turkish language and culture using the latest technologies that students already use and enjoy. The TGS was based on the French Apartment Building (Dupuy, 2006a, 2006b), which exemplifies relevant task-based instruction. The French Apartment Building project helps students attain communicative competence and cultural literacy through books and web resources, and focuses on improving students' reading and writing skills. The TGS allows students to experience a virtual life as a tenant in an apartment building in Istanbul. This is accomplished with the use of web applications (Facebook, Google Earth, Google Docs, Google Voice, emails, Blogger, chats, text messages, podcasting, audio-video files, 3-D maps, and Google Bookmarks), and authentic materials (e.g. movie/music clips). I delivered the tasks and the materials—in accordance with the American Council on the Teaching of Foreign Languages (ACTFL) standards—through the TGS project, which was first piloted and run successfully for several years to teach second-year second-semester university Turkish learners. The project involves a semester-long simulated life in a Computer Assisted Language Learning (CALL) environment, and promotes cultural and communicative competence while motivating students to be virtually connected to a new culture, autonomous, and lifelong learners. The specific research questions address: 1. How does the TGS project affect student’s cultural competence? 2. How effective is the TGS project as a context for language learning? 3. How do students compare the TGS with more traditional learning methods? How do teachers evaluate the Turkish textbook? 4. How effective is Internet technology in the TGS project? A number of different instruments were used to measure the effectiveness of global simulation in promoting cultural competence: oral interviews, ACTFL standards textbook evaluations, Flashlight surveys, teacher-course evaluations, and the TGS final exams. The results revealed that the success of global simulation in Turkish has clear implications for teaching not only Turkish, but also other less commonly taught languages, for which the classroom is the predominant method for American university students to learn a foreign language and culture.

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Cordel, Anne-Sophie. "La diffusion de l'anglais dans le monde : le cas de Algérie." Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENL028/document.

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La diffusion de l'anglais peut être associée à de nombreux facteurs historiques mais elle relève aussi de la rencontre de la langue avec des phénomènes mondiaux. Ainsi, l'anglais a acquis un statut de langue globale sans précédent. Les évolutions de la configuration linguistique mondiale soulèvent de nombreuses questions sur l'avenir des langues en général et celui de l'anglais en particulier. La diffusion de l'anglais dans le monde n'est pas un phénomène homogène et elle relève de processus complexes générés par la rencontre de la dimension globale et locale. La thèse soutenue prend appui sur cet aspect fondamental pour montrer, à travers le cas de l'Algérie, que la diffusion de l'anglais dépend de la configuration sociolinguistique de son environnement d'implantation d'un point de vue quantitatif et qualitatif. L'environnement algérien compte deux langues d'envergure internationale - l'arabe et le français - qui jouent un rôle important dans la distribution des langues au niveau national. Par ailleurs, l'histoire de l'Algérie, son héritage colonial et les politiques d'arabisation appliquées dans le pays ont forgé une culture linguistique qui influence la dimension symbolique de la diffusion de l'anglais dans le contexte algérien. Une enquête de terrain menée dans les universités d'Oran et de Mascara a permis d'évaluer les attitudes linguistiques d'un groupe d'étudiants et de montrer que la langue globale n'est pas dénuée d'une certaine valeur symbolique qui favorise sa diffusion
The spread of English can be associated with many historical factors, but it also finds its roots in the meeting of the language with global phenomena. Thus, English has become a global language with an unprecedented status. The modern developments in the global linguistic situation raise many questions about the future of languages in general and English in particular. The spread of English in the world is not a homogeneous phenomenon and falls within complex processes generated by the meeting of the global and local dimensions. The present thesis relies on this fundamental aspect to show, through the case of Algeria, that the spread of English depends on the sociolinguistic environment in which it is implemented, from a quantitative and qualitative perspective. The Algerian environment has two major international languages - Arabic and French - that play an important role in the distribution of languages at a national level. Moreover, the history of Algeria, its colonial heritage and the language policies in the country have forged a linguistic culture that influences the symbolic dimension of the spread of English in the Algerian context. A fieldwork conducted in universities of Oran and Mascara enabled to assess the languistic attitudes of a group of students and show that the global language is not devoid of a symbolic value that favors its spread

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Hilmarsson-Dunn, Amanda. "The impact of global English on language policy : the situations of Iceland and Denmark." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485032.

