Academic literature on the topic 'World languages -> language -> other'
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Journal articles on the topic "World languages -> language -> other"
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Mahmood, Mohammed Khalid. "On the Phonetic Similarity of the Word ‘Tooth’ in Various World Languages: Linguistic Notes of a Dentist." International Journal of Social Science And Human Research 05, no. 10 (October 17, 2022): 4546–48. http://dx.doi.org/10.47191/ijsshr/v5-i10-18.
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Some languages come from historical common ancestors and they share similarity on the basis phonology, morphology, syntax, semantics and pragmatics. Some words resemble each other between remote and even unrelated languages. Apart from historical borrowing, this is mainly due to common ancestor language. Degree of lexical similarity is one of the methods to measure word and cognate resemblance between languages. For this purpose, some lists have been proposed by professionals that contain words with the slightest possibility of borrowing from another language and the highest durability throughout time. The word for ‘tooth’ is present in all these lists. This shows the stability of this word and accounts for its similitude among world languages.
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Giri, Ram Ashish. "Languages and language politics." Language Problems and Language Planning 35, no. 3 (December 31, 2011): 197–221. http://dx.doi.org/10.1075/lplp.35.3.01gir.
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One of the most linguistically and culturally diversified countries in the world, Nepal is in the midst of linguistic and cultural chaos. Linguistic and cultural diversity itself is at its centre. One explanation for the sad situation is that the ruling elites, who have held power since Nepal’s inception in the eighteenth century, have conducted an invisible politics of privileging languages and of deliberately ignoring issues related to minority and ethnic languages to promote the languages of their choice. While this invisible politics of ‘unplanning’ of languages has been responsible for the loss of scores of languages, it has helped the elites to achieve ‘planned’ linguistic edge over the speakers of other languages. In the changed political climate, the Nepalese people have embarked upon a debate about what language policy the country should have and what roles and statuses should be accorded to the local/regional, national and international languages. The socio-political and linguistic context of the current language policy debate and the lack of a clear and consistent language policy allow the ruling elites to adopt an approach which in the existing situation does more harm than good.
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Guliyeva, Kubra. "A Number of Roots Found in the First Periods of Language Establishment and their Manifestation in the Languages of Other Systems." European Journal of Language and Literature 9, no. 1 (June 10, 2017): 120. http://dx.doi.org/10.26417/ejls.v9i1.p120-122.
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Turkic languages are of the distinguished languages in the world by the vocabulary richness. In these languages, the words and terms related to almost all areas of life and household are found; and the borrowed words have been included in the lexical fund of the Turkish languages only in order to enrich the language and to increase its synonyms. However, there exist such words in our language, that they have been accepted as the product of any foreign language, or presented as a lexical unit belonging to only one language in the case of belonging to many languages of the world. These include the roots such as pa-, ter- _ der-, id- _ iz.
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Selimović, Ena. "Balkan, Creole, Other: Dislocating Contemporary Multilingualisms." Journal of Literary Multilingualism 1, no. 1 (May 2023): 73–93. http://dx.doi.org/10.1163/2667324x-20230106.
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Abstract Reading the language memoirs of Jhumpa Lahiri and Dubravka Ugrešić, this article investigates what it means to know or not know a language, particularly when that language is marked ‘foreign.’ The texts under analysis attend to languages that often fall under the rubric of ‘other languages’ and underexamined contact zones. Approaching the sociopolitical dominance of so-called global English and the literary marketplace of world literature, this article reveals the need to elaborate the concept of multilingualism through multiscalar reading practices that show the inter-imperial history of contemporary multilingualism.
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SELIHEY, P. O. "INTERNATIONAL AND GLOBAL LANGUAGES: CRITERIA, RATINGS, FORECASTS." Movoznavstvo 320, no. 5 (October 28, 2021): 17–33. http://dx.doi.org/10.33190/0027-2833-320-2021-5-002.
