Relevant bibliographies by topics / Mi'kmaq language and culture

Academic literature on the topic 'Mi'kmaq language and culture'

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Published: 25 July 2024

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Journal articles on the topic "Mi'kmaq language and culture"

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McMillan, L. Jane. "Colonial Traditions, Co‐optations, and Mi'kmaq Legal Consciousness." Law & Social Inquiry 36, no. 01 (2011): 171–200. http://dx.doi.org/10.1111/j.1747-4469.2010.01228.x.

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In 1996 a provincial court was established at Eskasoni Mi'kmaq Community in Nova Scotia, Canada, in response to overwhelming evidence confirming the failures of the Canadian legal system to provide justice for Indigenous peoples, and as a specific recommendation of the Royal Commission on the Donald Marshall, Jr., Prosecution. Marshall, a Mi'kmaq wrongfully convicted of murder, served eleven years of a life sentence before proving his innocence. The importation of provincial legal culture into an Indigenous community creates tensions and contradictions surrounding the legitimacy, authenticity, and efficacy of Indigenous laws. The ontological conflicts that arise from the imposition of a justice system integrally linked with colonization, criminalization, and assimilation cannot be resolved through indigenization of court staff and administrative conveniences. The Mi'kmaq continue to assert their laws and articulate their legal consciousness against the co‐optation of dominant system, with mixed results.
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Augustine, Stephen J. "Memories of movement in Mi'kmaq oral traditions: Negotiating a culture of survival and governance." Biodiversity 3, no. 3 (August 2002): 4–5. http://dx.doi.org/10.1080/14888386.2002.9712583.

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Julian, Ashley, and Ida Denny. "Kina’muanej Knjanjiji’naq mut ntakotmnew tli’lnu’ltik (In the Foreign Language, Let us Teach our Children not to be Ashamed of Being Mi’kmaq)." in education 22, no. 1 (June 13, 2016): 148–60. http://dx.doi.org/10.37119/ojs2016.v22i1.262.

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Colonialism has assimilated and suppressed Indigenous languages across Turtle Island ( North America). A resurgence of language is needed for First Nation learners and educators and this resurgence is required if Indigenous people are going to revitalize, recover and reclaim Indigenous languages. The existing actions occurring within Indigenous communities contributing to language resurgence include immersion schools. Eskasoni First Nation opened its doors in September 2015 to a full immersion school separate from the English speaking educational centers. This move follows the introduction of Mi'kmaq immersion over ten years earlier within the English speaking school in the community. The Mi’kmaw immersion school includes the Ta’n L’nuey Etl-mawlukwatmumk Mi’kmaw Curriculum Development Centre that assists educators in translating educational curriculum from the dominant English language to Mi’kmaq. In this paper, stories are shared about the Eskasoni immersion program’s actions towards language resurgence through a desire-based lens, based on rich narratives from three Mi’kmaw immersion educators.
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Maura Hanrahan. "Making Indigenous Culture the Foundation of Indigenous Governance Today: The Mi'kmaq Rights Initiative of Nova Scotia, Canada." Native American and Indigenous Studies 3, no. 1 (2016): 75. http://dx.doi.org/10.5749/natiindistudj.3.1.0075.

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McMaster, Gerald. "Contemporary Art Practice and Indigenous Knowledge." Zeitschrift für Anglistik und Amerikanistik 68, no. 2 (June 25, 2020): 111–28. http://dx.doi.org/10.1515/zaa-2020-0014.

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AbstractIndigenous artists are introducing traditional knowledge practices to the contemporary art world. This article discusses the work of selected Indigenous artists and relays their contribution towards changing art discourses and understandings of Indigenous knowledge. Anishinaabe artist Norval Morrisseau led the way by introducing ancient mythos; the gifted Carl Beam enlarged his oeuvre with ancient building practices; Peter Clair connected traditional Mi'kmaq craft and colonial influence in contemporary basketry; and Edward Poitras brought to life the cultural hero Coyote. More recently, Beau Dick has surprised international art audiences with his masks; Christi Belcourt’s studies of medicinal plants take on new meaning in paintings; Bonnie Devine creates stories around canoes and baskets; Adrian Stimson performs the trickster/ruse myth in the guise of a two-spirited character; and Lisa Myers’s work with the communal sharing of food typifies a younger generation of artists re-engaging with traditional knowledge.
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Paq'Tism, Kisiku Sa'Qawei, and Randolph Bowers. "Counsellor Education as Humanist Colonialism: Seeking Post-Colonial Approaches to Educating Counsellors by Exploring Pathways to an Indigenous Aesthetic." Australian Journal of Indigenous Education 37, no. 1 (2008): 71–79. http://dx.doi.org/10.1017/s1326011100016112.

