Journal articles on the topic 'Language policy – asia'
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Hamid, M. Obaidul, and Andy Kirkpatrick. "Foreign language policies in Asia and Australia in the Asian century." Language Problems and Language Planning 40, no. 1 (May 9, 2016): 26–46. http://dx.doi.org/10.1075/lplp.40.1.02ham.
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This article provides a comparative analysis of foreign language policies in Asia and Australia with reference to policy contexts, motivations and processes. The analysis is specifically motivated by the recent publication of the Australia in the Asian Century White Paper that represents Australia’s renewed desire to engage with Asia by developing “Asia literacy” including the development of national proficiency in selected Asian languages. It is argued that, although foreign language policies in the two regions present interesting similarities in terms of policy contexts and goals, there is notable disconnect between Asia and Australia that potentially undermines Australian policy desire to connect with Asia. Furthermore, although languages, like other national resources, are planned to address social needs and aspirations, subjecting languages to economic imperative reflects not only misconceptions of languages but also misappropriation of their potential.
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Liddicoat, Anthony J., and Andy Kirkpatrick. "Dimensions of language education policy in Asia." Journal of Asian Pacific Communication 30, no. 1-2 (June 30, 2020): 7–33. http://dx.doi.org/10.1075/japc.00043.kir.
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Abstract This paper will identify the major trends that can be determined from an overall study of recent language policies across Asia. The trends can be seen across three interrelated themes, namely: the promotion and privileging of one language as the national language as part of an attempt to create a nation state, often in polities that are linguistically extremely diverse; a decrease in the promotion of indigenous languages other than the national language and the neglect of these in education in many countries; and the promotion of English as the first foreign language in education systems, often giving other ‘foreign’ languages a minimal role in education. Possible reasons and motivations for these trends will be discussed and countries where exceptions to these trends can be identified will be illustrated. The aim of the paper will be to discuss these trends and to critically evaluate selected language policies. The paper will conclude with predictions for the future linguistic ecology of the region and for the interrelationships of respective national languages, indigenous languages and English
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Boucher-Yip, Esther. "English language education policy in Asia." Current Issues in Language Planning 18, no. 2 (August 24, 2016): 236–40. http://dx.doi.org/10.1080/14664208.2016.1221542.
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Kumar Sah, Pramod. "English language education policy in Asia." Journal of Multilingual and Multicultural Development 39, no. 3 (March 30, 2017): 287–88. http://dx.doi.org/10.1080/01434632.2017.1307046.
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Kirkpatrick, Andy, and Anthony J. Liddicoat. "Language education policy and practice in East and Southeast Asia." Language Teaching 50, no. 2 (March 14, 2017): 155–88. http://dx.doi.org/10.1017/s0261444817000027.
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East and Southeast Asia represents a linguistically and culturally diverse region. For example, more than 700 languages are spoken in Indonesia alone. It is against this backdrop of diversity that the ten countries that comprise Association of South East Asian Nations (ASEAN) have recently signed the ASEAN Charter which, while calling for respect for the region's languages, cultures and religions also officially nominates English as ASEAN's working language. In this article, we examine the language education policies of the region and consider the implications of these policies for the maintenance of linguistic and cultural diversity on the one hand and the promotion of English and the respective national languages on the other. As ASEAN is closely connected to the three major countries of China, Japan and South Korea, as indicated by the ‘ASEAN + 3’ forum, we also include these countries here. We stress that, as space forbids an in-depth treatment of the language education policies of each of the 13 countries, we have chosen to describe and discuss in some depth the policies of 5 countries (China, Indonesia, Japan, the Philippines and Vietnam), as these provide a cross-section of language policy contexts and approaches in the region. We add brief notes on the policies of the remaining countries.
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Canagarajah, Suresh, and Hina Ashraf. "Multilingualism and Education in South Asia: Resolving Policy/Practice Dilemmas." Annual Review of Applied Linguistics 33 (March 2013): 258–85. http://dx.doi.org/10.1017/s0267190513000068.
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This article focuses on the multilingual educational policies in India and Pakistan in the light of challenges in implementation and everyday communicative practices. The challenges these countries face in the context of the contrasting forces of globalization and nationalism are common to those of the other communities in this region. Both India and Pakistan have adopted versions of a tripartite language formula, in which the dominant national language—Urdu in Pakistan, and Hindi in India—along with a regional language and English are to be taught in primary and secondary schools. Such a policy is aimed at accommodating diverse imperatives, such as providing access to schooling to everyone regardless of their mother tongues, developing national identity through competence in a common language, and tapping into transnational economic resources through English. However, this well-intentioned policy has generated other tensions. There are inadequate resources for teaching all three languages in all regions and social levels. Certain dominant languages enjoy more currency and upset the multilingual balance. Furthermore, as people integrate English into their repertoires in recognition of the better-paid employment opportunities and communication media associated with globalization, language practices are becoming more hybrid. To resolve such tensions between policy and practice, some scholars propose a plurilingual model indigenous to the region. Rather than compartmentalizing languages and demanding equal competencies in each of them, such a model would allow for functional competencies in complementary languages for different purposes and social domains, without neglecting mother-tongue maintenance.
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Fierman, W. "A COMPARATIVE EXAMINATION OF LANGUAGE ECOLOGY AND LANGUAGE POLICY IN POST-SOVIET CENTRAL ASIA." Al-Farabi 76, no. 4 (December 15, 2021): 114–31. http://dx.doi.org/10.48010/2021.4/1999-5911.09.
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In the late Soviet era, the domains of use of languages were largely a function of ethnic groups’ status in the Soviet administrative hierarchy. Russian was at the top; below it were the eponymous languages of the non-Russian 14 “Union Republics;” all other languages were used in relatively narrow sets of domains. The “Union Republic languages” included five in Central Asia-- Kazakh, Kyrgyz, Tajik, Turkmen, and Uzbek. These languages’ use in fewer domains than most other Union Republic languages profoundly affected their expansion into new domains after 1991. Two other factors affecting this primarily rooted in the Soviet era were the ethnic composition of the republics upon the USSR’s collapse and their populations’ language repertoires. In addition to these “Soviet heritage factors,” language policy and ecology have also been shaped by each country’s nation building project, its international orientation, the nature of its political system, and its economic resources. Russian today remains more widely used in high prestige domains in Central Asia than in all other former Soviet republics except Belarus. However, Russian is less used in a wide variety of domains in Central Asia than it is in “autonomous” units of the former RSFSR.