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The article examines the criteria on the basis of which ratings of international languages are compiled and their future is predicted. Language’s chances of becoming international are not highly dependent on its demographic power, structural advantages or ease of learning. What matters most is the influence that speakers of the language have on other peoples. The criteria of «internationality» of the language actually coincide with the criteria of its influence, communicative value, social prestige, sociolinguistic weight. The ratings of the influence of national languages are based on various criteria: state status, communicative potential, economic power, the number of people studying it as a foreign language. These ratings reveal more essential criteria of an international language: prevalence on several continents, the status of an official language in international organizations, value as a source of modern knowledge, a large number of its speakers as a second. A specific feature that brings the international language to the class of world languages should be recognized as its worldwide prevalence. This language is used all over the world, it is spoken (as the first or second) by the majority of the world’s population, its world status is recognized in all countries. The composition of the club of leading languages is constantly changing: some languages come to it, others decrease — depending on the military-political, demographic, economic and cultural success of their speakers. Although the number of speakers of English as a second language is growing steadily, its dominance should be considered as temporary. A new hierarchy of languages may emerge in the middle of 21st century, with other major languages — Chinese, Spanish, Arabic, Hindi/Urdu, competing equally with English in their respective regions. Although state status of the Ukrainian language creates favorable preconditions for its development, it could spread much faster due to its informational value, intellectual power, cultural attractiveness and economic success of Ukraine.
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Djité, Paulin G. "Shifts in linguistic identities in a global world." Language Problems and Language Planning 30, no. 1 (February 20, 2006): 1–20. http://dx.doi.org/10.1075/lplp.30.1.02dji.
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Language diversity and the necessity of communicating across language boundaries have almost naturally fostered a desire to learn the languages of one’s neighbors, the languages of the playground and/or the languages of the market place. This process continues to increase with internal (rural exodus) and international migration, urbanization and exogamous marriages, leading to a changing language demography, where language shift and language learning are constant and ongoing processes. A cursory look at what people have always done and do with language(s) and an epistemological approach to their language repertoire(s) suggest that individuals and communities are very active agents, whose language practices show an incredible capacity and resourcefulness in empowering themselves where and when it matters most. And yet, the concept of “linguistic identity” tries to cast a mold around individuals and speech-communities, as if they are to belong to a given language or identity to the exclusion of (an) other(s). This paper explores the concept of “linguistic identity” and asks whether it is possible to argue that we actually have one identity, whether language is intricately tied to identity or whether language itself has an identity. It concludes with some considerations about language management.
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Susiawati, Wati. "Kajian Bahasa Arab dari A Historis hingga Historis." Alfaz (Arabic Literatures for Academic Zealots) 7, no. 01 (June 18, 2019): 43. http://dx.doi.org/10.32678/alfaz.vol7.iss01.1925.
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Language is essentially the sound, which is in the form of waves of air coming out of the lungs through sound pipes and across speech organs or sound devices. Arabic, as one of the Semitic languages, has special features in sound aspects that no other language has. Arabic is a language that has unique characteristics and is different from other languages in the world. The characteristics and uniqueness of the Arabic language between them is the language of derivation (ishtiqâq), rich in sound, language that is rich in form (ṣîghah), language of taṣrîf, i’râb, a language rich in expressions, various kinds of sentence techniques, languages that are rich in syntax (naḥw) and others.
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Mugamat Mursaliyeva, Khayala. "Principles of compiling artificial languages." SCIENTIFIC WORK 56, no. 07 (August 4, 2020): 40–46. http://dx.doi.org/10.36719/2663-4619/56/40-46.
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The explosion of information and the ever-increasing number of international languages make the modern language situation very difficult. The interaction of languages ultimately leads to the creation of international artificial languages that operate in parallel with the world`s languages. The expansion of interlinguistic issues is a natural consequence of the aggravation of the linguistic landscape of the modern world. The modern interlinguistic dialect, which is defined as a field of linguistics that studies international languages and international languages as a means of communication, deals with the importance of overcoming the barrier.The problem of international artificial languages is widely covered in the writings of I.A.Baudouin de Courtenay, V.P.Qrigorev, N.L.Gudskov, E.K.Drezen, A.D.Dulchenko, M.I.Isayev, S.N.Kuznechov, A.D.Melnikov and many other scientists. Key words:the concept of natural language, the concept of artificial language, the degree of artificiality of language, the authenticity of language
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Jassem, Zaidan Ali. "THE ARABIC COGNATES OR ORIGINS OF PLURAL MARKERS IN WORLD LANGUAGES: A RADICAL LINGUISTIC THEORY APPROACH." Indonesian EFL Journal 1, no. 2 (September 12, 2017): 144. http://dx.doi.org/10.25134/ieflj.v1i2.623.