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This thesis explores the tensions between national language policies and the ideologies underpinning them, and globalisation. In contributing to the current debates on this theme (for example, Mar-Molinero and Stevenson, 2006), I investigate the two case studies of Iceland and Denmark and their less well known European languages: Icelandic and Danish. I examine how global factors, specifically the impact of English, affect language policy in these two nations. The policy areas under investigation are those of education, cultural products and information technology. The impact ofEnglish in these areas has resulted in an infiltration of English words and structures into the corpus ofboth languages. This has led to the formulation of language policies in both countries in order to endeavour to counteract English. My findings indicate, however, that the effectiveness oflanguage policies is dependent upon the strength of nationalist ideologies underpinning the national languages, and upon institutional and public support for them. My research is carried out within the context ofthe supranational entities of Europe, and the Nordic region, to determine whether the language policies of these regions affect the national language policies of Iceland and Denmark, specifically whether they can assist these small nations in counteracting English. In order to carry out the study, visits were made to Iceland and Denmark, firstly to interview key professionals in language planning and policy, and secondly to do a survey of secondary school students to get an idea oftheir language practices.

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Liu, Haibo. "Language policy and practice in a Chinese junior high school from global English's perspective." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/394811/.

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Along with globalization, English as a lingua franca (ELF) has played a more and more important role in international settings. Among English users, the number of English nonnative speakers (NNS) has reached more than 2 billion which has already overtaken the number of English native speakers (NS). However, the fact of using ELF has not been fully recognized, especially in China where there is a huge population of English users and learners who still take English as a foreign language (EFL). Since junior high school education in China affects the largest population of English learners and users and their language beliefs and language behaviours, it is very necessary to investigate the influences of global Englishes on language policy and practice or the compatibility that language policy and practice has had with global Englishes in junior high school in China. The research was a predominantly qualitative study with a quasi-ethnographic approach. The fieldwork took place over a three month period in a public junior high school in China. Questionnaires, interviews and observation were all explored as research instruments for a thick and full description of the research context. With qualitative content analysis approach and from global Englishes perspective, the thesis compares, analyses and integrates how English is stated in English national curriculum (NEC), how it is performed in classroom teaching performance, and how it is perceived by teachers and students. Findings show many inconsistencies and contradictions on English, English using and English teaching/learning among NEC statements, classroom performance and participants’ perception. Importantly, testing, which was Standard English ideology oriented, turned out to have a great wash-back on English learning and teaching, and was found to be one of the most significant factors for the inconsistencies and contradictions. The thesis also shows data for the forthcoming test reform in China. Implications for English pedagogy in China are also given.

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Page, Nathan. "English in global voluntary work contexts : conceptions and experiences of language, communication and pedagogy." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/13267/.

