Journal articles: 'Global language'

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Halliday, Michael A. K. "Written Language, Standard Language, Global Language." World Englishes 22, no. 4 (November 2003): 405–18. http://dx.doi.org/10.1111/j.1467-971x.2003.00309.x.

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Enever, Janet. "Global language policies." Language Teaching for Young Learners 2, no. 2 (July 8, 2020): 162–91. http://dx.doi.org/10.1075/ltyl.19021.ene.

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Abstract This paper reviews patterns of primary foreign language policy across the world, analysing the development of policy and subsequent implementation processes with reference to the particular local histories and current politics at regional, national and supranational levels of governance. In providing an overview of current provision and recent research the paper draws on the theoretical frame of historical materialism to consider the impact of global forces in three economic regions of the world today in contexts where substantial growth in the provision of primary foreign languages is now evident – described by Graddol, with reference to English specifically, as a process of “moving up the educational escalator”. Themes threaded throughout the paper include power and resistance to soft policy, perspectives of social justice and an emerging global expectation for accountability and transparency with regard to primary foreign languages policy. In reviewing recent developments in the field of educational policy research the final section raises questions around the extent to which teachers may shape language policy in education, acting as critical interpreters of policy in an agentive role, adapting and refining national and local curriculum policy to meet the needs of their learners.

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Lykov, Egor. "Sprache und Sprachen der Volga German Studies Eine globale Perspektive." Zagreber germanistische Beiträge 28 (2020): 109–23. http://dx.doi.org/10.17234/zgb.28.7.

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This paper analyses the language usage in the most recent publications related to Volga German Studies as an interdisciplinary research field dealing with the language, history and culture of Volga Germans. Individual historiographies from the US, Canada, Germany, Russia, Kazakhstan, Ukraine, Georgia, Brazil and Argentina will be compared concerning the various languages of scientific publications. Particular attention will be paid to scientific communication between these national research centers, and the role of bilingual publications in the scientific discourse of the discipline will be focused upon. Furthermore, the influence of the increasing role of English in the scientific discourse on Volga German Studies will be discussed.

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Phillipson, Robert. "Global English and local language policies." Language Problems and Language Planning 25, no. 1 (August 16, 2001): 1–24. http://dx.doi.org/10.1075/lplp.25.1.02phi.

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The paper analyses the mythology and imagery underpinning global English, the many labels used to describe English, and the transition from an imperialist language into one that meshes with ongoing processes of Europeanisation and Americanisation, largely through the influence of transnational corporations. EU language policy does not represent a counterweight to an expansion of English, which constitutes a threat to other languages. Implications are drawn for Danish, the dominant language hitherto, and for foreign and immigrant languages, in Denmark, a country that traditionally has a laissez-faire attitude to language policy. Building on a wealth of research evidence and experience in other countries, an ABC of language policy for Denmark is articulated. It covers an Action plan, links with Business, Consultation, Diversification of languages and ways of learning them, Europeanisation, proper Funding through co-ordination between relevant government departments, Goals that reflect local and global needs, policies that respect the linguistic Human rights of speakers of all languages in Denmark, and resistance to linguistic Imperialism.

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Pratama, Hendi, and Yuliati. "Global Education in English Classroom: Integrating Global Issues into English Language Teaching." International Journal of Social Science and Humanity 6, no. 9 (September 2016): 719–22. http://dx.doi.org/10.7763/ijssh.2016.v6.739.

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Negret, Pablo Jose, Scott C. Atkinson, Bradley K. Woodworth, Marina Corella Tor, James R. Allan, Richard A. Fuller, and Tatsuya Amano. "Language barriers in global bird conservation." PLOS ONE 17, no. 4 (April 20, 2022): e0267151. http://dx.doi.org/10.1371/journal.pone.0267151.

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Multiple languages being spoken within a species’ distribution can impede communication among conservation stakeholders, the compilation of scientific information, and the development of effective conservation actions. Here, we investigate the number of official languages spoken within the distributions of 10,863 bird species to identify which species might be particularly affected by consequences of language barriers. We show that 1587 species have 10 languages or more spoken within their distributions. Threatened and migratory species have significantly more languages spoken within their distributions, when controlling for range size. Particularly high numbers of species with many languages within their distribution are found in Eastern Europe, Russia and central and western Asia. Global conservation efforts would benefit from implementing guidelines to overcome language barriers, especially in regions with high species and language diversity.

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Yaw Akoto, Osei, and Joseph Benjamin A. Afful. "What Languages are in Names? Exploring the Languages in Church Names in Ghana." ATHENS JOURNAL OF PHILOLOGY 8, no. 1 (February 19, 2021): 37–52. http://dx.doi.org/10.30958/ajp.8-1-2.