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This paper traces the Arabic origins of "plural markers" in world languages from a radical linguistic (or lexical root) theory perspective. The data comprises the main plural markers like cats/oxen in 60 world languages from 14 major and minor families- viz., Indo-European, Sino-Tibetan, Afro-Asiatic, Austronesian, Dravidian, Turkic, Mayan, Altaic (Japonic), Niger-Congo, Bantu, Uto-Aztec, Tai-Kadai, Uralic, and Basque, which constitute 60% of world languages and whose speakers make up 96% of world population. The results clearly show that plural markers, which are limited to a few markers in all languages comprised of �s/-as/-at, -en, -im, -a/-e/-i/-o/-u, and �, have true Arabic cognates with the same or similar forms and meanings, whose differences are due to natural and plausible causes and different routes of linguistic change. Therefore, the results reject the traditional classification of the Comparative Method and/or Family Tree Model of such languages into separate, unrelated families, supporting instead the adequacy of the radical linguistic theory according to which all world languages are related to one another, which eventually stemmed from a radical or root language which has been preserved almost intact in Arabic as the most conservative and productive language. In fact, Arabic can be safely said to be the radical language itself for, besides other linguistic features, sharing the plural cognates in this case with all the other languages alone.Keywords: Plurality, language families and relationships, radical world language, radical linguistic theory
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Aziz, Zulfadli A., and Robert Amery. "The Effects of a Linguistic Tsunami on the Languages of Aceh." Studies in English Language and Education 3, no. 2 (September 10, 2016): 103. http://dx.doi.org/10.24815/siele.v3i2.4958.
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The languages throughout the world are in crisis and it is estimated that 50% to 90% will have disappeared by the end of this century (Grenoble, 2012). Colonisation, nationalism, urbanisation and globalisation have resulted in a linguistic tsunami being unleashed, with a few major world languages swamping others. The rate of language loss today is unprecedented as this small number of dominant languages expands rapidly. Small minority languages are mainly in danger, but even large regional languages, such as Acehnese with millions of speakers, are unsafe. Similar to the case of a tsunami triggered by an earthquake, it is generally too late before speakers are aware of what is happening. In most cases language shift will have already progressed and irreversible before people realize it. This paper examines the early warning signs of impending language shift and what can be done for minority languages to have the best chance of survival. We draw on the local situation in Aceh, as well as other parts of the Austronesian speaking world and Australia, where the record of language loss is the worst in the world. Language shift in Australia is well-progressed; in Indonesia it is more recent. Lessons learned from places such as Australia and Taiwan have relevance for Indonesia today.
Dissertations / Theses on the topic "World languages -> language -> other"
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Daniel, Bethany Rae. "Defining Critical Thinking for the 21st Century World Language Classroom." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4288.
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Critical thinking has long been recognized as a valuable skill, both in education in general and within the world language teaching field specifically. In recent years, critical thinking has been identified as one of the 21st century skills that students need to succeed in modern society (Partnership, 2009). However, there is no clear, unifying definition of the term itself (Paul, 2004), and the definition of critical thinking is debated in many different fields without support from empirical data (Kuhn, 1999). Similarly, critical thinking has been often discussed in the literature as having great potential to facilitate language learning, and particularly to develop language proficiency (Gaskaree, Mashhady & Dousti, 2010; Heining-Boynton & Heining-Boynton, 1992; Hoch & Hart, 1991; Rojas, 2001; Williams, Lively & Harper, 1994). However, this discussion has not been centered around a single, clear definition or been supported by empirical research. This study attempts to fill these gaps by exploring how currently practicing world language teachers define the term critical thinking. Definitions were gathered through a survey of K-16 world language teachers from across the United States and through interviews with individual beginning level German instructors at a large, private university in the western United States. Findings revealed three primary ways in which teachers define critical thinking: first, by identifying characteristics of critical thinking; second, by discussing the thought processes and skills used in the action of critical thinking; and third, by describing the topics about which critical thinking takes place, either on the micro-level, dealing with language itself, or on the macro-level, dealing with real-world issues and themes. Based on these three areas of definition, several pedagogical implications were identified. As critical thinking is integrated as a 21st century skill into the world language classroom, the traditional roles of the teacher may need to transform, the content used in the classroom may need to change, and the activities in which students are asked to engage may likewise need to shift. The integration of these pedagogical implications into the world language classroom as a means to facilitate the development of advanced levels of language proficiency is also discussed.