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This research project focuses on situations where Japanese volunteer workers use English to communicate with local interlocutors in a diverse set of overseas countries, including Kenya, India and Jamaica. Before being dispatched, volunteers take an intensive ten week language learning programme in Japan, to act as preparation for using English during their time overseas. There are two strands to this project, firstly research into the conceptions of English held by teachers and students at the language training centres in Japan, relative to the overall context of language pedagogy and usage. Secondly, experiences of the overseas volunteers are investigated in terms of language and communication. This structure to the project allows for a consideration of the relationship between: a) conceptions of English and appropriate language learning for this context and b) experiences of language and communication in the target contexts of language usage. Exploring this relationship will facilitate the discussion of locally relevant issues in the pre-service language pedagogy for future JICA volunteers and for language education in other related contexts. The research methods which are used here derive from a discourse analytic approach to interviews and focus groups, and linguistic ethnography. In terms of conceptions in the pre-service pedagogical context, a range of perspectives are demonstrated, where some participants orientate strongly to standards-based conceptions of language and others adopt a more flexible, intelligibility-based view of global communication and language pedagogy designed to facilitate it. In terms of the post-pedagogy uses and experiences of English in the locations of voluntary work, the linguistic forms utilised in the communication are diverse in nature, and could be characterised as problematic by some ELT practitioners. In the extracts presented here, non-alignment with standard language forms does not lead to a reduction in mutual intelligibility between the participants. Instead, a reluctance or inability to align with and accommodate to interlocutors leads to the interactional trouble which does occur. Further aspects of the volunteer interactions are analysed and discussed such as cultural dimensions and matters of personal and professional identity. Regarding the implications of these findings for how a locally relevant, situated ELT pedagogy can be realised by language teachers at JICA and in related contexts, such a pedagogy would need to account for linguistic diversity in global uses of English, and for the development of vital intercultural communication skills such as the ability to achieve specific pragmatic moves in interaction and how to handle reductions in intelligibility, including situations where an interlocutor is not mutually working to scaffold interactive success. A standards-based orientation towards language pedagogy is problematised based on the investigation’s results, and suggestions are provided for raising teacher and learner awareness of issues in international communication which facilitate an intelligibility-based view. This project therefore contributes to a growing body of research into English in global contexts in terms of how teachers and learners conceive of language and communication relative to grammatical standards, the nature of real-life global communicative practices and the implications of this for language pedagogy.

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Williams, A. Lynn, Brenda Louw, Nancy J. Scherer, Ken M. Bleile, Marcia Keske-Soares, and Inge Elly Kimle Trindade. "Academic and Clinical Preparation in Speech-Language Pathology and Audiology: A Global Training Consortium." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1982.

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ABSTRACT: Purpose: To describe a research-based global curriculum in speech-language pathology and audiology that is part of a funded cross-linguistic consortium among 2 U.S. and 2 Brazilian universities. Method: The need for a global curriculum in speechlanguage pathology and audiology is outlined, and different funding sources are identified to support development of a global curriculum. The U.S. Department of Education’s Fund for the Improvement of Post-Secondary Education (FIPSE), in conjunction with the Brazilian Ministry of Education (Fundacao Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior; CAPES), funded the establishment of a shared research curriculum project, “Consortium for Promoting Cross-Linguistic Understanding of Communication Disabilities in Children” for East Tennessee State University and the University of Northern Iowa and 2 Brazilian universities (Universidade Federal de Santa Maria and Universidade de São Paulo-Baurú). Results: The goals and objectives of the research-based global curriculum are summarized, and a description of an Internet-based course, “Different Languages, One World,” is provided Conclusion: Partnerships such as the FIPSE–CAPES consortium provide a foundation for training future generations of globally and research-prepared practitioners in speechlanguage pathology and audiology.

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Roupenian, Kristen Carol. "Dodging the Question: Language, Politics, and the Life of a Kenyan Literary Magazine." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:11239.

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This dissertation investigates the artistic and linguistic strategies employed by the Kenyan literary magazine Kwani? during a period of intense social and political upheaval. Between the peaceful end of Daniel Arap Moi's dictatorship in 2002 and the violence that followed the contested Presidential elections of 2007, writers for the magazine used a language called sheng&mdasha youth-affiliated urban slang comprised of a complex, rapidly shifting blend of Kiswahili, English, and other local languages&mdashto negotiate between the global hunger for English and their country's complex cultural, political, and linguistic demands. The dissertation builds on a growing body of scholarship in literary criticism, linguistics, and cultural studies to document sheng's emergence as a literary idiom within Kenya, as well as the way it evolved as it traveled beyond the country's borders via inclusion in primarily English-language texts such as Uwem Akpan's short story collection Say You're One of Them.