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Several studies over the years have employed the rhetorical question "What is in a name?" to uncover the semantic-pragmatic imports of names. This paper examines church names (ecclesionyms) which constitute part of the religio-onomastic landscape of Ghana to discover the various languages embedded in them. To achieve this task, we gathered names of churches from ‘online’ (websites of associations of Christian churches) and ‘offline’ sources (posters, signages and billboards). We manually searched the data and identified all languages embedded in the church names. Guided by Akoto’s (2018) global-local model of language choice, the analysis showed that churches in Ghana generally adopt three global languages (Hebrew, Greek and Latin), a glocal language (English) and three local languages (Akan, Ewe and Ga). It is argued that the status of the global, glocal and local languages as canonical/biblical languages, an ‘ethnically neutral’ language and ‘Ghanaian majority’ languages respectively enable the churches to foreground their uniqueness. Implications for language planning in religion are discussed. Keywords: church names, ecclesionym, glocal language, identity, language choice

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Phillipson, Robert. "Language Challenges in Global and Regional Integration." Sustainable Multilingualism 12, no. 1 (May 1, 2018): 14–35. http://dx.doi.org/10.2478/sm-2018-0001.

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Summary The article analyses whether the expansion of English is adding to linguistic repertoires, or whether a process of linguistic capital dispossession of national languages is taking place. It explores the role that discourses of ‘global English’ and of English as a ‘lingua franca’ play in processes of global and regional European integration. It considers whether the linguistic capital of all languages can be made productive when in much of Europe there is a marked downgrading of the learning of foreign languages other than English, alongside the continued neglect of many minority languages. Language pedagogy and language policy need to be situated within wider political, social and economic contexts. EU schemes for research collaboration and student mobility are of limited help in maintaining linguistic diversity. The Bologna process furthers European integration but intensifies the hegemony of English. Nordic universities are moving into bilingual education, combining English with a national language. The 2006 Declaration on a Nordic Language Policy aims at ensuring that Nordic languages and English develop in parallel, that all residents can maintain their languages, and that language policy issues should be widely understood. If neoliberalism and linguistic neoimperialism are determining factors, there are challenges in maintaining the vitality of languages, and organizing school and university education so as to educate critical multilingual citizens.

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Dunn, Jonathan. "Mapping languages: the Corpus of Global Language Use." Language Resources and Evaluation 54, no. 4 (April 8, 2020): 999–1018. http://dx.doi.org/10.1007/s10579-020-09489-2.

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Ibrohimova, Muqaddam. "ENGLISH AS A GLOBAL LANGUAGE IN XXI CENTURY." American Journal of Social Science and Education Innovations 04, no. 01 (January 1, 2022): 5–8. http://dx.doi.org/10.37547/tajssei/volume04issue01-02.

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English is currently described in many different ways: as "world language", "global language", "lingua franca", "connected language", etc. This article highlights the role of English that is being taught from three perspectives, namely as a first or native language (L1), a second language (L2), as a foreign language (FL) and some challenges as a global language.

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SELIHEY, P. O. "INTERNATIONAL AND GLOBAL LANGUAGES: CRITERIA, RATINGS, FORECASTS." Movoznavstvo 320, no. 5 (October 28, 2021): 17–33. http://dx.doi.org/10.33190/0027-2833-320-2021-5-002.

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The article examines the criteria on the basis of which ratings of international languages are compiled and their future is predicted. Language’s chances of becoming international are not highly dependent on its demographic power, structural advantages or ease of learning. What matters most is the influence that speakers of the language have on other peoples. The criteria of «internationality» of the language actually coincide with the criteria of its influence, communicative value, social prestige, sociolinguistic weight. The ratings of the influence of national languages are based on various criteria: state status, communicative potential, economic power, the number of people studying it as a foreign language. These ratings reveal more essential criteria of an international language: prevalence on several continents, the status of an official language in international organizations, value as a source of modern knowledge, a large number of its speakers as a second. A specific feature that brings the international language to the class of world languages should be recognized as its worldwide prevalence. This language is used all over the world, it is spoken (as the first or second) by the majority of the world’s population, its world status is recognized in all countries. The composition of the club of leading languages is constantly changing: some languages come to it, others decrease — depending on the military-political, demographic, economic and cultural success of their speakers. Although the number of speakers of English as a second language is growing steadily, its dominance should be considered as temporary. A new hierarchy of languages may emerge in the middle of 21st century, with other major languages — Chinese, Spanish, Arabic, Hindi/Urdu, competing equally with English in their respective regions. Although state status of the Ukrainian language creates favorable preconditions for its development, it could spread much faster due to its informational value, intellectual power, cultural attractiveness and economic success of Ukraine.

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Greene, Lindsey A. "Innovative Technologies Global Language for Global Problems." Environmental Health Perspectives 108, no. 7 (July 2000): A302. http://dx.doi.org/10.2307/3434864.

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Alexander, Richard J. "Language as commodity: trading languages, global structures, local marketplaces Language and the market." Journal of Multicultural Discourses 6, no. 1 (March 2011): 99–103. http://dx.doi.org/10.1080/17447143.2010.519491.

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Djité, Paulin G. "Shifts in linguistic identities in a global world." Language Problems and Language Planning 30, no. 1 (February 20, 2006): 1–20. http://dx.doi.org/10.1075/lplp.30.1.02dji.