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Asay, Danielle Patricia. "What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6192.
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Culture is an integral part of the FL classroom, yet teachers often face difficulties when incorporating it into their curricula. This survey study gathered data from teachers of many different languages, including ASL, all at the secondary level in the state of Utah. The study attempts to describe how secondary FL teachers view the role of culture in language teaching. It also details which models, means, or methods teachers use to communicate culture to their students, as well as the amount of culture included in their lesson planning, instruction, and assessment. Factors that contribute to more culture inclusion in the secondary classroom are also discussed. Findings from this study support previous research in the field, but also reveal particular definitions, insights, and dilemmas. These ideas form a basis to suggest pedagogical implications and further research for an effective model of culture integration for the FL teaching profession.
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Bozzetti-Engstrom, Marie Linnea. "What's in a word?: Connotation in teaching English to speakers of other languages." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2078.
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This thesis focuses on connotative meaning routinely ignored or difficult to locate in the available ESL textbooks and dictionaries. This perceived absence led to the following study: a review of ESL textbooks, a review of standard monolingual English and learner dictionaries, and a survey of ESL instructors.
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Kargar, Dariush. "Ardāy-Vīrāf Nāma : Iranian Conceptions of the Other World." Doctoral thesis, Uppsala universitet, Iranska språk, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-111264.
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The present thesis consists of an edition of an Iranian literary work whose theme is a journey to the Other World, namely the Ardāy-Vīrāf Nāma. The version of this work which is here edited and commented on is a prose version in the Zoroastrian Persian language. A discussion about Iranian conceptions of the Other World is also an integrated part of the thesis. The text of the Ardāy-Vīrāf Nāma is edited employing a text critical method by using six manuscripts. The oldest manuscript, which has been used as the base manuscript for editing the text, was written in 896 A.Y. (Yazdgirdī)/1527 A.D. The edited text is also translated into English, and followed by a Commentary on names, unusual words and Zoroastrian terms used in the text. Other Iranian documents about journeys to the Other World are studied in this thesis as well, and all are compared to the Ardāy-Vīrāf Nāma. The Zoroastrian Persian version of this work is also compared to its Parsig version. The differences between the Zoroastrian Persian and the Parsig versions indicate that they have their background in two different world views. To prove this theory, some significant elements in the Zoroastrian Persian version, which demonstrate that this is a pre-Zoroastrian epic narrative, have been compared to some elements in the Parsig version that show that this is a religious Zoroastrian account. Possible reasons for the change in Ardāy-Vīrāf Nāma from a pre-Zoroastrian epic narrative into a Zoroastrian-religious one are also suggested. A king named Davānūs is one of the Ardāy-Vīrāf Nāma personages. In an appendix, the historical personality of Davānūs is discussed with reference to Arabic, Persian and Greek historiography.
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Ivanoff, Johanna, and Amanda Andersson. "Constructing 'the Other': A Study of Cultural Representation in English Language Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33542.