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AbstractThis narrative reflection emerged during a time of personally reconnecting with Mi'kmaq First Nation culture and heritage while working in the mainstream roles of counsellor educator and educationalist in Australia. The essay expresses turning points along a path of increasing political and social discomfort with the status quo in counsellor education. Paradoxically, and in parallel fashion, as Indigenous empowerment increased the issues that arise also became more difficult. Staying with these questions long enough to see through the fog seemed important. Disconcerting questions arose related to identity, prejudice, and healing in a field where helping is purported to be the chief focus of our work. The essay examines “Aboriginal Australian” constructs of counsellor education as expressions of liberal humanist colonialism. Pathways towards an Indigenous aesthetic are suggested based in a post-colonial model of culturally-grounded and locally-grown expressions that honour Indigenous ways of knowing. A new paradigm for counsellor education is suggested that listens to recent articulations of global Indigenous epistemology, ontology, and cosmology.
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Kövecses, Zoltán. "Culture and Language." Studia Slavica Academiae Scientiarum Hungaricae 55, no. 2 (December 2010): 339–45. http://dx.doi.org/10.1556/sslav.55.2010.2.20.

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Miljkovic, Miljan. "Language and culture." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 9 (2015): 153–64. http://dx.doi.org/10.5937/zrufpl1509153m.

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Nida, Eugene A. "LANGUAGE AND CULTURE." Entreculturas. Revista de traducción y comunicación intercultural, no. 1 (March 27, 2009): 25–32. http://dx.doi.org/10.24310/entreculturasertci.vi1.11815.

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El presente artículo recoge la conferencia plenaria que el profesor Eugene A. Nida pronunció en el V Congreso Internacional “Traducción, Texto e Interferencias” sobre Traducción y mediación cultural, celebrado entre el 13 y el 15 de diciembre de 2006 en la Universidad de Córdoba, donde relata que, a lo largo de su trayectoria como traductor, le resultó crucial conocer los valores de las distintas culturas que visitó para poder comprender cómo se comunicaban entre sí y, por ende, ser capaz de ayudar a los traductores de estas culturas en su labor de traducción de la Biblia.
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Kayam, Orly. "Language and Culture." Studies in English Language Teaching 3, no. 4 (December 29, 2015): 500. http://dx.doi.org/10.22158/selt.v3n4p500.

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<p><em>The study focuses on Ethiopian Jewish women’s struggles with language usage and social adaptation. The study aims to (a) evaluate the importance of knowledge and usage of Amharic in their daily lives, (b) evaluate the importance of knowledge and usage of Hebrew in their daily lives and (c) identify the differences in Israeli and Ethiopian Jewish cultures. The study was based on data collected and analyzed from a questionnaire that was distributed to a class of Ethiopian Jewish women who study English at a school in Netanya, Israel. The findings showed that while all of the participants speak Amharic, there are differences in literacy in Amharic among them. All of them have difficulties in Hebrew, but see Hebrew as the vehicle for upward mobility within Israeli society. They view Israeli culture as one that is lacking in politeness, respect and dignity, which is very much part of the fabric of the Ethiopian Jewish lifestyle. There is also a strong desire to preserve the past by preserving their language. This study promotes a new dimension to the study of Ethiopian Jewish women (Kayam </em><em>&amp;</em><em> Hirsch, in press) in that it adds to the study of language acquisition in the immigrant setting.</em><em></em></p>
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Dissertations / Theses on the topic "Mi'kmaq language and culture"

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Goldstein, Julie. "Language and Culture in Perception." Thesis, Goldsmiths College (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499207.