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Lo Bianco, Joseph. "The discourse of the edge: marginal advantage, positioning and linguistic entrepreneurship." Multilingua 40, no. 2 (December 25, 2020): 261–75. http://dx.doi.org/10.1515/multi-2020-0188.
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Abstract This contribution discusses some links between the linguistics and the economics of the spirit of entrepreneurship and entrepreneurialism. Whether it is individuals or various social groupings, or even entire societies, a review of policies promoting self-investment in language ability links to a neoliberal economic and political ethos of competition, advantage, meritocracy, innovation and risk-taking; and thereby instantiates an essentially exchange and profit based understanding of communication. The depth and persistence of policy attaching personal and commodified gain to language merges with moral character judgements. I discuss four Asian studies of linguistic entrepreneurship, extracting common elements and differences, and then discuss the project of Asian engagement and language study in Australia. Applying the lens of linguistic entrepreneurship to Australia’s promotion of Asian languages reveals an entire project of national re-formation to foster integration into Asian regional economic and geopolitical arrangements. Much of this national project has been premised on reformulating core purposes of language study around the advantaging of individuals and the nation within an ethos of market competition. Australia’s ambition of national integration into Asia has achieved national consensus, reversing a long history of repudiation of the nation’s Asian geography, yet there are still persisting ideas of orientalism. This is particularly exposed in relation to how Asian Australians’ language skills are treated. Minority language maintenance of Asian languages has been construed as problematic, while Anglo-Australian learners’ acquisition of key trade languages of Asia is celebrated and admired. One result of this is that a considerable part of Australia’s Asia literacy project is in tension with its avowed aim of multiculturalism, which would value all language skills, those of maintenance as much as those of new learning.
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Grigoreva, Olga. "On the Question of the Existence of the Lusocreole Languages in Africa and Asia." Stephanos Peer reviewed multilanguage scientific journal 53, no. 3 (May 31, 2022): 136–42. http://dx.doi.org/10.24249/2309-9917-2022-53-3-136-142.
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The article considers the phenomenon of creole languages as a result of the convergence of different language systems within the theory of language contacts, gives a characteristic of the lusocreole languages and their classification. An important aspect of the work is a sociolinguistic comparative analysis of African and Asian lusocreole languages that regards some linguistic features of the widespread lusocreole African range and more isolated lusocreole languages of Southeast Asia and pays attention to the status of mentioned languages in these territories, local language policy and the nature of the relationship between creole and non-creole languages which is based on the concept of diglossia. The article discusses the development ways for African and Asian lusocreole languages and expresses concern about the processes of decreolization, which may in the future contribute not only to withering, but also to the complete disappearance of the original lusocreole cultures.
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Butler, Yuko Goto. "English language education among young learners in East Asia: A review of current research (2004–2014)." Language Teaching 48, no. 3 (June 18, 2015): 303–42. http://dx.doi.org/10.1017/s0261444815000105.
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The teaching of foreign languages to young learners is growing in popularity around the world. Research in this field, particularly of English as a second/foreign language education in East Asia, is a relatively new area of empirical inquiry, and it has the potential to make significant contributions to child second-language acquisition (Child-SLA) theory building, research methodologies, and policies in East Asia and beyond. This article reviews relevant peer-reviewed literature on English education among young learners in East Asia (China, Japan, South Korea, and Taiwan). I begin by reviewing policy literature to illustrate the social and policy contexts of early English education, identifying major policy-related concerns. Next, I review empirical studies of English learning and teaching, organizing them by their relevance to the previously identified policy concerns. The article concludes with suggestions for future research.
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Wigglesworth-Baker, Teresa. "Language policy and post-Soviet identities in Tatarstan." Nationalities Papers 44, no. 1 (January 2016): 20–37. http://dx.doi.org/10.1080/00905992.2015.1046425.
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This paper examines language policy and language use as identity technologies in the Republic of Tatarstan approximately 23 years after the collapse of the Soviet Union. Although Tatarstan is an autonomous republic politically situated within the Russian Federation, it has its own language policy which was implemented in 1992 and which declares Russian and Tatar as the official state languages having equal status in all spheres of language use. Additionally, as a result of an education policy implemented in 1997, Tatar language learning was made a compulsory subject in schools for all nationalities. This research examines how these policies have legitimized the Tatar identity alongside Russian from the top-down perspective, but how these legitimacies are not reflected from the bottom-up perspective [Graney 1999. “Education Reform in Tatarstan and Bashkortostan: Sovereignty Projects in Post-Soviet Russia.”Europe-Asia Studies51 (4): 611-632; Yemelianova 2000. “Shaimiev's ‘Khanate’ on the Volga and its Russian Subjects.”Asian Ethnicity1 (1)]. The focus of this research was to find out how effective these language and education policies as top-down identity technologies have been in post-Soviet Tatar society. An empirical research was carried out in Kazan in 2013 and revealed that asymmetrical bilingualism still prevails in contemporary Tatar society: Russian is used for everyday purposes by all nationalities, whereas Tatar is used as an in-group marker among Tatars within informal settings.
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Ibrahimov, Elchin. "THE LANGUAGE POLICY IN TURKIC STATES AND COMMUNITIES." Alatoo Academic Studies 21, no. 1 (January 30, 2021): 227–37. http://dx.doi.org/10.17015/aas.2021.211.28.
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The history of the language policy of the Turks begins with the work Divanu lugat at-turk, written by Mahmud Kashgari in the 11th century. Despite the fact that the XI-XVII centuries were a mixed period for the language policy of the Turkic states and communities, it contained many guiding and important questions for subsequent stages. Issues of language policy, originating from the work of Kashgari, continued with the publication in 1277 of the first order in the Turkic language by Mehmet-bey Karamanoglu, who is one of the most prominent figures in Anatolian Turkic history, and culminated in the creation of the impeccable work Divan in the Turkic language by the great Azerbaijani poet Imadaddin Nasimi who lived in the late XIV - early XV centuries. Later, the great Uzbek poet of the 15th century, Alisher Navoi, improved the Turkic language both culturally and literally, putting it on a par with the two most influential languages of that time, Arabic and Persian. The appeal to the Turkic language and the revival of the Turkic language in literature before Alisher Navoi, the emergence of the Turkic language, both in Azerbaijan and in Anatolia and Central Asia, as well as in the works of I. Nasimi, G. Burkhanaddin, Y. Emre, Mevlana, made this the language of the common literary language of the Turkic tribes: Uzbeks, Kazakhs-Kyrgyz, Turkmens of Central Asia, Idil-Ural Turks, Uighurs, Karakhanids, Khorezmians and Kashgharts. This situation continued until the 19th century. This article highlights the history of the language policy of the Turkic states and communities.