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Educational textbooks have the power to influence pupils’ perception of the world. In the subject of English, this specifically concerns learning about cultures in different parts of the world where English is used. The purpose of this study is to identify the characteristics of cultural representation in two English Language Teaching (ELT) textbooks with the aim to make the hidden curriculum visible and to raise awareness among publishing houses and teachers. Using a Critical Discourse Analysis (CDA) based on Fairclough’s (2001) three-dimensional model in combination with Barthes’ (1977) Visual Semiotics methodology, we investigated which regions and countries were presented and how their cultures were constructed through texts and images. These findings were further compared to the cultural values and content of the Swedish curriculum, the genre of textbooks, and existing hegemonic discourses in society. In the analysis, Kachru’s (1986) Circles of World Englishes, Machin and Mayr’s (2012) toolkit for CDA, McKay’s (2010) interpretation of Anderson’s (1983) imagined communities, and Said’s (2003) concept of Orientalism were applied. Our findings show that the inner circle dominates and is depicted as superior in contrast to the outer and expanding circles. Although the textbooks include a variation of different cultures which is in line with the curriculum, representation of the outer and expanding circles is often stereotypical and underdeveloped which reinforces hegemonic discourses instead of acting to restructure them. This corresponds to previous studies in the genre, and hence, educators must work to ensure that the hidden curriculum in ELT textbooks is continuously made visible and challenged.
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Heikinniemi-Sandstedt, Therese. "Postcolonialism - 'Other' and Madness in Jane Eyre and Wide Sargasso Sea : The Mad World of Jane Eyre, Bertha Mason and Antoinette Cosway." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37326.
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Mattar, Karim. "The Middle Eastern novel in English : literary transnationalism after Orientalism." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:dae20213-59d9-4889-9cc2-e64c66668115.
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This thesis focuses on the production, circulation, and reception of contemporary Middle Eastern literatures in Britain and the United States. I'm particularly interested in the novel form, and in assessing how both translated Middle Eastern novels and anglophone novels by migrant writers engage with dominant Anglo-American discourses of politics, gender, and religion in the region. In negotiation with Edward Said's Orientalism, I develop a materialist postcolonial critical model to analyse how such discourses undergird publishing and marketing strategies towards novels by Ibrahim Nasrallah, Hisham Matar, Yasmin Crowther, Orhan Pamuk, and others. I argue that as Middle Eastern novels travel, whether via translation or authorial acts of migration, across cultures and languages, they are reshaped according to dominant audience expectations. But, I continue, they also retain traces of their source cultures which must be brought to the surface in critical readings. Drawing on the work of David Damrosch, Pascale Casanova, Franco Moretti, and Aamir Mufti, I thus develop a reading practice, what I call 'post-Orientalist comparatism', that allows me to read past the domesticating strategies framing these novels and to newly reveal their more local, thus potentially transgressive, takes on Middle Eastern socio-political issues. I cumulatively suggest that Middle Eastern novels in English formally embody a dialectic of 'East' and 'West', of the local and the global, thus have important implications for our understanding of the English and world novel traditions. I conceive of my thesis as a dual intervention into the fields of postcolonial studies and world literature. I am primarily concerned to reorient postcolonial theory around questions of Middle Eastern literary and cultural production, areas that have been traditionally neglected due to an entrenched, but unsustainable, anglophone bias. To do so, I turn to the work of Edward Said, and rethink the foundational problematic of Orientalism with an eye towards political, material, and cultural developments since 1978, the year in which Orientalism was first published, and towards the unique transnational positionality of the genre of the Middle Eastern novel in English. I also turn to theorists of world literature such as David Damrosch in order to develop a reading practice thoroughly attentive to issues of circulation, but, along the lines set out by Aamir Mufti, seek to interrogate their work for its occlusions of the impact of orientalist discourse in the historical development of the category of 'World Literature'. My thesis thus not only draws on postcolonial and world literary theory to analyse its object, the Middle Eastern novel in English, but also demonstrates how proper attention to this object necessitates a theoretical recalibration of these fields.
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Giannakouros, Dorothy Wolfe. ""that other world of light and rainbows and possibilities": an exploration of child narration in post-colonial sub-Saharan African literature and film." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/6423.