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Gao, Shuang. "Aspiring to be global : language, mobilities, and social change in a tourism village in China." Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/aspiring-to-be-global(27ecf248-4a47-49b2-8c26-1297b950c97b).html.

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This thesis contributes to our understanding of the sociolinguistics of globalization by examining a tourism site in Yangshuo County, Guangxi Zhuang Autonomous Region in southern China. A former residential neighborhood street West Street (Xi Jie) in Yangshuo has been gaining increasing popularity among domestic Chinese tourists, known as a 'global village' and 'English Corner', as Yangshuo transformed from an agriculture-based into a tourism-based economy during the past three decades. This observed tourism development in West Street differs from existing research in other tourism communities (see e.g. Heller 2003; Coupland, Garret and Bishop 2005; Thurlow and Jaworski 2010) in that its sociohistorical transformation involves the re-evaluation of non-local, instead of local, linguistic resources. This study investigates this socio-historical change as an issue for the sociolinguistics of mobility (Blommaert 2010), wherein the English language, along with other semiotic resources, is appropriated and commodified for domestic Chinese tourists. Specifically, it seeks to address how has West Street become a 'global village' and 'English Corner'? What are the tensions arising from this socio-historical change? And what is the role of language and communication in the tensions that arise from the re-imagination of West Street as a global village and English Corner? To address these questions, I look at data collected both online and during three-month fieldwork. These include tourism promotional discourses, tourist writings online, (participant) observations, interviews, field notes, documents, and signage. In analyzing these data, I draw on insights from sociolinguistics, tourism studies, human geography, and applied linguistics to provide multidimensional analytical perspectives into the 'global village', including place-making, tourist identity and stance, multifunctionality of space, and educational tourism. It is shown that the observed socio-historical transformation cannot be simply explained as an inevitable result of globalization in the sense of westernization; the touristic significance of the 'global village' corresponds to the changing ideologies of tourism and language in a globalizing China where touring has become a consumer activity and the English language a marker of social status. Nevertheless, it is also shown that there are tensions arising from this socio-historical change, as shown in the contested negotiation of the meaning of the 'global village' among tourists, local people, and English language learners. More specifically, the 'global village' appeals to emerging middle class Chinese people with xiaozi aspirations, who are nevertheless mocked and criticized by people claiming to be more knowledgeable and sophisticated (see Chapter 4); the commercial development of the 'global village' during the second wave of mass commercialization is also fraught with tensions in the use and functionality of space among different groups of people (see Chapter 5); and English language learners seeking to talk with foreigners is caught in what I call interactional straining (see Chapter 6). These tensions indicate that the English language, as one important semiotic resource commodified in this global village, has contested meanings as a language of globalization and upward social mobility, and the globalization experience in this 'global village' is characterized by class and taste based dynamics.

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Cortez, Nolvia Ana. "Am I in the Book? Imagined Communities and Language Ideologies of English in a Global EFL Textbook." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195553.

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Learners from many corners of the earth are acquiring English as a Foreign Language (EFL), lending importance to issues of language learning and its effects on global and local identities being forged in the process. As English language users, they are recipients and producers of multiple discourses around the global status of English as a foreign language, from English as linguistic, material, and symbolic capital (Bourdieu, 1991) to language as commodity (Heller, 1999). Such discourses are accompanied by representations of language and culture, or imagined communities (Anderson, 1983, Norton, 2001) that represent language use and cultural representations deemed as legitimate.The purpose of this study is to triangulate three different but intersecting perspectives: that of the researcher, Mexican EFL teachers and Mexican teachers-in-training, on the imagined communities and the underlying ideological discourses of English in a global EFL textbook, as well as those held by these same teachers and teachers-in-training. Critical discourse analysis, classroom observations, in-depth interviews and language learning autobiographies provided the data for a critical assessment of the language and cultural content of the textbook and the ideologies of English.While CDA has been rightly challenged for privileging the researcher's position, this study contributes to a poststructuralist view of the participants as agents of change; they are receptors of discourses that taint their ideologies about language, but they also resist and transform them, through articulated ideas as well as through specific classroom actions that allow them to appropriate the English language, despite the textbook's systematic exclusion of speakers like them, and cultural practices like theirs.This study contributes to the growing field of critical applied linguistics, where learners are viewed as social beings in sites of struggle and with multiple and changing identities (Norton, 2000). In this vein, neutrality can no longer be accepted as a construct in textbooks or in the ELT practice, since the contained practices are subject to ideologies which must be dismantled in order to offer students and teachers more equitable representations of the English language and its speakers.