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Tupas, Ruanni. "(Un)framing Language Policy and Reform in Southeast Asia." RELC Journal 49, no. 2 (July 26, 2018): 149–63. http://dx.doi.org/10.1177/0033688218772155.
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This article explores language policy in Southeast Asia, focussing on two recent state and other institutional reform efforts and directions: one towards English, and the other towards the mother tongues. However, what needs to be highlighted is the bifurcated nature of language policy reforms in the region. That is, these two policy directions are rarely conceptualized together. In terms of implementation, they are mobilized independently as if they are products of completely different phenomena. A set of broad assumptions upon which policies and policy reforms should be based must be articulated. Educational and social justice, nationalism, and global competitiveness saturate discussion on language policies in the region. With a coherent and inclusive framing of this discussion, language policies should unite – not divide – people.
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Ross, Steven J. "Language testing in Asia: Evolution, innovation, and policy challenges." Language Testing 25, no. 1 (January 2008): 5–13. http://dx.doi.org/10.1177/0265532207083741.
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Liu, Amy H., and Jacob I. Ricks. "Coalitions and Language Politics: Policy Shifts in Southeast Asia." World Politics 64, no. 3 (June 27, 2012): 476–506. http://dx.doi.org/10.1017/s004388711200010x.
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Why is it that some governments recognize only one language while others espouse multilingualism? Related, why are some governments able to shift language policies, and if there is a shift, what explains the direction? In this article, the authors argue that these choices are theproduct of coalitional constraints facing the government during critical junctures in history. During times of political change in the state-building process, the effective threat of an alternate linguistic group determines the emergent language policy. If the threat is low, the government moves toward monolingual policies. As the threat increases, however, the government is forced to co-opt the alternate linguistic group by shifting the policy toward a greater degree of multilingualism. The authors test this argument by examining the language policies for government services and the education system in three Southeast Asian countries (Singapore, Malaysia, and Thailand).
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Hu, Ping, and Fan Pan. "Robert Kirkpatrick (ed.): English Language Education Policy in Asia." Language Policy 17, no. 2 (January 31, 2018): 277–80. http://dx.doi.org/10.1007/s10993-018-9456-8.
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Omar, Asmah Haji. "The Malay Language in Mainland Southeast Asia." Journal on Asian Linguistic Anthropology 1, no. 3 (July 1, 2019): 23–29. http://dx.doi.org/10.47298/jala.v1-i3-a3.
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Today the Malay language is known to have communities of speakers outside the Malay Archipelago, such as in Australia inclusive of the Christmas Islands and the Cocos (Keeling) Islands in the Indian Ocean (Asmah, 2008), the Holy Land of Mecca and Medina (Asmah et al. 2015), England, the Netherlands, France, and Germany. The Malay language is also known to have its presence on the Asian mainland, that is Thailand, Cambodia, and Vietnam. As Malays in these three countries belong to a minority, in fact among the smallest of the minorities, questions that arise are those that pertain to: (i) their history of settlement in the localities where they are now; (ii) the position of Malay in the context of the language policy of their country; and (iii) maintenance and shift of the ancestral and adopted languages.
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Lehman, Clayton Wayne, and Brett Welch. "A Quantitative Investigation of Language Policy in International Schools in East Asia." Research in Educational Policy and Management 2, no. 2 (December 12, 2020): 1–18. http://dx.doi.org/10.46303/repam.2020.1.
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Many international schools develop a formal written language policy to address language learning and use. Additionally, schools often develop a language policy as part of an authorization and or accreditation process. Although a school may have a formal written language policy, sometimes teachers are unaware the policy exists. The purpose of this study was to examine teacher knowledge of language policy in English-medium international schools in East Asia. Additionally, the researchers explored whether there were differences in teacher knowledge of language policy between schools that have an affiliation with CIS, IB, and ACS WASC and schools with no affiliation. Further, the researchers examined how often teachers followed the language policy and if the policy defined the roles of teachers. This quantitative survey-based study had 544 participants, of whom 387 were teachers. The main finding revealed that a sizeable percentage of teachers reported that their school does not have a formal written language policy or were unsure if one exists. Additional findings revealed similarities in language policy knowledge between CIS and IB schools and schools with no affiliation. Further, less than half of the teachers follow the language policy consistently, and many policies do not specify teacher roles.
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Leitner, Gerhard. "Australia’s “Asia competence” and the Uneasy Balance between Asian Languages and English." Culture, Contexts, and Communication in Multicultural Australia and New Zealand 17, no. 1 (February 27, 2007): 29–60. http://dx.doi.org/10.1075/japc.17.1.04lei.
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Australia’s policies on languages of the late 1980s were characterized by a balance between the community and broader needs of the nation on the one hand and European and Asian languages on the other. In a climate of ever stronger economic rationalism, globalization and shrinking resources these policies shifted to economic benefit arguments in the 1990s; community-based policies came under attack. European languages suffered more at first, but recently Asian languages have also been jeopardized. This raises several questions: Should Asian (and other) languages continue to be promoted for community or for national needs? Should there be an emphasis on English, the national language, and should migrants be incited to shift to it in light of the growing use of English worldwide and especially in the Asia-Pacific region? This paper explores different facets of the debate about policy and planning with regard to English and Asian languages and the political tension that links them.
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Sokolova, A. N. "Cultural policy of the Turkish-speaking countries of Сentral Asia." Abyss (Studies in Philosophy, Political science and Social anthropology), no. 2 (June 15, 2023): 175–92. http://dx.doi.org/10.33979/2587-7534-2023-2-175-192.