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This project highlights the pliancy of childhood as a symbolic trope and its effectiveness as a catalyst for the discussion of broader social issues within art. Through an examination of select works of post-colonial sub-Saharan African literature and film, I reflect upon the ethical and aesthetic challenges of adult authors representing child narration. The works included here span generic categories including novel, spoken word performance, poetry, memoir, and film by authors including Shailja Patel, Binyavanga Wainaina, Goretti Kyomuhendo, Ngũgĩ wa Thiong’o, Ben Okri, and Bhekizizwe Peterson; and filmmakers Djibril Diop Mambety and Ramadan Suleman. In these narratives, experiences of assimilation into the social world of adulthood are intensified and potentially disrupted by the aftermath of colonial rule, manifested in social inequalities based upon gender, race, religion, and ethnicity; poverty due to ongoing economic exploitation and environmental degradation; and experiences of violence and war. Childhood is also configured as a period endowed with exceptional resilience, creativity, linguistic flexibility, openness to cultural plurality, fluid conceptions of individual identity and belonging, and influence upon community traditions and transitions.
A central concern of my project is the tension between reliance upon established literary convention and the disruption of forms that have become inadequate to the expression of extreme social upheaval, and, from a post-colonial perspective, inadequate to articulate childhood experiences shaped by diverse cultural locations. In building my methodological framework, I engage the interdisciplinary nature of post-colonial studies to engage with the fields of narrative theory, trauma studies, disability studies, film studies, autobiography/memoir studies, and gender and sexuality studies. By focusing on the junction of child-based narratives and post-coloniality, my thesis illuminates attempts to communicate collective experiences of loss and mourning; the ideological significance of attempts to aesthetically envision juvenile perspectives, especially when these images intersect with the process of nation-building; and the inadequacies of conventions of historiographic continuity to account for experiences of colonial violence, poverty, and war.
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McEwen, Ping. "Vocabulary Acquisition in CFL (Chinese as a Foreign Language) Contexts: a Correlation of Performance and Strategy Use." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1217.pdf.
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Hilmo, Michael S. "The Effect of Repeated Textual Encounters and Pictorial Glosses upon Acquiring Additional Word Senses." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1215.pdf.
Full textBooks on the topic "World languages -> language -> other"
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Deutscher, Guy. Through the language glass: Why the world looks different in other languages. New York: Metropolitan Books / Henry Holt and Co., 2010.
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Deutscher, Guy. Through the language glass: Why the world looks different in other languages. New York: Picador, 2011.
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Deutscher, Guy. Through the language glass: Why the world looks different in other languages. New York: Metropolitan Books / Henry Holt and Co., 2010.
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National Board for Professional Teaching Standards (U.S.). World languages other than English: Standards : for teachers of students ages 3-18+. Southfield, MI: National Board for Professional Teaching Standards, 2001.
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Boinod, Adam Jacot de. The meaning of tingo and other extraordinary words from around the world. New York: Penguin Press, 2006.
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Semino, Elena. Language and world creation in poems and other texts. New York: Longman, 1997.
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Geary, James. I is an other: The secret life of metaphor and how it shapes the way we see the world. New York: Harper, 2010.
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Sande, Warren. Hello world!: Computer programming for kids and other beginners. Greenwich, Conn: Manning, 2009.
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Bello, Nino Lo. English well speeched here and other fractured phrases from around the world. Los Angeles: Price/Stern/Sloan, 1986.
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Katherine, Folliot, and Mostyn David, eds. Usborne round the world in French: With easy pronunciation guide. London: Usborne Publishing, 1990.
Find full textBook chapters on the topic "World languages -> language -> other"
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Kullberg, Christina. "Other Tongues." In Points of Entanglement in French Caribbean Travel Writing (1620-1722), 161–227. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-23356-2_4.
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AbstractThis chapter examines languages as a third point of entanglement that has both spatial and temporal ramifications while at the same time being sites where domination is both sustained and disrupted. It starts by describing the linguistic reality of the islands in the seventeenth century discussing how the plurilingualism that existed caused challenges for the narratives, which had to abide to contemporary aesthetics. The analysis show that travelers engaged with languages as praxes and were forced into conceiving languages as processual constantly changing in relation to other languages, existing languages as well as languages in the making. Focusing principally on Breton’s dictionary, it demonstrates how travelogues testify to the inherent creativity in language crossings. The second section looks at the inclusion of direct speech in travelogues as framed within codes of representation that dramatized Indigenous and enslaved peoples, staging them for particular purposes and following rhetorical conventions. The final section challenges these formal forms of representation looking at scenes of exchanges in everyday life asking how this expression of control over other peoples’ expression also turned into sites where others would “talk back.” Throughout the chapter, Glissant’s thoughts on the role of language in the shaping of French Caribbean Baroque as well as Sarduy’s reading of Baroque language will be made operative together with theories around hetero- and translingualism.