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Brown and Lenneberg (I954) and Rosch Heider (1972) were among the first to conduct psychological investigations to test the Whorfian view that language affects thought. They both asked about colour categories. The debate has continued with some research supporting a relativist (Whorfian) account (Davidoff, Davies & Roberson, I999; Borodistsky, 200I), and some supporting a universalist account (e.g., Kay & Regier, 2003; Spelke & Kinzler, 2007). The present thesis adds to the debate by taking three different approaches i.e., cross-cultural, ontogenetic and phylogenetic frames in which to carry out investigations of categorization of various perceptual continua. Categorical Perception's hallmark is the effect of mental warping of space such as has beenfoundfor phonemes (Pisani & Tash, I974) and colour (Bornstein & Monroe, I980; Bornstein & Korda, I984). With respect to colours, those that cross a category boundary seem more distant than two otherwise equally spaced colours from the same category. Warping is tested using cognitive methods such as two-alternative:forced-choice and matching-to-sample. Evidence is considered for the continua under investigation i.e. colour and animal patterns. Experiments I and 2 find evidence of categorical perception for human-primates and not for monkeys. Experiment 3 finds that Himba and English human adults categorize differently, particularly for colours crossing a category boundary, but also show broad similarity in solving the same matching-to-sample task as used with the monkeys (experiment I) who showed clear differences with humans. Experiment 4 and 5 tested Himba and English toddlers and found categorical perception of colour mainly for toddlers that knew their colour terms despite prior findings (Franklin et al., 2005) indicative of universal colour categories. In experiment 6, Himba and English categorical perception of animal patterns was tested for the first time, and result indicate a cross-category advantage for participants who knew the animal pattern terms. Therefore, a weak Whorfian view of linguistic relativity's role in obtaining categorical perception effects is presented. Although there is some evidence of an inherent human way of grouping drawn from results of experiment I and 3, results in all experiments (1,2,3,4,5,and 6) show that linguistic labels and categorical perception effects go handin- hand; categorization effects are not found when linguistic terms are not acquired at test and have not had a chance to affect cognition. This was true for all populations under observation in this set of studies, providing further support for effects of language and culture in perception. 4
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Ilieva, Roumiana. "Conceptualizations of culture, culture teaching, and culture exploration in second language education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24163.pdf.

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Jansen, Richo. "The language of arts and culture." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2362.

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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2007.
Arts and Culture is one of the new learning areas in the grade 8 and 9 school curriculum. To understand and then express themselves in a correct and confident manner, learners need the correct terminology for Arts and Culture. The learners need more than the day to day terminology in order to participate in conversations focussing on specialised subjects such as music, dance, drama and visual arts. It is important to note that the idea is not to develop expert academics but it is an attempt to enrich children for life and give them more self confidence. The aim of this computer project is to provide an information website to assist the grade 9 learners in the Arts and Culture domain to develop the appropriate language needed in the learning area.
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Bird, Angela. "The emotions : biology, language and culture." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7596/.

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Philosophers, and theorists in other disciplines, have disagreed over the character, function and mechanisms of emotions. Amongst the persistent issues that have arisen is the question of what exactly emotions are. Are they a vivid perceptual awareness of physiological processes? Evaluative judgments? Dispositions? Neurophysiological states? Or perhaps an aggregate of some or all of the above? Typically, theorists who study the emotions have tended to divide into two camps. On the one hand there are those who adopt a broadly biological / adaptationist perspective, which emphasises the corporeal nature of emotions. On the other side of the divide are those who adopt a socio-constructivist perspective, which emphasises the cognitive nature of emotions. Proponents of the biological stance have tended to favour universal, basic emotions whilst socio-constructivists tend to favour the more exotic. In support of the latter approach a significant literature has emerged from ethnography, anthropology and cognitive linguistics. This literature adopts a “lexicocentric” perspective on the emotions. The biological/adaptationist perspective seems to capture something important and right about the essential nature of emotions. However, the aim of my thesis is to demonstrate that the basic emotions theory, as characterised by Ekman, is weakened by its failure to pay attention to, and fully to engage with, the literature regarding the effect of language on our emotional landscape, an area which has ostensibly been the domain of the social constructionist. I argue that what is required is a linguistically inclusive theory of emotion. Such a theory acknowledges that any coherent and comprehensive theory of emotion must include a robust linguistic and cultural element.
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Perez, Ambar A. "LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/577.