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The paper presents the results of a study of the modern cultural policy of the Turkic-speaking countries of Central Asia. Having studied the regulatory framework of the countries of Central Asia regarding the issues of cultural construction and language policy, the author identifies the achievements and problem areas of the Turkic-speaking countries of Central Asia in the development of education, theatrical art, museum and library work. The study used interdisciplinary and cultural approaches and methods of content analysis of legal documents, official websites of various ministries of the countries under study, statistical and archival documents that are in the public domain. The theoretical basis of the study was the scientific works of domestic and foreign authors: Borishpolets K. P., Vakhtina N. B., Raikova G. A., Saparova N. D., Tsai I. K., Khalmuradov R. I., Tsyryapkina Yu. N., et al. The empirical basis of the study was personal observations obtained in Kazakhstan in connection with conducting master classes and working as a member of the jury of student competitions, interviews with students from Central Asian countries studying at the Adyghe State University, as well as materials from the Internet resources of the countries of Central Asia.
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Pugacheva, Oksana. "Evolution and prospects of the Central Asian policy of the Republic of Korea." Vostok. Afro-aziatskie obshchestva: istoriia i sovremennost, no. 4 (2023): 127. http://dx.doi.org/10.31857/s086919080025931-1.
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The article is devoted to the specifics of the policies of the Republic of Korea (ROK) towards Central Asia (CA). South Korean administrations viewed the region as part of a larger regional strategy, whether tied to Asia under Lee Myung-bak or Russia under Park Geun-ha and Moon Jae-in. The difficulties with the realisaion of the Russian vector of Moon Jae-in’s New Northern Policy (NSP) led to designing the Central Asian countries as key partners of the ROK’s NSP. Under the Russian-Western confrontation and traditionally tense relations between the conservative South Korean administrations and the DPRK, the relevance of the Eurasian vector has decreased for the ROK. However, the curtailment of continental rhetoric and the shift in the priorities of South Korean diplomacy to the Indo-Pacific region will not greatly affect the practical cooperation between the ROK and the Central Asian countries. A prolonged crisis in Russian-American relations may lead to the fact that the ROK will begin to build its Central Asian course in connection to the South Asian direction of its Indo-Pacific strategy. The ROK will try to refrain from joining an anti-Chinese or anti-Russian course in CA. However, the split of the world into two groups and the growing polarization may make it much more difficult for Seoul to balance and pursue a policy independent from the United States in Central Asia.
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Zabrodskaja, Anastassia, and Olga Ivanova. "The Russian language maintenance and language contacts." Russian Journal of Linguistics 25, no. 4 (December 18, 2021): 828–54. http://dx.doi.org/10.22363/2687-0088-2021-25-4-828-854.
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In our introductory article, we outline the main sociolinguistic features of Russian as a heritage language of post-Soviet immigrants in European settings and beyond. We offer a general overview of the evolution of Russian as a global language, with a particular focus on its geodemographics and economic and social value as a lingua franca . Based on this, we analyse the main principles defining the maintenance of Russian as a language of migration and as a heritage language in different countries, and emphasise the most important questions that still need to be addressed in this field of research. The main objective of this special issue is to combine the most recent research on the vitality of different languages of post-Soviet republics in new political milieu, with a particular focus on European and Asian countries, but there are other objectives as well. We propose to explore the factors that have either favoured or hindered the maintenance and transmission of languages of post-Soviet immigrants and repatriates, and how these sociolinguistic processes become evident in language vitality on both private and public levels. Our special issue primarily addresses the questions of family language policy, new language contacts and their management, and linguistic landscape in heritage speakers, diasporas and their new settings in Europe, Asia and the US.
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Hall, Stephen J. "Book Review: English in Southeast Asia: Features, Policy and Language Use." RELC Journal 45, no. 1 (March 27, 2014): 101–2. http://dx.doi.org/10.1177/0033688214522723.
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Gao, Xuesong. "Language Policy Research in East Asia: Global Challenges and Local Responses." Asia-Pacific Education Researcher 25, no. 5-6 (October 22, 2016): 691–94. http://dx.doi.org/10.1007/s40299-016-0320-3.
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Cazden, Courtney B. "Primary school English-language education in Asia: from policy to practice." Asia Pacific Journal of Education 35, no. 1 (January 2, 2015): 144–47. http://dx.doi.org/10.1080/02188791.2014.975886.
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Chow, A. "Primary School English-Language Education in Asia: From Policy to Practice." ELT Journal 68, no. 3 (June 12, 2014): 345–48. http://dx.doi.org/10.1093/elt/ccu025.
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Hatch, Walter, and Wolf Mendl. "Japan's Asia Policy: Regional Security and Global Interests." Journal of Japanese Studies 23, no. 2 (1997): 515. http://dx.doi.org/10.2307/133189.
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KIRKPATRICK, ANDY. "English in Southeast Asia: Pedagogical and policy implications." World Englishes 33, no. 4 (November 17, 2014): 426–38. http://dx.doi.org/10.1111/weng.12105.
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Zen, Evynurul Laily. "A CLOSE LOOK AT BILINGUALISM RESEARCH IN ASIA." Indonesian Journal of Applied Linguistics 7, no. 2 (September 30, 2017): 90. http://dx.doi.org/10.17509/ijal.v7i2.8133.
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Asia is a ‘homeland’ for bilingualism research in regards to its diversity. It is considered as a vivid research site where there is significant growth of academic areas of exploration. Yet, there are very few scientific attempts to map bilingualism research in an Asian context so far. Thus, I bring the idea of mapping previous works through this literature study by specifically scrutinizing (a) bilingualism research in Southeast Asia, (b) bilingualism research in other parts of Asia, and (c) lessons to learn as a stepping stone to define the future of Indonesian bilingualism. The general data mapping I have explored includes Southeast Asian countries (Malaysia, Singapore, Indonesia, Thailand, and Vietnam) and other parts of Asia (China, India, Israel, and Kazakhstan. The findings from the 33 previous works can be considered as empirical evidence that I will use to portray the research trends in Asia’s bilingualism. The trends show that 19 (55%) works have approached bilingual data from sociolinguistics perspective, whereas the other 14 (45%) have framed their analysis under psycholinguistic approach. Based on the methodological concerns from these works, I propose two major areas of exploration: Family Language Policy (FLP) and trilingual acquisition. FLP in Indonesian is a promising ground, as it brings together issues in language maintenance and shift that instigate a wider aspect of investigation; these aspects include bilingual language dominance, cross language influence, and so forth. Trilingual acquisition, the situation most Indonesian children are growing with, has a potentially significant impact on education, especially where a language curriculum is carefully planned and implemented. In conclusion, this mapping will hopefully shed a light on how bilingualism has academically been very appealing and will continue to fascinate more researchers.