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Language diversity and the necessity of communicating across language boundaries have almost naturally fostered a desire to learn the languages of one’s neighbors, the languages of the playground and/or the languages of the market place. This process continues to increase with internal (rural exodus) and international migration, urbanization and exogamous marriages, leading to a changing language demography, where language shift and language learning are constant and ongoing processes. A cursory look at what people have always done and do with language(s) and an epistemological approach to their language repertoire(s) suggest that individuals and communities are very active agents, whose language practices show an incredible capacity and resourcefulness in empowering themselves where and when it matters most. And yet, the concept of “linguistic identity” tries to cast a mold around individuals and speech-communities, as if they are to belong to a given language or identity to the exclusion of (an) other(s). This paper explores the concept of “linguistic identity” and asks whether it is possible to argue that we actually have one identity, whether language is intricately tied to identity or whether language itself has an identity. It concludes with some considerations about language management.

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Cheng, Angel Oi Yee. "Global Mission – “Glocal” Internationalization." Journal of Comparative & International Higher Education 11, Spring (April 3, 2019): 41–51. http://dx.doi.org/10.32674/jcihe.v11ispring.929.

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This study explores the relevance between the missions of the UNAI and the strategic planning of internationalization of Lehigh University. Lehigh University is purposefully selected due to its unique partnership with the UNAI and its role as a “Global Citizenship Hub” in 2011. Though Lehigh University actively implements internationalization plans at home and abroad, which align with the missions of the UNAI, the relevant activities strongly illustrate the hegemony of the West in terms of language, power, and discourse.

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Dolgenko, Aleksandr Nikolaevich, and Marina Sergejevna Kosyreva. "Language globalization and language globalistics." Филология: научные исследования, no. 7 (July 2020): 36–40. http://dx.doi.org/10.7256/2454-0749.2020.7.31442.

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This article analyzes the results of quarter of a century long analysis of the phenomenon of language globalization within the framework of new branch of interlinguistics – language globalistics. Emphasis is made on the analysis of established linguistic and extralinguistic factors of language globalization, reasons and circumstances of acquisition the status of global by English language. Attention is also paid to the concept of the global language network and sub-global languages in the Internet communication and global linguocultural and lexical-semantic exchange. The author examines the prospects of language globalization in the context of achievements of language globalistics. It is concluded that if for acquisition of the status of global by English language, the crucial role was played extralinguistic factors, then for consolidation and retention of this status linguistic factors were more significant. It is noted that the "users" are more important than "native speakers" for the language globalization. Internet communication, for which English language has historically become the key tool, continues to expand the composition of “users” of the global language. This would arise new challenges for the linguistic globalistics.

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Amano, Tatsuya, Brody Sandel, Heidi Eager, Edouard Bulteau, Jens-Christian Svenning, Bo Dalsgaard, Carsten Rahbek, Richard G. Davies, and William J. Sutherland. "Global distribution and drivers of language extinction risk." Proceedings of the Royal Society B: Biological Sciences 281, no. 1793 (October 22, 2014): 20141574. http://dx.doi.org/10.1098/rspb.2014.1574.

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Many of the world's languages face serious risk of extinction. Efforts to prevent this cultural loss are severely constrained by a poor understanding of the geographical patterns and drivers of extinction risk. We quantify the global distribution of language extinction risk—represented by small range and speaker population sizes and rapid declines in the number of speakers—and identify the underlying environmental and socioeconomic drivers. We show that both small range and speaker population sizes are associated with rapid declines in speaker numbers, causing 25% of existing languages to be threatened based on criteria used for species. Language range and population sizes are small in tropical and arctic regions, particularly in areas with high rainfall, high topographic heterogeneity and/or rapidly growing human populations. By contrast, recent speaker declines have mainly occurred at high latitudes and are strongly linked to high economic growth. Threatened languages are numerous in the tropics, the Himalayas and northwestern North America. These results indicate that small-population languages remaining in economically developed regions are seriously threatened by continued speaker declines. However, risks of future language losses are especially high in the tropics and in the Himalayas, as these regions harbour many small-population languages and are undergoing rapid economic growth.

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Egorov, Vladimir G. "Russian Language in the Global Linguocultural Space." RUDN Journal of Language Studies, Semiotics and Semantics 12, no. 4 (December 30, 2021): 1189–215. http://dx.doi.org/10.22363/2313-2299-2021-12-4-1189-1215.