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Xu, Qiongyan. "Chinese- and English-Language Homepages of Fortune Global 500 Companies: A Cross-Cultural Content Analysis." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275592579.

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Silcock, B. William. "Global gatekeepers : mapping the news culture of English language television news producers inside Deutsche Welle /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3025650.

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Sugden, Edward. "American literature and global time, 1812-59." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:0c1a68fe-2e17-48bd-851b-00133ca256f0.

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American Literature and Global Time, 1812-59 explores the effects of the early stages of globalization on time consciousness in antebellum American literature and non-fiction. It argues that oceanic trade, extracontinental imperialism, immigration, and Pacific exploration all affected how antebellum Americans configured their national pasts, presents, and futures. The ensuing pluralisation of time that followed disallowed cogent conceptions of national identity. It analyses transnational geographies to examine how they transmit heterogeneous times. The project’s interest is in U.S. national sites that counterintuitively acted as fulcrums for the importations of foreign times and non-U.S. sites that interacted with and modified the homogenous progressive time of nationalism. As such, my project seeks to combine the transnational and temporal turns. It argues that the ethnic, racial, and geographic contestation emphasized by transnational critics found parallels in how antebellum Americans conceived of time. Conversely, it suggests that there were profound links between globalization and the sorts of instabilities in time identified by the critics of the temporal turn. Over its course my project identifies a series of “global times” that came into being in the years between the War of 1812 and the discovery of petroleum in 1859. These fall under three broad headings. First, what I term, entangled times that came about as a result of the movement of ships across borders and different social contexts; secondly, foreign local times that re-set the clock of imperialism and national progress; and, thirdly, a huge mass of reconfigurations in the origins and futures of the still-young United States.

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Suaysuwan, Noparat. "English language textbooks in Thailand 1960-1997 : constructing postwar, industrial and global iterations of Thai society through and for the child language learner /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18722.pdf.

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Silva, Jesús, Palma Hugo Hernández, Núẽz William Niebles, Alex Ruiz-Lazaro, and Noel Varela. "Natural Language Explanation Model for Decision Trees." Institute of Physics Publishing, 2020. http://hdl.handle.net/10757/652131.

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This study describes a model of explanations in natural language for classification decision trees. The explanations include global aspects of the classifier and local aspects of the classification of a particular instance. The proposal is implemented in the ExpliClas open source Web service [1], which in its current version operates on trees built with Weka and data sets with numerical attributes. The feasibility of the proposal is illustrated with two example cases, where the detailed explanation of the respective classification trees is shown.

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Kennedy, Susannah. "Representing Arabness in the 'global marketplace' : an anthropological approach to Arabic-language satellite television in Europe." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404537.

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Jauk, Daniela F. "Global Gender Policy Development in the UN: A Sociological Exploration of the Politics, Processes, and Language." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1373552040.

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Watters, Juanita L. "Landscapes of Literacy: Global Issues and Local Language Literacy Practices in Two Rural Communities of Mexico." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/216951.