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Kameneva, Marina S. "Globalization and the role of English in the countries of South Asia and the Middle East (the case of Afghanistan, Iran and Pakistan)." Vostok. Afro-aziatskie obshchestva: istoriia i sovremennost, no. 6 (2022): 182. http://dx.doi.org/10.31857/s086919080023323-2.
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The article analyzes the role of English in the language policy of the Asian continent countries in the system of world globalization processes from the viewpoint accepted in modern sociolinguistic literature on the connection between the language aspect of globalization and the spread of English as the global language, the universal second language. The authors note the historical component of the popularity of English in the modern world in general and in the countries under consideration in particular. It includes the influence of the British Empire and the strengthening of the US position in the international arena. There are also provided estimates of the number of people speaking English both as the first and the second language in everyday life. The authors analyze large multinational states of South Asia and the Middle East such as Afghanistan, Iran and Pakistan. The situation with the English language is presented in these countries against the background of the state and national languages functioning. The authors made an attempt to show both the general aspects of the use of English, including through the prism of the legislative acts that are in force there, above all the constitutions, and the peculiarities of its functioning in each of these countries, including under the influence of the language policy pursued by their leadership. There is also noted the growing interest of the authorities in Russian in Iran and Chinese in Pakistan as the languages that may seriously compete with English in the future and break its monopoly.
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Kirkpatrick, Andy. "Englishes in the Expanding Circle: Focus on Asia." Russian Journal of Linguistics 24, no. 3 (December 15, 2020): 551–68. http://dx.doi.org/10.22363/2687-0088-2020-24-3-551-568.
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In Kachrus original classification, the countries of the Expanding Circle were those where English was learned primarily as a foreign language in schools. English did not play an institutional role within the country. As such they were norm-dependent countries relying on exonormative native speaker standards as models and targets for learners of English. In recent years, however, the role(s) of English in many Expanding Circle countries of Asia - these include the economic powerhouses of China, Japan and South Korea - have increased exponentially both within the countries (as English becomes increasingly important as a language of education, for example) and between the countries as a lingua franca (English has been enshrined as the sole working language of the Association of Southeast Asian Nations (ASEAN), for example). The aim of this article is to describe how these roles of English in the Expanding Circle countries of Asia have developed. I shall focus on the role of English as a language of education in describing how the role of English has developed within countries and on the role of English as a lingua franca in describing how the role of English has developed between the Expanding Circle countries of Asia. I shall conclude by considering the implications of these developments for English language education pedagogy and policy.
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Sh. I., Shazamanov. "SOME COMMENTS ON THE USE OF THE UZBEK LANGUAGE IN SOCIETY." INTERNATIONAL JOURNAL OF WORD ART 5, no. 3 (May 30, 2020): 86–97. http://dx.doi.org/10.26739/2181-9297-2020-5-15.
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The article analyzes the status and history of the Uzbek language in Central Asia, the relationship with foreign languages, the state policy in the development of the Uzbek language, the impact of Russian phrases on Uzbek speech. The article is the result of practical observations of the Uzbek language in public life. The article is important in terms of studying the phrases learned from the Russian language in the Uzbek spoken language. Issues related to it are among the most studied articles in Uzbek sociolinguistics. In this regard, some of the points raised in the article may be controversial
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Suzdaltsev, Ilya. "Assesments by modern english-speaking historians of the policy of the comintern in Asia." Vostok. Afro-aziatskie obshchestva: istoriia i sovremennost, no. 1 (2024): 230. http://dx.doi.org/10.31857/s086919080029140-1.
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The article analyzes the modern English-language historiography on the policies of the Communist International in Asia. English-speaking countries have been chosen because a significant number of studies devoted both directly to the tactics of the Comintern in relation to Asia and the activities of its sections in this region are published in the USA, Great Britain, Canada, Australia and India. This topic has been infused with fresh relevance thanks to the opening of funds in the Russian State Archive of Socio-Political History (RGASPI) that concern, among other things, the activities of Asian communist parties. These newly available documents present an opportunity for scholars to rethink some issues, such as the policies of Asian communist parties: what was the influence of the Comintern on their tactics? What was the nature of this influence? What role did national and colonial questions play in the policy of the Comintern, and what were the results of their implementation? This article demonstrates that the traditionalist approach to the analysis of the activities of the Comintern and its policies toward specific nations, which took shape before and during the Cold War, is still significantly represented in English-language historiography. However, the final approval of a new approach (“revisionist”) contributed to a certain correction of existing trends: the article contains assessments of both the negative and positive influence of the Comintern on individual communist parties and on the political situation in the given country or region.
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Ting, Zeng. "Multilingual education in Central Asian institutions of higher education." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2020): 102–17. http://dx.doi.org/10.51314/2073-2635-2020-2-102-117.
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Central Asian countries include Kazakhstan, Uzbekistan, Kyrgyzstan, Tajikistan and Turkmenistan, all of which are multi-ethnic and multi-lingual countries with unique multicultural spaces. After independence, the Central Asian countries along the «Belt and Road» are fully aware of the importance of education in the development of the national economy. Therefore, the internationalization of higher education is always given priority in the education development. In the context of internationalization, the choice of language education and educational language has become an important factor affecting the quality of higher education. At present, apart from Turkmenistan, the governments of Central Asian countries have proposed a multilingual development strategy for their national conditions, trying to break the deadlock of economic and social development through multilingual policies so that they can integrate with the world, and step into the international development path. The key to implementing multilingual policies and carrying on the related language and culture projects is in the correct and effective multilingual education. The development of multilingual education in Central Asian universities has constituted a unique landscape for higher education in Central Asia. It is characterized by the integration of multilingual education policy into national language and education strategies, the intervention from Europe, US and Russia, the phased planning, the equal attention to both native and foreign languages and language as the educational medium. Meanwhile, there exist some problems, including strong politicization, insufficient teachers, teaching materials and educational fund, as well as the difficulties in the development of native languages.