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This thesis investigates the intertextuality of language policy, K-12 TESL pedagogies, and EL identity construction in the perpetuation of unjust TESL practices in these contexts. By examining the power structures of English language ideology through critical discourse analysis of recent California language policy, this thesis demonstrates English language teaching’s intrinsically political nature in K-12 education through negotiations and exchanges of power. Currently, sociolinguistic approaches to TESL and second language acquisition acknowledge the value of language socialization teaching methods. This requires the acceptance of cognition, not as an individual pursuit of knowledge containment and memorization, but cognition as a collaborative and sociohistorically situated practice. Thus, this project also examines the power structures in place that negotiate and enforce these ideologies and how these practices influence pedagogy and EL identity construction. Many English users are second language (L2) users of English yet authorities of English use tend to consist of homogenous, monolingual English users, or English-sacred communities, not L2 users of English. Often, this instigates native speaker (NS) vs. non-native speaker (NNS) dichotomies such as correct vs. in-correct use, and us vs. them dichotomies. These are the same ideologies that permeate the discourse of California’s Proposition 227 and some pedagogies discussed in the data of this research perpetuating culture wars between monolingual and multilingual advocates and users.
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Andersson, Josefin, and Emma Gregmar. "Culture in Language Education; Secondary Teachers’ and Pupils’ Views of Culture." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29803.

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Prior research in the field of culture and language education depicts the close relation between language and culture. Furthermore, such research emphasises that in order to understand and to be able to use a language properly, one needs to acknowledge that language is culture. Today English is a global language and a tool for communication in working life, in studies and when travelling. Hence, to be able to communicate in English one needs to know the cultural codes in these specific settings. Moreover, language teaching has many dimensions and according to the curriculum, teachers have an obligation to raise cultural awareness amongst pupils as well as teach fundamental values. The purpose of this paper is therefore to investigate how secondary teachers and pupils view and work with culture and how these views can be connected to the curriculum and to the syllabus of English Lgr.11. Through interviews with secondary pupils we found that their view of culture to an extent connects to the cultural content of the curriculum for Swedish compulsory school, Lgr.11. Through teacher interviews, we additionally found that even if the teachers had a broad view of culture that was connected to the curriculum, they did not always manage to convey their cultural teaching to their pupils.
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久保, 萬里子, and Mariko Kubo. "[III]TEACHING CONTENTS IN LANGUAGE EDUCATION : MODULETTE MATERIALS: LANGUAGE AND CULTURE." 名古屋大学教育学部附属中学校 : 名古屋大学教育学部附属高等学校, 1985. http://hdl.handle.net/2237/4804.

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Chang, Lu. "Language, culture and ethnicity in Chinese language schools in northern California." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2624.

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The purpose of this study was to investigate the role of Chinese language schools in Northern California in maintaining the Chinese language, culture and ethnicity in a multilingual/multicultural society. The study examined: (1) goals and characteristics of the Chinese schools; (2) curriculum and extracurricular activities; (3) sociocultural and demographic characteristics of principals, teachers, parents, and students; (4) perceptions of these groups about the success of the schools; and (5) problems and difficulties facing the Chinese schools. The sample of the study consisted of 800 principals, teachers, parents and students in five schools. Across all schools, it was found that the majority of the participants perceived the goals of these schools to be teaching the Chinese language and culture, and they were generally satisfied with the schools. It was also found that there was a lack of appropriate teaching materials; that the emphasis of instruction was on the Chinese language; and that the actual classroom teaching was normally teacher-centered. Significant differences among the schools were found in the background characteristics of participants, including their educational level, teaching experience, language usage and length of residence in the United States. The parents' reasons for sending their children to the school, their views of children's motivation to attend the school, and their engagement in Chinese school activities varied significantly across the schools. A significant difference was also found among student groups in their attitudes toward the schools. The findings of this study suggest that ethnic language schools can be valuable resources for multicultural/multilingual education; hence, an exchange of resources between the public schools and the community language schools would be desirable. Recommendations for future research include: (1) a longitudinal study of Chinese language school graduates to determine important elements that contribute to long term language and cultural maintenance; and (2) a study of the communication and partnership arrangements between ethnic language schools and public schools to determine policy implications for bilingual and cross-cultural education.
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Bakhsh, Jameel. "SECOND LANGUAGE LEARNERS UNDERGOING CULTURE SHOCK:PERCEPTIONS OF ENGLISH LANGUAGE TEACHING METHOD." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent160042669071272.

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Zhu, Jia. "Weaving language and culture together : the process of culture learning in a chinese as a foreign language classroom." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3418.