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This ethnographic study examines the local (Indigenous) language literacy practices and literacy events in their specific sociocultural contexts in two Indigenous language communities in Mexico. The languages of these two communities are among over 200 Indigenous languages of Mexico still spoken today, despite half a millennium of pressure against Indigenous languages by speakers of Spanish. The focus of this study is on how these languages, Mela'tajtol (Isthmus Nahuat), and Ngigua (Northern Popoloca), are being used today in their written form. Both the Mela'tajtol and SM Ngigua communities have a history of literacy practices in their own language, albeit not yet extensive. The social practices surrounding the uses of print compose what I have called landscapes of literacy. In my research I observed new contexts produced through texts and practices in the Mela'tajtol and SM Ngigua language communities. The research brings to light the significance of the geographic, historic and linguistic contexts of both communities, and the importance of recognizing the multilayered relationships of power among those involved in writing their languages. What emerges is a compelling picture of an unprecedented collaboration in each community between bilingual teachers motivated by national pressure to teach reading and writing of their language in the schools, and the principal participants of the study, who are not bilingual teachers, but who hold resources and skills they are eager to share in promoting their language in written form. The dissertation reviews frameworks of language planning and proposes a framework of power and human agency to further describe the layers of social meaning and responsibility identified and described in the research. This symbiotic relationship is also found in the national and international influences and resources for promoting the use of indigenous languages of Mexico in written form at the local levels (including the Mela'tajtol and SM Ngigua languages). UNESCO's recognition of challenges to literacy at the global level are compared to the challenges found regarding literacy in the local languages of the two communities of study. Implications are presented for further research, as well as recommendations for the two communities and other people of power involved in indigenous language cultivation.

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Ullman, Char. "English matters? Undocumented Mexican transmigration and the negotiation of language and identities in a global economy." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280660.

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Does learning English help undocumented Mexican transmigrants get better jobs in the United States? In this transborder ethnography, I worked with three households of undocumented people in Tucson, Arizona and traveled to their hometowns in Mexico, to better understand the context of their migration. For these migrants, speaking English did not lead to better jobs. Some employers tried to prevent them from learning English. Others were fired for using English to complain about unpaid wages. One person who was fired was replaced by a monolingual Spanish speaker. Many Americans think that all immigrants must learn English, and this discourse is common, both in the political and educational arenas. However, this study demonstrates that alongside this social discourse, there is a parallel economic discourse, urging the production of docile workers. Docility means not speaking English. Despite these findings, the discourse of "learning English in order to find better work" is a persistent one among the undocumented. I traced its origins and found that it begins shortly after a migrant arrives in the U.S. If English did not lead to better jobs, why did migrants learn it? For some people, it was because English helped them perform the identity of a U.S. citizen. They used self-consciously constructed semiotic and linguistic performances to appear Chicano/a, and these performances lessened their anxiety about deportation. For others, English was a conflicted symbol. Although it was a symbol of wealth, and therefore desirable, using it in public could easily reveal one's legal status to the wrong interlocutor. There are significant obstacles to the use of English among undocumented Mexican transmigrants, and language use is essential for language mastery. This study encourages those who teach English to Speakers of Other Languages (ESOL) to understand the social structures that impact their students' language use. With implications for education, border, and immigration policy, this study sheds light on the lived experiences of undocumented migrants and brings language and language use into conversations about globalization. Understanding transmigrants' experiences and ideologies offers a new lens to theorizing social inequality and human agency, and ultimately, to creating more humane borders.

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Pandit, Goolam Hoosain. "Global student migration patterns reflect and strengthen the hegemony of English as a global lingua franca: A case study of Chinese students at three tertiary institutions in Cape Town in the period 2002-2004." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The objective of this research paper was to examine how, through the prism of student migration patterns, the domination of the English language is extended and entrenched. Using the example of Chinese students in South Africa, the paper explored some of the reasons that underpin South Africa's growing appeal as an international study destination. The research specifically focused on the period between 2002 and 2004 which witnessed Chinese students arriving in unprecedented numbers to pursue higher education in a post-apartheid South Africa.

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Manchaiah, Vinaya, and Brenda Louw. "Global Engagement: Problem Solving and Information Exchange." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2140.