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Grigoreva, Julia G. "«Улан-Баторский диалог» как особая инициатива Монголии в обеспечении безопасности в Северо-Восточной Азии." Монголоведение (Монгол судлал) 15, no. 4 (December 25, 2023): 538–50. http://dx.doi.org/10.22162/2500-1523-2023-4-538-550.
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Introduction. The relevance of the study is determined by the increasing role of North-East Asia as one of the world and political centers, as well as the growth of various challenges and threats in the region, affecting safe and stable development of the world community as a whole. The study of the problem of regional security in Northeast Asia and the participation of Mongolia in its ensuring is important for the formation of theoretical and practical conclusions and assessments regarding its international status. Since the 1980s Mongolia has been consistently pursuing the policy of creating a mechanism for dialogue in Northeastern Asia. The result of these efforts was the Ulaanbaatar Northeast Asia Security Dialogue initiative. Mongolia's active foreign policy and the will to fully participate in regional cooperation in Northeastern Asia and in as many international and multilateral organizations as possible is one of the hallmarks of the phenomenon of modern Mongolia. The purpose of the study is to review the “Ulaanbaatar Dialogue on Security in Northeast Asia” and analyze its role in creating conditions for the interaction of all stakeholders in the interests of maintaining peace in Northeastern Asia. Results. This study presents a brief history of the formation and development of the Ulaanbaatar Dialogue, identifies advantages over similar discussion platforms in the region, and shows the importance of this event in increasing the international status of Mongolia. It is concluded that in the nearest future Mongolia may become an analogue of Asian Switzerland, the main platform for negotiations between countries in Northeast Asia due to the fact that Ulaanbaatar pursues an open, multifaceted foreign policy, and the adherence of this country to the “third neighbor” doctrine makes Mongolia a neutral state that does not participate in military-political blocks.
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Moriyama, Mikihiro. "SEJARAH PERKEMBANGAN PEMBELAJARAN BAHASA MELAYU DI JEPUN." International Journal of East Asian Studies 12, no. 2 (September 30, 2023): 3–22. http://dx.doi.org/10.22452/ijeas.vol12no2.2.
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The Japanese started learning Malay at the end of the 19th century. The first Malay primer was published in the 1900s. A number of books and dictionaries of Malay were published thereafter exceeding 200 titles. The Japanese began to sail to the Southeast Asian region, especially the Malay peninsula and the Dutch East Indies’ islands after the Tokugwa Shogunate administration ended and Meiji period began in 1868. The Japanese moved to Nanyo (the southern regions) of Japan to seek their fortune as small shopkeepers, peddlers and some even became prostitutes. Japanese enterprises were stimulated by the so-called Nanshin Ron (Advance Southward Ideology), which prevailed in the 1920s and 1930s. They gradually operated rubber plantations and iron mine companies and other businesses as well. In terms of economic activities, it was necessary to learn the languages of the locals for business communications and business interests. They thought Malay was the most prominent communication tool among the many languages used in the southern regions. For this purpose, the Japanese began learning Malay in schools in Japan. The peak of Malay learning was the time of Japanese expansion policy based on militarism in the 1940s. The total number of publications of primer and dictionary reached more than 50 titles during this period. After the end of the Second World War, Malay language learning did not receive much attention in Japanese society but it changed when business interest in Southeast Asia became stimulated by government policy including war reparations. The article provides a rough sketch of Malay language learning in Japan in the first place and in the final part discusses how Japanese government and society have maintained and promoted their own language and identity as a policy to develop the nation and state in terms of language teaching in both foreign languages and national language.
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Lindsay, Jennifer. "Cultural policy and the performing arts in Southeast Asia." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 151, no. 4 (1995): 656–71. http://dx.doi.org/10.1163/22134379-90003033.
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Lee, Taejun (David), Bruce A. Huhmann, and TaiWoong Yun. "Readability of Korean-Language advertising disclosures moderates knowledge effects." International Journal of Bank Marketing 38, no. 7 (August 29, 2020): 1421–40. http://dx.doi.org/10.1108/ijbm-03-2020-0090.
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PurposeGovernment policy mandates information disclosure in financial communications to protect consumer welfare. Unfortunately, low readability can hamper information disclosures’ meaningful benefits to financial decision making. Thus, this experiment tests the product evaluation and decision satisfaction of Korean consumers with less or more subjective knowledge and with or without personal finance education.Design/methodology/approachA between-subjects experiment examined responses of a nationally representative sample of 400 Korean consumers toward a Korean-language credit card advertisement.FindingsFinancial knowledge improves financial product evaluation and decision satisfaction. More readable disclosures improved evaluation and satisfaction among less knowledgeable consumers. Less readable disclosures did not. Consumers without financial education exhibited lower evaluations and decision satisfaction regardless of readability. More knowledgeable consumers and those with financial education performed equally well regardless of disclosure readability.Practical implicationsFinancial service providers seeking more accurate evaluations and better decision satisfaction among their customers should use easier-to-read disclosures when targeting consumers with less prior financial knowledge.Social implicationsOne-size-fits-all financial communications are unlikely to achieve public policy or consumer well-being goals. Government-mandated information should be complemented by augmenting financial knowledge and providing personal finance training.Originality/valueAlthough almost a quarter of the world’s population lives in East Asia, this is the first examination of readability in disclosures written in East Asian characters rather than a Western alphabet. Previous readability research on Asian-originating financial disclosures has been conducted on English-language texts. This study extends knowledge of readability effects to growing East Asian markets.
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John Albury, Nathan, and Khin Khin Aye. "MALAYSIA’S NATIONAL LANGUAGE POLICY IN INTERNATIONAL THEORETICAL CONTEXT." Journal of Nusantara Studies (JONUS) 1, no. 1 (June 26, 2016): 71. http://dx.doi.org/10.24200/jonus.vol1iss1pp71-84.