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As the planetary civilization enters a qualitatively new era, the dialectical contradiction inevitably grows: national-cultural - globally universal. Obviously, in its resolution, not the last place belongs to the languages of the peoples of the world. Functioning in interactive interaction, the languages of the world form a civilizational linguocultural space. National languages are increasingly acquiring, in addition to the function associated with the promotion of soft power, the function of a translator of the cultural heritage of peoples and nations into the global cultural landscape. The purpose of this article is to determine the potential of the Russian language in the world cultural and linguistic mainstream. When writing the article, a wide range of sources was used, including materials from international foundations and organizations, documents characterizing Russian and European language policy, electronic resources and scientific literature on the problem. In addition to special and general scientific methods, the comparative method was used in the work, which made it possible to project European multilingualism on the logic of the article, revealing the mechanisms of global linguistic integration. By virtue of its natural qualities, the Russian language has a unique potential for adaptation to a new social reality. The domestic historical and cultural process has determined the unique features of the modern Russian language: special communication properties that meet the broad needs of users, including not only representatives of the Russian ethnos; imagery that allows you to convey all the richness of the cultural heritage of Russia and the ability to present the cultural heritage of other peoples. The civilizational potential of the Russian language largely depends on how long its ability to aggregate the national cultural values of the peoples of Russia and to promote them into the global cultural process will persist and increase, which, of course, does not mean embedding into the politically engaged hierarchy of great and peripheral languages. A special role in the search for a multilingualism strategy as the upcoming fundamental principle of the global world order belongs to the European Union, which is paving the first steps in this direction, fraught with problems and difficulties. The article attempts to analyze the relevance of the tools chosen by the European Union to implement the strategic goal of multilingualism. The first experience of moving towards achieving this goal testifies to the counter productiveness of following the path of linguistic universalism or cultural domination. It is obvious that hopes for the deprivation of national and cultural identities in the linguistic space also demonstrate their failure. Globalization as an objective process inevitably determines the transformation of all languages of the world, including the Russian language. However, it is clear that only the changes enriching them, but not distorting the natural appearance, coincide with the direction of the cultural evolution of the planetary civilization.

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Sayers, Dennis. "Language Choice & Global Learning Networks." education policy analysis archives 3 (May 17, 1995): 10. http://dx.doi.org/10.14507/epaa.v3n10.1995.

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How can other languages be used in conjunction with English to further intercultural and multilingual learning when teachers and students participate in computer-based global learning networks? Two portraits are presented of multilingual activities in the Orillas and I*EARN learning networks, and are discussed as examples of the principal modalities of communication employed in networking projects between distant classes. Next, an important historical precedent --the social controversy which accompanied the introduction of telephone technology at the end of the last century-- is examined in terms of its implications for language choice in contemporary classroom telecomputing projects. Finally, recommendations are offered to guide decision making concerning the role of language choice in promoting collaborative critical inquiry.

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Gil, Jeffrey. "The double danger of English as a global language." English Today 26, no. 1 (February 23, 2010): 51–56. http://dx.doi.org/10.1017/s0266078409990575.

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Why Australia still needs to learn Asian languages. Language learning in Australia has at times been a much debated and somewhat controversial topic. A new episode in this debate began recently with the publication of a report entitled Building an Asia-Literate Australia: An Australian Strategy for Asian Language Proficiency, which argues for a significant expansion and intensification of the learning of Asian languages and cultures at all levels of education. Much of the reaction to this report has focused on the role of English as the global language and its implications for language education. The main argument made against the report's proposals can be summarised as the ‘English is the global language’ view, a position which claims that because English is the global language, there is no need for Australia to implement a large-scale Asian languages and cultures education programme. This paper aims to refute this argument. Drawing on a range of theoretical and empirical work, it demonstrates that there is a double danger in the ‘English is the global language’ view as it both exaggerates the current number of speakers and extent of use of English in Asia, and misinterprets the likely outcomes of any further spread of English.

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Kushner, Eva. "English as Global Language: Problems, Dangers, Opportunities." Diogenes 50, no. 2 (May 2003): 17–23. http://dx.doi.org/10.1177/0392192103050002002.

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Now that the age-old dream, which never materialized, of a universal language has evaporated, we note that English is in the process of becoming if not the universal at least an omnipresent language. In many multilingual countries it has become the language of communication. Globally it is imposing itself as the language of business, aviation and scientific research. Is this a pure benefit for humanity, or does it conceal risks or even dangers? Is the spreading of English a secondary effect of Americanization? Is linguistic diversity being sacrificed? Only if the countries affected submit to linguistic and cultural homogenization. The ideal - which remains within reach - would be to accept English as a practical tool of communication without ceasing to strive for the maintenance and strength of other languages in symbiosis with their own cultures.

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Suhaeb, Laelah Azizah S. "MEMAKNAI BUDAYA LOKAL DAN GLOBAL DALAM PENGAJARAN BAHASA ASING." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 3, no. 2 (July 15, 2010): 145. http://dx.doi.org/10.24036/ld.v3i2.7375.

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Multicultural diversity in Indonesia has become an amazing icon for many other countries which feel envy with the cultural richness of the archipelago. Although the Indonesian culture constantly growing, our civilization must be maintained and kept. Foreign Languages has been recognized in formal and non formal education in Indonesia. Learning and teaching foreign languages is not easy because it does not just teach vocabulary and grammar but also teaches how and when language is used, or in other words, learning the language is also learning culture. Foreign language teaching materials should contain the local culture and the culture of the target language in balanced. Because of the language would be useful if it can be used where the language is required

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Mogilevich, B. R. "Polylinguism as a Global Linguistic Capital." Moscow State University Bulletin. Series 18. Sociology and Political Science 26, no. 1 (June 24, 2020): 188–208. http://dx.doi.org/10.24290/1029-3736-2020-26-1-188-208.