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Ball, Linden J., Laurie T. Butler, Susan M. Sherman, and Helen St Clair-Thompson. "Speech and other language issues." In Cognitive Psychology in a Changing World, 309–51. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003145851-8.
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Rehm, Georg. "European Language Grid: Introduction." In European Language Grid, 1–10. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-17258-8_1.
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AbstractEurope is a multilingual society with 24 European Union Member State languages and dozens of additional languages including regional and minority languages as well as languages spoken by immigrants, trade partners and tourists. While languages are an essential part of our cultural heritage, language barriers continue to be unbreachable in many situations. The only option to enable and to benefit from multilingualism is through Language Technologies (LTs) including Natural Language Processing (NLP), Natural Language Understanding (NLU) and Speech Technologies. The commercial European LT landscape is dominated by hundreds of SMEs that develop many different kinds of LTs. While the industrial and also the academic European LT community is world-class, it is also massively fragmented. This chapter is an introduction to the present volume, which describes the European Language Grid (ELG) cloud platform, initiative and EU project. The ELG system is targeted to evolve into the primary platform and marketplace for LT in Europe by providing one umbrella platform for the entire European LT community, including research and industry, enabling all stakeholders to showcase, share and distribute their services, tools, products, datasets and other resources. At the time of writing, the ELG platform provides access to more than 13,000 commercial and non-commercial language resources and technologies covering all official EU languages and many national, co-official, regional and minority languages.
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Guijarro-Fuentes, Pedro. "Chapter 4. The acquisition of object drop in L2 Spanish by German speakers." In Language Acquisition in Romance Languages, 86–113. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/bpa.18.04gui.
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This study investigates the use of null objects in adult L1 German-L2 Spanish speakers. Spanish null objects are licensed under two conditions: (i) semantically, null objects must be [-definite, -specific] (Franco, 1993; Sánchez, 2004), and (ii) syntactically, null objects cannot be generated within an island or Phase Impenetrability in recent minimalist conceptions (Chomsky, 2001), as they involve A’-movement (triggered by [+ Top] feature). Object topic drop in German, on the other hand, does not exhibit the same semantic restrictions as Spanish (Müller & Hulk, 2001). Using a production task, the predictions of two competing models of L2 acquisition are tested. While the Interpretability Hypothesis (e.g., Hawkins & Hattori, 2006; Tsimpli & Dimitrakopoulou, 2007) claims that interpretable features can be fully acquired by adult L2ers, uninterpretable features not instantiated in the L1 are no longer available to adult learners, the Feature Reassembly Hypothesis (Lardiere, 2009) proposes that L2 speakers transfer features that share the same morpholexical expressions in the L1 and L2, and when they do not, learners must (re)assemble them into new configurations. Unlike the IH, FRH does not predict special difficulties with uninterpretable features. The results from the native speaker group show that they respect the semantic constraints in great measure, but show some variability with the syntactic restrictions by producing (unpredicted) null objects under some of the islands tested. Moreover, the results from the L2ers show sensitivity to the semantic constraint, although it is not as categorical as in the native group. Similarly, L2ers show sensitivity to the syntactic constraints in that they generally prefer explicit objects when these are generated inside islands, but it varies by island (not in the same way as in the NS group) and by speaker (group). In light of our results, we conclude that the results are more in line with the Feature Reassembly Hypothesis. Ultimately, these results show that adult L2ers are able to make distinctions which would not be expected if second language acquisition were fundamentally different from L1 acquisition and UG were inoperative in this population.
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Melero, Maite, Pablo Peñarrubia, David Cabestany, Blanca Calvo, Mar Rodríguez,, and Marta Villegas. "Language Report Spanish." In European Language Equality, 215–18. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28819-7_35.