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This paper examines the motivations behind Malaysia’s national language policy in theoretical terms to allow the Malaysian narrative to be positioned in an international context. To do this, it applies Spolsky’s (2004) theory of what influences language policy making in contemporary nation-states, namely national ideology, the role of English in globalisation era, the nation’s sociolinguistic situation, and an interest in linguistic minority rights. The paper argues that all factors are relevant in the Malaysian context. However, the domestic sociolinguistic situation only influences policy in so far as Malaysia’s response to its ethnolinguistic minorities is limited to minimal linguistic rights in the education system. This limited acceptance of linguistic diversity continues a tradition of protecting what Malaysian law sees as the supremacy of Malay culture and language. The paper concludes with an invitation to apply this theory in the study of other nations in the region to foster a robust body of comparative data on national language policies in Southeast Asia. Keywords: Malaysia, national language policy, ethnocracy, national identity, language rightsCite as: Albury, N.J., & Aye, K.K. (2016). Malaysia’s national language policy in international theoretical context. Journal of Nusantara Studies, 1(1), 71-84.
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Zhetpisov, S. "INTERFERENCE OF LANGUAGES IN KAZAKHSTAN." BULLETIN Series of Philological Sciences 74, no. 4 (December 9, 2020): 72–77. http://dx.doi.org/10.51889/2020-4.1728-7804.14.
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The article examines the issues of Korean-Russian-Kazakh trilingualism since 1937 from the moment of the forced resettlement of Koreans from the Far East to Kazakhstan and Central Asia. The study examined the functioning of the Korean language for 80 years, Korean living in Kazakhstan. The factors that determined the interaction of the three languages are primarily the daily communication of Koreans with Kazakhs, Russians and other peoples of Kazakhstan. The political factor also plays an important role, since the majority of the non-Kazakh population was resettled to Kazakhstan as a result of state policy. The geographical factor, compactness of settlement, linguistic contacts of Koreans and Kazakhs with other peoples, school education, the presence of an intermediary language, the media, as well as the language policy pursued in different periods of the country's history are also important.
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SINGH, Antara Ghosal. "China’s Approach to South Asia." East Asian Policy 13, no. 04 (October 2021): 46–59. http://dx.doi.org/10.1142/s1793930521000283.
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South Asia has emerged as a “priority zone” for Chinese foreign policy with the highest density of early harvest projects under the Belt and Road Initiative and deepening Chinese engagements in realms beyond economics. Despite China’s growing presence in the region, there are few studies that track China’s internal discourse on the region, going beyond its targeted propaganda. Based on study of Chinese-language literature, this article aims to fill the knowledge gap in this domain and develop a basic framework depicting how China operates in South Asia as well as its mission and vision for the region.
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Molina, Sarina Chugani. "The Routledge international handbook of language education policy in Asia (Routledge International Handbooks)." Current Issues in Language Planning 21, no. 1 (September 23, 2019): 112–16. http://dx.doi.org/10.1080/14664208.2019.1671081.
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Majhanovich, Suzanne. "Neo-liberalism, globalization, language policy and practice issues in the Asia-Pacific region." Asia Pacific Journal of Education 34, no. 2 (March 13, 2014): 168–83. http://dx.doi.org/10.1080/02188791.2013.875650.
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Yanda, Fikri, and Dwi Sloria Suharti. "Critical Perspectives on Global Englishes in Asia: Language Policy, Curriculum, Pedagogy and Assessment." SALEE: Study of Applied Linguistics and English Education 4, no. 1 (February 5, 2023): 315–18. http://dx.doi.org/10.35961/salee.v4i1.631.
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Linn, Andrew, Anastasiya Bezborodova, and Saida Radjabzade. "Tolerance and Control. Developing a language policy for an EMI university in Uzbekistan." Sociolinguistica 34, no. 1 (November 25, 2020): 217–37. http://dx.doi.org/10.1515/soci-2020-0013.
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AbstractThis article presents a practical project to develop a language policy for an English-Medium-Instruction university in Uzbekistan. Although the university is de facto English-only, it presents a complex language ecology, which in turn has led to confusion and disagreement about language use on campus. The project team investigated the experience, views and attitudes of over a thousand people, including faculty, students, administrative and maintenance staff, in order to arrive at a proposed policy which would serve the whole community, based on the principle of tolerance and pragmatism. After outlining the relevant language and educational context and setting out the methods and approach of the underpinning research project, the article goes on to present the key findings. One of the striking findings was an appetite for control and regulation of language behaviours. Language policies in Higher Education invariably fall down at the implementation stage because of a lack of will to follow through on their principles and their specific guidelines. Language policy in international business on the other hand is characterised by a control stage invariably lacking in language planning in education. Uzbekistan is a polity used to control measures following from policy implementation. The article concludes by suggesting that Higher Education in Central Asia may stand a better chance of seeing through language policies around English-Medium Instruction than, for example, in northern Europe, based on the tension between tolerance on the one hand and control on the other.
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Coleman, Hywel. "A language policy framework for professional and occupational contexts." Journal of Applied Linguistics and Professional Practice 17, no. 2 (October 19, 2023): 206–30. http://dx.doi.org/10.1558/jalpp.17805.
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This article proposes a comprehensive framework for describing and analysing language policies in professional and occupational contexts. The discussion avoids Eurocentrism by examining language policies in Asia and Africa as well as Europe. It also avoids a bias towards the professions, by including language policies that impact on employees in mines and marketplaces. The framework that emerges draws on research in five contexts: a tin mine and a university in Indonesia; dentists’ surgeries in the UK; markets in eight West African countries; and schools in Gabon. Making use of evidence from actual language policies in such a wide range of professions and occupations and in such diverse locations and cultures ensures that the framework is robust. This framework has three principal components: Context (location, scope, employment category, stakeholders); Design (policy status, objectives, assumptions); and Power (policy initiator, benefits for stakeholders with power, responsibilities for those without power). Application of this analytical framework demonstrates that language policies in all contexts and all locations must be equally sensitive to the needs of all stakeholders.
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Galistcheva, Natalia V., and Maria S. Reshchikova. "India and China in South Asia: Struggle for Political and Economic Influence in the Region." Vestnik of Saint Petersburg University. Asian and African Studies 15, no. 1 (2023): 133–54. http://dx.doi.org/10.21638/spbu13.2023.109.