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The article presents the evolution of language origin’ sociological reflection. The transformation of language phenomena interpretation in the context of objective, semiotic, structural and discourse theories is displayed. The correlation between discourse practices and post-industrial information society development is shown. Special attention is paid to language sociological interpretation of P. Bourdieu. The concepts introduced by him, namely: habitus, linguistic capital, linguistic field market, practical sense characterize language development, conditioned by educational, and social status communicators’ characteristics. Under globalization polilinguism phenomenon as policultural contemporary society characteristics, actualizing socio-cultural specifics of global society members acquires special significance. Constructionism and primordialism demonstrate different points of view on polilinguism phenomenon and are used in the context of comfort and benefits of their followers. Nevertheless, these approaches coincide in recognition of this concept significance to better peoples’ lives quality. Polilinguistic habitus of a contemporary individual acquires new dispositions, adequate to global context. Polilinguistic capital functions of polilinguistic market/fields providing the access to world-wide knowledge and possibilities of getting, percepting, and producing information. Polilinguistic discourse practices most fully correspond to cyberspace social reality as information polilinguistic market at the global scale. Uneven presentation of information content in various languages eliminate democratic essence of cyberspace and becomes the obstacle for users for getting the full access to information. It is especially important for minor languages speakers. The absence or lack of polilinguistic capital leads to polilinguistic injustice and information inequality, depriving people of social lifts possibilities and provoking social conflicts. The problem resolution is seen, particularly, in introducing the thee language education model and creating information content in wider variety of languages.

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Aceto, Michael, and David Crystal. "English as a Global Language." Language 74, no. 4 (December 1998): 864. http://dx.doi.org/10.2307/417014.

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Jaramillo, M. Elizabeth. "Global Speech-Language Health: Belize." Perspectives on Global Issues in Communication Sciences and Related Disorders 5, no. 2 (October 2015): 45–55. http://dx.doi.org/10.1044/gics5.2.45.

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This independent field experience in global health explores the application of health promotion and service delivery models from the field of public health to speech-language services through descriptive research of the case in southern Belize. This project explores first steps in global speech-language health outreach for children living in very limited resource settings. Global speech-language health outreach includes community-wide interventions, fostering collaboration in the community and internationally, health education, building on local resources to expand health services, and special education program development. This project makes the assumption that a rich language environment may be a determinant of speech-language health. Speech-language interventions that enrich the linguistic environment may be a strong starting point for regions with very limited access to speech-language services. Therefore, this project looks at targeting social and environmental factors that influence language and literacy skills. The aim is to raise awareness of pediatric speech-language disability in southern Belize, with the ultimate goal of increasing school and community participation of children with speech-language disabilities. The purpose of this project is to explore points of entry for population-wide, environment-enriching, and culturally relevant intervention targeting communication and academic growth, in a limited resource setting. Furthermore, this project describes barriers to speech-language services and interventions in southern Belize.

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Matos, Francisco Gomes De, and David Crystal. "English as a Global Language." TESOL Quarterly 31, no. 4 (1997): 807. http://dx.doi.org/10.2307/3587765.

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Nunan, David. "English as a Global Language." TESOL Quarterly 35, no. 4 (2001): 605. http://dx.doi.org/10.2307/3588436.

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TOKUHISA, Takeshi. "Language Education in Global Society." Journal of the Institute of Electrical Engineers of Japan 136, no. 12 (2016): 789. http://dx.doi.org/10.1541/ieejjournal.136.789.

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Yamazaki, Yasuhiro, Yoshinori Sagisaka, and Norio Higuchi. "Toward cross‐language global communications." Journal of the Acoustical Society of America 100, no. 4 (October 1996): 2634. http://dx.doi.org/10.1121/1.417757.

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Wright, Laura. "English as a Global Language." Journal of English Linguistics 27, no. 4 (December 1999): 371–74. http://dx.doi.org/10.1177/00754249922004787.

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Wee, Lionel. "Language politics and global city." Discourse: Studies in the Cultural Politics of Education 35, no. 5 (June 10, 2014): 649–60. http://dx.doi.org/10.1080/01596306.2014.922740.

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Foley, Joseph A. "English as a Global Language." RELC Journal 38, no. 1 (April 2007): 7–17. http://dx.doi.org/10.1177/0033688206076155.

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DESIDOC, Director. "Global Communication Language for Networks." DESIDOC Bulletin of Information Technology 14, no. 3 (May 1, 1994): 3–5. http://dx.doi.org/10.14429/dbit.14.3.3100.

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Etzioni, Amitai. "A Global, Community Building Language?" International Studies Perspectives 9, no. 2 (May 2008): 113–27. http://dx.doi.org/10.1111/j.1528-3585.2008.00322.x.

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Guo, Yadong, and Xuesong Gao. "Global Englishes for language teaching." Journal of Multilingual and Multicultural Development 41, no. 9 (December 17, 2019): 817–18. http://dx.doi.org/10.1080/01434632.2019.1704965.

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Cohen, Linda, and Jane Kassis-Henderson. "Revisiting culture and language in global management teams." International Journal of Cross Cultural Management 17, no. 1 (January 26, 2017): 7–22. http://dx.doi.org/10.1177/1470595816684882.