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This dissertation is a qualitative case study exploring the process of culture learning in a Chinese as a foreign language (CFL) classroom. Guided by a socioculturally based theoretical perspective and adopting the stance of the National Standards, which says that language students "cannot truly master the language until they have also mastered the cultural contexts in which the language occurs" (1996, p. 27), this study describes how culture learning is tied to class practices aimed at developing students' language proficiency by exploring how culture and language are integrated in spoken discourse and interactions in the classroom. The research questions of the study focus on both the instructor's and the students' perspectives towards the interrelationship between language learning and culture learning and their actual practices in the dynamic, complex, and emerging speech community of classroom contexts. Through analysis of student questionnaires, classroom observations, instructor interview, and stimulated-recall sessions with students, this study examines the contexts of culture learning, illustrates how language classroom contexts shape and are shaped by all the class members, including both the instructor and the students, and describes how the classroom spoken discourse in the current advanced-level undergraduate CFL course provides opportunities for culture learning and how culture learning actually happens in this language classroom. The findings suggest that as the instructor and the students interact in the language classroom, it is not so much the particular pieces of cultural and linguistic information under discussion that delineate the actual culture learning process, but rather the active exchanges and sometimes disagreements between the instructor and the students that provide opportunities for interactive cultural dialogues and discussions. In other words, cultural knowledge and understanding are situated in actual contexts of language use. Language learning is also embedded in the same interactive and collaborative discussion of texts. By exploring the complexity of the culture learning process in the language classroom setting, this study adds theoretical and pedagogical support to the premise that culture learning should be an integral part of language instruction at different levels throughout the language curriculum.
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Books on the topic "Mi'kmaq language and culture"

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Poškienė, Audronė. Language and culture: Language studies as academic culture : monografija. Kaunas: Technologija, 2004.

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Elnashar, Narymane A. Language, culture & education. Cairo: Anglo-Egyptian Bookshop, 1988.

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Language and culture. Oxford, OX: Oxford University Press, 1998.

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D, Manjali Franson, ed. Language, culture, & cognition. New Dehli [i.e. Delhi]: Bahri Publications, 1998.

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Lazear, Edward P. Culture and language. Cambridge, MA: National Bureau of Economic Research, 1995.

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Shaul, David Leedom. Language and culture. Prospect Heights, Ill: Waveland Press, 1998.

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Elnashar, Narymane A. Language culture & education. Cairo: Anglo-Egyptian Bookshop, 1988.

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Ruqaiya, Hasan, Martin J. R, and Halliday, M. A. K. 1925-, eds. Language development: Learning language, learning culture. Norwood, N.J: Ablex Pub. Corp., 1989.

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Johnstone, Barbara. Language, culture and self in language learning. London: Thames Valley University, 1997.

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Language and material culture. Amsterdam: John Benjamins Publishing Company, 2015.

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Book chapters on the topic "Mi'kmaq language and culture"

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Sarangi, Srikant. "Culture." In Culture and Language Use, 81–104. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/hoph.2.08sar.

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Smith, Paul C. "Foreign Language Learning." In Getting Culture, 115–23. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445005-11.

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Goodson, A. C. "Language and Culture." In On Language, 32–58. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26900-6_3.

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Weber, Jean-Jacques. "Language and Culture." In Language Racism, 69–77. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_6.

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Langacker, Ronald W. "Culture, cognition, and grammar." In Language Contact and Language Conflict, 25–53. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/z.71.02lan.

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Soh, Kaycheng. "Language Learning and Culture Teaching: Culture in Language." In Teaching Chinese Language in Singapore, 3–8. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1149-3_1.

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Stewart, Pamela J., and Andrew J. Strathern. "Language and Culture." In Breaking the Frames, 69–78. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47127-3_8.

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Kreiner, David S. "Language and Culture." In Cross-Cultural Psychology, 357–74. Chichester, UK: John Wiley & Sons, Ltd, 2019. http://dx.doi.org/10.1002/9781119519348.ch17.

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Spring, Joel. "Culture and Language." In Global Impacts of the Western School Model, 66–86. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351002745-4.

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Kohn, Hans. "Language and Culture." In Nationalism in the Soviet Union, 86–114. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003344360-6.

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Conference papers on the topic "Mi'kmaq language and culture"

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Abilgaziyeva, Z. K., and A. S. Seidolda. "LANGUAGE AND CULTURE." In Республиканская научно-практическая онлайн-конференция «Жансугуровские чтения». Crossref, 2021. http://dx.doi.org/10.53355/r5619-7606-5075-d.