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This interactive session provides opportunities (1) to share ideas for infusing global perspectives and goals into CAPCSD projects, conferences, and the work of committees and task forces; (2) to discuss ways to collaborate in an ongoing global engagement projects and help include content for 2017 conference; and (3) to create how-to guides for ethical and culturally attuned translational research, and clinical education, and service learning.

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青山, 康高. "言語帝国主義 --英語と世界制覇の夢と現実Leviathan of English: Global Language as Global Conquest." 京都大学, 2013. http://hdl.handle.net/2433/175032.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(人間・環境学)
甲第17683号
人博第650号
新制||人||157(附属図書館)
24||人博||650(吉田南総合図書館)
30449
京都大学大学院人間・環境学研究科共生文明学専攻
(主査)教授ハヤシブライアンマサル, 教授川島昭夫, 教授山梨正明
学位規則第4条第1項該当

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Kassem, Amira Saad. "From local to global| Purpose, process, and product in the narratives of eighth grade language arts students." Thesis, Wayne State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3723522.

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Using a convenience sampling of 10 eighth-grade language arts students, this exploratory case study examined in depth the literacy processes used by ten 8^th grade students to generate various multimodal artifacts that comprise their final projects and the nature of the literacy transactions that fostered these processes over the course of one year in this language arts classroom. Following closely (via the case studies in Chapter Five) how four of the ten students used the literacy events of the classroom to claim spaces to perceive and perform their voices and visions, the study revealed how these students were able to turn away from a specific form of silencing, both on and off the page, and reclaim a lost voice that helped them better navigate their lives and their literacies. This navigation transcended classroom walls to encompass larger social arenas in which students continued to perform and practice their literary and living choices.

I conducted three focus group interviews with all ten students. The purpose of these interviews was to define, from these students’ perspectives, the literacy practices they engaged in over the course of the 2012-2013 academic year as part of their eighth-grade language arts class. In studying how these transactions helped shape these students’ literate thinking, my intent was to investigate ways in which both local and global contexts interact to help students promote or resist social and political trends. The study brought into question and deconstructed the grand narratives surrounding our American identity and the traditional literacies that serve to define and legitimize them.

My findings revealed that the literacy events in the classroom, facilitated and negotiated by an interested and knowledgeable adult, offered these ten students a wide range of personal ways to practice, in new and innovative ways, both academic and personal choices.

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Axelsson, Karin, and Cynthia Novak. "Support for Cell Broadcast as Global Emergency Alert System." Thesis, Linköping University, Department of Science and Technology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9491.

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Abstract:

Cell Broadcast (CB) is a possible technical realisation of a global emergency alert system. It is a technique used for sending short text messages to all mobile stations (MSs) in a defined geographical area. An potential effect of using CB is the increase in battery consumption of the MS due to the fact that an extra channel has to be used to make the service available even when the network is otherwise congested. Another part of the service which leads to a potential problem is making CB messages available in different languages. Investigating these problems is the objective of this thesis and the studies it includes. During the first part of the thesis, we measured the battery consumption of MSs in different modes of operation in order to analyse how CB affects the amount of current drained. The tests showed that battery consumption increased only slightly when CB messages were being received at the MS. Although some of the results can be, and are, discussed, we believe that CB would have a small effect on the power consumption of an MS, particularly in a context where it would be used for emergency warning messages only. This mentioned, it would however be wishful to confirm the conclusions further through the realisation of long-term testing. The second part of the thesis deals with the investigation of the MSs’ support for CB messages with different coding schemes. Based on the investigation’s result, we have come to the conclusion that in the long term the usage of different coding schemes on the same channel is preferred. However, the usage of one, global, emergency channel is hard to realise since that requires a standardisation between all countries. In our opinion this may be achieved first in the long run and until then, the usage of separate channels seems to be necessary.

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Dissertations / Theses on the topic 'Global language'

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