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In research on international business (IB) and management, a narrow view of language and culture has given way to a greater understanding of the complexity of the interplay of language- and culture-related issues in today’s world. The “linguistic turn” in the social sciences along with the more recent unravelling of the deterministic cultural dimension has led to reexamining the importance of language and culture in the social construction of reality. The key role played by multicultural, multilingual teams in organizations operating on a global scale has spawned much research on the impact of language and cultural diversity within teams. Some scholars have focused on the negative aspects of diversity implying that language standardization, through the adoption of lingua franca policies and practices, is the most appropriate strategy for collaboration across languages and borders. Others have uncovered the positive side of this diversity; they argue the case for the coexistence of different working languages together with communication practices that facilitate the contextualization necessary for sense-making processes in multilingual teams. This has led a growing number of scholars within different research fields to take the “multilingual turn” exploring novel ideas and concepts emerging around the phenomena of multilingualism, thereby advancing the discussion in IB and management studies. Applying these emerging notions to a study of a multilingual team in an international organization, we question the widely held assumptions about language, culture, and identity and show the need to refresh the way in which these concepts are framed when examining team performance.

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Susanti, Santi, Sukaesih Sukaesih, and Fitri Perdana. "MAINTAINING LOCAL LANGUAGE SUSTAINABILITY IN THE GLOBAL COMMUNICATION ERA." Research and Innovation in Language Learning 1, no. 2 (May 18, 2018): 57. http://dx.doi.org/10.33603/rill.v1i2.1040.

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Globalization synonymous with changes in all sociocultural aspects of human life, including languages. The use of local languages as a medium of communication shifted by the national language and English that became dominant. The local language seems to be a rare item, as it is not easy to find families who teach local languages to their children. Attempts to maintain the local language never stop. One of them is through writing. A number of writers in Bandung still write in Sundanese, although quantitatively, the readers are few. This study aims to reveal the motives of 8 writers produce writing in Sundanese and how their efforts to keep generating ideas for their writing. Based on the qualitative-phenomenology method used, this study reveals, the motives of the writers to produce works in Sundanese is the idealism as individuals born and raised in the Sundanese society. They feel they have a responsibility to maintain the existence of Sundanese in the community of native speakers. To keep writing on, they do not rely on personal experience as the idea. They also made an adaptation to the information technology by using social media to spread Sundanese language writings broadly.Keywords: globalization; Sundanese; Sundanese writer; idealism; social media; preservation.

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Li, Jie. "Foreign Language Education as Glocal Capital: Statements of Educational Outcomes on China’s Double First-Class University Websites." International Journal of English Linguistics 12, no. 5 (July 29, 2022): 31. http://dx.doi.org/10.5539/ijel.v12n5p31.

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The study draws on the Bourdieusian theory of capital to examine the way China’s Double First-Class (hereinafter referred to as “DFC”) universities capitalize on the values of foreign language education. Based on the content analysis of the representations of the officially published and accessible websites of 42 DFC universities, this thesis reports on a qualitative inquiry on the multilingual ideologies of China’s foreign language education in the context of China’s increasing global status. Findings show that China’s DFC universities advertise as ideal “glocal capital” providers for students and construct their foreign language education as a medium for achieving the global vision and local values. Findings also reveal the shifting paradigm of China’s foreign language education from previously orienting towards West-European and Anglophone languages to including the languages of peripheral countries in response to China’s socioeconomic transformations and global development. The study highlights the emerging patterns of China’s foreign language education, which is geopolitically motivated but unequally distributed in educational resources. The study is closed with some implications for enhancing China’s foreign language education and cultivating quality language talents for China’s global and local markets.

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Kramsch, Claire. "Educating the global citizen or the global consumer?" Language Teaching 53, no. 4 (December 20, 2019): 462–76. http://dx.doi.org/10.1017/s0261444819000363.

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AbstractIn this paper I review three models of language that have dominated language learning and teaching in the last 40 years: the textual model, the information exchange model, and the multilingual model. I analyze each one and consider how it stacks up to instances of language use in a globalized world. I then propose moving beyond the metaphors of citizens and consumers, and consider language teaching as educating denizens of a global ecology that requires sensitivity to context, political awareness, ethical answerability and a good dose of situational cunning.

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R, Ms Nandhini, and Dr T. V. S. Padmaja. "Pandemic and Virtual Learning: The Fourth Era in the Growth of English as a Global Language." SMART MOVES JOURNAL IJELLH 9, no. 6 (June 28, 2021): 30–36. http://dx.doi.org/10.24113/ijellh.v9i6.11096.

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The status of English language among all other languages is always a topic of interest for many centuries. It appears that no other language ever created a colossal impact on other cultures, languages and world history. Statements like “English is today a truly global language” (Rubdy 2006: 5) affirms that English Language indeed has obtained a global status. This paper will investigate the question of what defines a language as a global language and what factors are the factors that determine the status and the present state of English during the Covid 19 crisis.