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Gao, Bei, Wei Zhou, and Wen Liu. "Politeness, Language and Culture." In 2020 International Conference on Language, Communication and Culture Studies (ICLCCS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210313.039.

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"Language, Culture and Heritage (LCH)." In 2021 7th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2021. http://dx.doi.org/10.23919/ilrn52045.2021.9459366.

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Brannen, Mary Yoko. "Language, culture and boundary-spanning." In the 5th ACM international conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2631488.2637430.

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Salim, Soran Karim. "Teaching Language and Teaching Culture." In 8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS. Ishik University, 2017. http://dx.doi.org/10.23918/vesal2017.a34.

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"Language, Culture, & Heritage (LCH)." In 2022 8th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2022. http://dx.doi.org/10.23919/ilrn55037.2022.9815932.

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Jacob, Sharin. "Computational Literacy, Language, and Culture." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2008100.

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B-Ikeguchi, Cecilia. "Integrated Culture in Language Teaching." In The IAFOR International Conference on Education – Hawaii 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2189-1036.2022.4.

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Kitanova, Mariya. "Euphemisms in Bulgarian traditional culture." In Slavic collection: language, literature, culture. LLC MAKS Press, 2019. http://dx.doi.org/10.29003/m.slavcol-2018/55-63.

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Veljovic, Bojana. "Expressing habituality in Serbian language." In Slavic collection: language, literature, culture. LLC MAKS Press, 2019. http://dx.doi.org/10.29003/m.slavcol-2018/241-248.

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Reports on the topic "Mi'kmaq language and culture"

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Lazear, Edward. Culture and Language. Cambridge, MA: National Bureau of Economic Research, September 1995. http://dx.doi.org/10.3386/w5249.

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Ellis, Deborah M. Integrating Language and Culture. Fort Belvoir, VA: Defense Technical Information Center, May 2005. http://dx.doi.org/10.21236/ada437562.

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Spolaore, Enrico, and Romain Wacziarg. Ancestry, Language and Culture. Cambridge, MA: National Bureau of Economic Research, June 2015. http://dx.doi.org/10.3386/w21242.

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Bienkowski, Sarah, Reanna P. Harman, Ryan Phillips, Eric A. Surface, Stephen J. Ward, and Aaron Watson. Special Operations Forces Language and Culture Needs Assessment Project: Training Emphasis: Language and Culture. Fort Belvoir, VA: Defense Technical Information Center, February 2010. http://dx.doi.org/10.21236/ada634227.

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SWA CONSULTING INC RALEIGH NC. Special Operations Forces Language and Culture Needs Assessment: Special Operations Forces Culture and Language Office (SOFCLO) Support. Fort Belvoir, VA: Defense Technical Information Center, February 2010. http://dx.doi.org/10.21236/ada634222.

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Bienkowski, Sarah, Reanna Poncheri Harman, Kathryn Nelson, Eric A. Surface, Stephen J. Ward, Anna Winters, and Natalie Wright. Special Operations Forces Language and Culture Needs Assessment: Foreign Language Proficiency Bonus. Fort Belvoir, VA: Defense Technical Information Center, September 2010. http://dx.doi.org/10.21236/ada634202.

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Rudolph, Mytzi. Spanish for Health Care Professionals: Language and Culture. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7167.

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Bhavsar, Kartik, Reanna Poncheri Harman, Amber Harris, Kathryn Nelson, Eric A. Surface, and Stephen J. Ward. Special Operations Forces Language And Culture Needs Assessment: Leader Perspectives On Language Resources. Fort Belvoir, VA: Defense Technical Information Center, October 2010. http://dx.doi.org/10.21236/ada634193.

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Bhavsar, Kartik, Reanna Poncheri Harman, Kathryn Nelson, Amber Harris, Eric A. Surface, and Stephen J. Ward. Special Operations Forces Language and Culture Needs Assessment: Leader Perspectives on Language Issues. Fort Belvoir, VA: Defense Technical Information Center, October 2010. http://dx.doi.org/10.21236/ada634194.

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Brandt, Lauren M., Milton V. Cahoon, Reanna Poncheri Harman, Jenna Hartinger, Eric A. Surface, Stephen J. Ward, and Natalie Wright. Special Operations Forces Language and Culture Needs Assessment: Language Resources And Self-Study. Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada634203.

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