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The article analyses India’s and China’s policy in South Asia, as well as key elements of their interaction with the regional states from the perspective of competition between the two Asian giants for regional leadership and influence in the South Asian countries. It is emphasized that nowadays China is pursuing active policy regarding South Asia. China develops trade and investment ties with the countries of the region, military cooperation, infrastructural projects, participates in the peace process in Afghanistan. The article pays particular attention to the recent events caused by the global coronavirus pandemic and the efforts made by India and China in order to fight the consequences of the spread of the disease, restore the broken connections and benefit from the situation for strengthening cooperation with the South Asian countries. It is pointed out that such Chinese activities in South Asia are of serious concern to India, and they are regarded as a threat to the national security. Due to its financial investment to the economies of the regional states, China not only displaces India from the territories of its traditional influence, but also gets various advantages and benefits in these countries, as well as access to strategic resources and assets. India is seeking to revive and strengthen its positions in South Asia, but it is difficult for it to rival with China’s huge economy, and regarding presence in the region and influence on the politics and economy of South Asia, India loses to China by many measures.
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Zečević, Snežana, and Enes Biševac. "Popularity of online teaching English as a foreign language to learners from East Asia: Teachers' perception." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 4 (2022): 69–92. http://dx.doi.org/10.5937/zrffp52-40973.
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Online teaching English as a foreign language to learners from East Asia has become very popular nowadays. It is a result of the intensive socio-economic development of this region's countries, such as Japan, China, South Korea, and Taiwan, which demands new roles of individuals for successful functioning in the current world. Due to following contemporary social changes, reaching the global market and adjusting the educational system to the modern concepts, English has become their obligatory school subject. The need for better language competence implies learning and improving this global language since the early age in East Asia, not only within formal education, but within the informal one as well. The lack of qualified teachers of English language and the use of inadequate teaching approaches and methods in the standard classroom resulted in the need for additional lessons, which numerous online language platforms from this region offer. For this reason, the interest in attending these lessons increased, as well as the interest in teaching English language online. The focus of this research is to introduce the main reasons for online teaching English as a foreign language to learners from East Asia and its advantages, in order to identify general causes of this job's current popularity. It is realized through the achievement of the following aims: 1) the most frequent reasons because of which the individuals decide to teach on platforms for learning English language, which are popular among East Asian learners nowadays, are provided, and 2) the advantages of such teaching environment are examined from the teachers' point of view. This is a cross-sectional study for the purpose of which a survey of 151 respondents worldwide was conducted by means of a self-perception questionnaire. Collected data were analysed by means of SPSS 22.0 program for statistical data analysis. The results indicate that: 1) some of the most frequent respondents' reasons for online teaching English language to learners from East Asia are: flexible work schedule, working at home, getting a job easily, meeting new people and cultures, while 2) from the teachers' point of view, the most common advantages of working in such environment are: feeling comfortable while teaching, flexible work schedule, satisfactory income, contact with foreign countries and cultures and less stressful environment for teaching English language. Taking into account these results, as well as the socio-economic requirements of the process of globalization in East Asia, it may be concluded that the educational concept of Hong Kong "Learning for Life, Learning Through Life" could be the policy of many Asian countries, whose aim is to enable learners to use the English language outside the classroom and learn it in a more flexible and comprehensible way. As long as the focus of teaching is not so much on form, as it is on the language functions (Pan, 2015), there will be the need for additional improvement of the English language in the countries of East Asia. Since the interest for teaching the English language within online platforms is continuing, and there are no considerable difficulties for being employed and adjusting to such work environment, it can be concluded that the future perspective of this job position is definitely guaranteed.
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Tollefson, James W. "Covert Policy in the United States Refugee Program in Southeast Asia." Language Problems and Language Planning 12, no. 1 (January 1, 1988): 30–43. http://dx.doi.org/10.1075/lplp.12.1.03tol.
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RESUMO Kaŝa politiko en la usona programo por rifuĝintoj en Sudorienta Azio La Usonaj Centroj por Traktado de Rifuĝintoj (RPC) en Sudorienta Azio, kiujn oni in-aǔguris en 1980, konsistigas multe reklamatan kaj forte financatan trejnadan programon por faciligi la memsufiĉon de rifuĝintoj frue post ilia translokigo en Usonon. La donitaĵoj tamen montras, ke trejnado per RPC malmulte efikis je la lingvokapabloj, lertoj prepare al dungiĝo, kaj kapablo je kultura adaptiĝo, de la rifuĝintoj. La nuna artikolo klarigas la malsukceson de trejnado per RPC, aludante kaŝajn politikajn celojn en la usona programo por rifuĝintoj, kiuj certigas, ke edukado per RPC malsukcesas. Surbaze de analizoj de la plenumo de kaŝa politiko en la centroj RPC, la aǔtoro proponas kvin ĝeneralajn karak-terizojn de situacioj en kiuj rolas kaŝa politiko. SOMMAIRE La politique cachée du Programme Américain pour Réfugiés en Asie du Sud-Est Mis en place en 1980 et disposant depuis lors de subventions et d'une publicité importantes, les Centres Américains d'Entraînement pour Réfugiés en Asie du Sud-Est ont pour but de préparer des réfugiés à se suffire à eux seuls bientôt après être rétablis aux Etats-Unis. L'évidence des données révèle pourtant, que cette formation acquise aux Centres ne donne chez les réfugiés que de très faibles résultats pour ce qu'il y a de leur niveau de communication en anglais, leur compétence technique pour un métier éventuel et leur capacité de s'intégrer à la nouvelle culture. Les causes de l'échec de la formation pourvue dans les Centres sont exposées dans cet article en tenant compte des objectifs de la politique cachée du Programme Américain pour Réfugiés qui assurent l'inéfficacité de son instruction. L'auteur établit un modèle formé de cinq composants d'ordre général ressortant des cas de politique cachée, à partir d'une analyse de la mise en oeuvre de cette politique dans les Centres.
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Mackay, Ronald, and Nila Mendoza de Hopkins. "The Critical Role of Language and Communication in International Development Projects." TESL Canada Journal 13, no. 1 (October 26, 1995): 63. http://dx.doi.org/10.18806/tesl.v13i1.662.
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In this article we look at Canada's policy regarding its role in international development and, in particular, at the essential role of language and communication in development projects. In order to discuss certain issues of language and communication as they relate to such projects, we draw on recent development literature and certain aspects of our experience with projects in Asia and Latin America.