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Bromham, Lindell, Russell Dinnage, Hedvig Skirgård, Andrew Ritchie, Marcel Cardillo, Felicity Meakins, Simon Greenhill, and Xia Hua. "Global predictors of language endangerment and the future of linguistic diversity." Nature Ecology & Evolution 6, no. 2 (December 16, 2021): 163–73. http://dx.doi.org/10.1038/s41559-021-01604-y.

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AbstractLanguage diversity is under threat. While each language is subject to specific social, demographic and political pressures, there may also be common threatening processes. We use an analysis of 6,511 spoken languages with 51 predictor variables spanning aspects of population, documentation, legal recognition, education policy, socioeconomic indicators and environmental features to show that, counter to common perception, contact with other languages per se is not a driver of language loss. However, greater road density, which may encourage population movement, is associated with increased endangerment. Higher average years of schooling is also associated with greater endangerment, evidence that formal education can contribute to loss of language diversity. Without intervention, language loss could triple within 40 years, with at least one language lost per month. To avoid the loss of over 1,500 languages by the end of the century, urgent investment is needed in language documentation, bilingual education programmes and other community-based programmes.

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Parmentier, Richard J. "Global Semiotics.:Global Semiotics." Journal of Linguistic Anthropology 13, no. 2 (December 2003): 254–56. http://dx.doi.org/10.1525/jlin.2003.13.2.254.

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Ishikawa, Tomokazu. "Conceptualising English as a global contact language." Englishes in Practice 4, no. 2 (April 1, 2017): 31–49. http://dx.doi.org/10.1515/eip-2017-0002.

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Abstract English as a global contact language has been conceptualised as (1) geo-localised Englishes, (2) English similects, and (3) transcultural multi-lingua franca. Although taking a simplified and reified approach, the first framework of geo-localised Englishes has contributed to raising awareness of global diversity in English use and corresponding innovative classroom practices. Meanwhile, the second framework of English similects has taken a lingua franca approach between different first-language (L1) users, and provided insight into omnipresent multilingualism across interactants beyond particular speech communities. However, from a complexity theory perspective, geo-local communities and interactants’ L1s are just among many complex social systems, and thus neither the first nor the second framework is capable of fully explaining what emerges from communication through the language in question. The third framework of transcultural multi-lingua franca seeks to comprehend the full range of multilingualism, or broadly conceptualised translanguaging with multiple ‘languages’, which emerges across individuals, time and space. It also takes notice of both the border-transgressing nature of culture and the possible transience of salient cultural categories in global communication. Furthermore, this last framework suggests that English language education in the 21st century take a multilingual, transcultural and post-normative turn.

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Kamusella, Tomasz. "Global Language Politics: Eurasia versus the Rest." Journal of Nationalism, Memory & Language Politics 14, no. 2 (December 1, 2020): 117–51. http://dx.doi.org/10.2478/jnmlp-2020-0008.

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Abstract Globalization in the early 21st century can be considered as the age of inequality that splits the world into the rich North and the poor South. From the perspective of language politics, only very few discussed the division across the globe, especially, between Eurasia and the “Rest of the world.” In Eurasia, indigenous languages and scripts are used in official capacity, while the same function is fulfilled almost exclusively by non-indigenous (post/colonial) European languages in the Rest of the world. In the countries where they are spoken, non-Eurasian languages have limited presence in the mass media, education, or in cyberspace. This linguistic imperialism par excellence is a long-lasting and pernicious legacy of European (western) colonialism. The aforementioned divide is strongly associated to the use of ethnolinguistic nationalism in state building across many areas of Eurasia, while this ideology is not employed for this purpose outside the region.

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BIANCHI, Robert Michael. "3arabizi - When Local Arabic Meets Global English." Acta Linguistica Asiatica 2, no. 1 (May 22, 2012): 89–100. http://dx.doi.org/10.4312/ala.2.1.89-100.

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Arabic is the official language of Jordan. Yet, English is a language of prestige among many upwardly mobile Jordanians. Sakarna (2006) dubs a hybrid language comprised of a mixture of these two languages “Englo-Arabic”. In online contexts, a similar hybrid language has emerged. Often popularly labeled “3arabizi” or “Arabish”, a blended word based on the words “Arabic” and “English”, this mixed code is the most commonly encountered form of language for composing forum messages on the popular Jordanian website, Mahjoob.com (http://www.mahjoob.com). The most striking feature of 3arabizi is that it is written in Latin script and uses arithmographemics i.e. numbers as letters to represent Arabic sounds that do not occur in English. This article presents the key orthographical features of 3arabizi and discusses its topical occurrence when compared to both Arabic and English as observable within a purposive sample of web forum messages collected from Mahjoob.com.

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Khilkhanova, Erzhen. "New Trends in Multilingualism and Minority Languages on a Global Scale." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 4 (December 2020): 64–75. http://dx.doi.org/10.15688/jvolsu2.2020.4.6.

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The article examines current trends in language policy and attitudes towards multilingualism and minority languages in the European Union, the USA, and Australia. On the example of some languages (Basque, Breton, Corsican, Sámi etc.) various factors affecting the current situation of minority languages are analyzed with priority to the state language policy. Special attention is concentrated on a new phenomenon in European sociolinguistics – the emergence of "new speakers" from minority groups who have learned these languages not in the family, but due to the educational system. Regarding the US language policy, the situation with the languages of North American Indians is described through some positive changes that have occurred in the economic, legal, cultural and linguistic environment of Indian tribes. The Australian case is analyzed as an equally striking example of progress from banning the use of aboriginal languages to modern programmes of their revitalisation. On the basis of the considered cases the author points to the importance of such factors as language activism and the financial and economic situation of minorities themselves. It is concluded that the change in the value paradigm only sets the framework conditions for the implementation of language rights but does not guarantee their success.

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Collins, James T. "GLOBAL ERAS AND LANGUAGE DIVERSITY IN INDONESIA: TRANSDISCIPLINARY PROJECTS TOWARDS LANGUAGE MAINTENANCE AND REVITALIZATION." Paradigma: Jurnal Kajian Budaya 9, no. 2 (August 28, 2019): 103. http://dx.doi.org/10.17510/paradigma.v9i2.302.

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Indonesia is immensely proud of its hundreds of regional languages. This amazing diversity occurs because of the social impact in the three global eras: ancient migration from Asian continent, trading intensification and colonial oppression five hundred years ago, and demographical and communication change in the 21st century. However, now we are witnessing the number decrease of the languages in Indonesia. The resistance and preservation of the inherited languages, which are local languages, in the Indonesian archipelago (Nusantara) language network that is indeed complex must be considered as important components in the Indonesia’s national identity. Along with the accelerated loss of the inherited languages, we are also dealing with the ecological crisis happening in Indonesia. In the 19th century linguistics developed in connection with the progress of biology. Hence, in the 21st century, the handling and studies of languages that are endangered are reasonably related to the contemporary focus on the global ecology studies. Nettle (1999) asserted that the world regions with the high biological diversity are also the regions with the high language diversity. Any research on Nusantara’s flora and fauna should be correlated with the study of endangered languages and dialects. In this paper, we review transdisciplinary planning which is capable of producing understanding and comprehension on the ecological system and regional language community as well as the perspective on the role of the knowledge in order for the academicians and members of the community to make more joint efforts to maintain the ecological system and the Nusantara language network.

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Mahboob, Ahmar. "Beyond Global Englishes: Teaching English as a Dynamic Language." RELC Journal 49, no. 1 (April 2018): 36–57. http://dx.doi.org/10.1177/0033688218754944.

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Currently, a growing number of teaching approaches focus on aspects of variation in language (e.g. English as a Lingua Franca (ELF), World Englishes, English for Specific Purposes (ESP), genre theories, etc.); however, each of these approaches tends to focus on particular (specific) aspects of language variation and do not fully account for the range or dynamicity of linguistic variations. This article, based on a discussion of language variation, proposes a model of language proficiency that considers the dynamic nature of language variation and is not dependent on static (native-speaker defined) norms of language. Using the Dynamic Approach to Language Proficiency as a model of language proficiency and grounded in understandings of language variation, this article introduces the concept of Teaching English as a Dynamic Language (TEDL). The article includes evidence for the need to develop such a model and also points out ways in which current and future work can contribute to further development of this approach. Finally, the article also identifies some socio-economic implications of this work and explicitly supports the need to recognize and empower local (including endangered) languages through TEDL.

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Rychtyckyj, Nestor, and Craig Plesco. "Applying Automated Language Translation at a Global Enterprise Level." AI Magazine 34, no. 1 (December 6, 2012): 43. http://dx.doi.org/10.1609/aimag.v34i1.2436.

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In 2007 we presented a paper that described the application of Natural Language Processing (NLP) and Machine Translation (MT) for the automated translation of process build instructions from English to other languages to support Ford’s assembly plants in non-English speaking countries. This project has continued to evolve with the addition of new languages and improvements to the translation process. However, we discovered that there was a large demand for automated language translation across all of Ford Motor Company and we decided to expand the scope of our project to address these requirements. This paper will describe our efforts to meet all of Ford’s internal translation requirements with AI and MT technology and focus on the challenges and lessons that we learned from applying advanced technology across an entire corporation.

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Rychtyckyj, Nestor, and Craig Plesco. "Applying Automated Language Translation at a Global Enterprise Level." Proceedings of the AAAI Conference on Artificial Intelligence 26, no. 2 (July 22, 2012): 2245–52. http://dx.doi.org/10.1609/aaai.v26i2.18965.

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In 2007 we presented a paper that described the application of Natural Language Processing (NLP) and Machine Translation (MT) for the automated translation of process build instructions from English to other languages to support Ford’s assembly plants in non-English speaking countries. This project has continued to evolve with the addition of new languages and improvements to the translation process. However, we discovered that there was a large demand for automated language translation across all of Ford Motor Company and we decided to expand the scope of our project to address these requirements. This paper will describe our efforts to meet all of Ford’s internal translation requirements with AI and MT technology and focus on the challenges and lessons that we learned from applying advanced technology across an entire corporation.

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Journal articles on the topic 'Global language'

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