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AbstractSpanish, one of the most spoken languages in the world, is not threatened by globalisation in the way other languages are and is well-supported by big technological companies, albeit still a long way from English. The number of available language resources (text, and to a lesser extent speech) in Spanish is quite large, but there is still a lack of high-quality, well-curated, annotated resources, available under open-access conditions. Initiatives at the national level, such as the Plan de Impulso de las Tecnologías del Lenguaje, have already started to address this gap.
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Shakir, Muhammad. "Functions of code-switching in online registers of Pakistani English." In Varieties of English Around the World, 42–64. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/veaw.g68.03sha.
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This chapter analyzes online registers of Pakistani English to identify (socio)linguistic functions for code-switching to indigenous languages. Predominantly English texts containing code-switching instances to Urdu and other Pakistani languages were selected. A corpus of about 1.2 million words was used in this study. 1811 instances of code-switching were identified and divided into seven functions of code-switching: addressee specification, emphatic, free, lexical, message qualification, quotation, and tags. The findings show that tags or discourse level items (discourse particles, idiomatic expressions, religious expressions, honorifics) are the most common functions of code-switching. The use of multilingual resources exhibits how language in Pakistan is appropriated by online writers to convey local identities and fulfil specific communicative needs.
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"English and other languages." In English in the World, 257–302. Routledge, 2013. http://dx.doi.org/10.4324/9780203124567-12.
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"Introduction to the English-Language Edition:." In That Other World, ix—xxxii. Yale University Press, 2019. http://dx.doi.org/10.2307/j.ctvhn0dtk.3.
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"7 Large World Language High School Programs: Languages Other Than Spanish." In The Beliefs and Experiences of World Language Teachers in the US, 137–64. Multilingual Matters, 2024. http://dx.doi.org/10.21832/9781800415522-007.
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"The other languages of Spain." In The Spanish-Speaking World, 46–57. Routledge, 2006. http://dx.doi.org/10.4324/9780203129906-11.
Full textConference papers on the topic "World languages -> language -> other"
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Abilova, Zulfiyya. "INFLUENCE OF OTHER LANGUAGES ON THE LEXICAL SYSTEM OF THE INTERNATIONAL ENGLISH LANGUAGE." In Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7256.
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Many natural languages contain a large number of borrowed words, which usually enter the language as the result of cultural-historical, socio-economic and other relations between people. The article is devoted to the English language which, in the process of its historical development, was crossed with the Scandinavian languages and the Norman dialect of the French language. In addition, English almost, throughout its history, had linguistic interaction with Latin, French, Spanish, Russian, German and other languages of the world. This article examines the influence of Latin, French and Scandinavian languages as well as the development of English as the language of international communication.
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Kryuchkova, O. "FEATURES OF REDUPLICATIVE DERIVATION IN THE RUSSIAN LANGUAGE AGAINST THE LANGUAGES OF OTHER STRUCTURAL TYPES." In Actual issues of Slavic grammar and lexis. LCC MAKS Press, 2024. http://dx.doi.org/10.29003/m4109.978-5-317-07174-5/125-132.
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The peculiarity of structural models and functions of reduplication in the Russian language in comparison with languages having a different character of word organization is considered. It shows a nonrigid connection between structural and functional reduplication variants, on the one hand, and the main modes of reduplication and peculiarities of a language morphological type, on the other hand.
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Hwang, Eugene. "Saving Endangered Languages with a Novel Three-Way Cycle Cross-Lingual Zero-Shot Sentence Alignment." In 10th International Conference on Artificial Intelligence & Applications. Academy & Industry Research Collaboration Center, 2023. http://dx.doi.org/10.5121/csit.2023.131926.
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Sentence classification, including sentiment analysis, hate speech detection, tagging, and urgency detection is one of the most prospective and important subjects in the Natural Language processing field. With the advent of artificial neural networks, researchers usually take advantage of models favorable for processing natural languages including RNN, LSTM and BERT. However, these models require huge amount of language corpus data to attain satisfactory accuracy. Typically this is not a big deal for researchers who are using major languages including English and Chinese because there are a myriad of other researchers and data in the Internet. However, other languages like Korean have a problem of scarcity of corpus data, and there are even more unnoticed languages in the world. One could try transfer learning for those languages but using a model trained on English corpus without any modification can be sub-optimal for other languages. This paper presents the way to align cross-lingual sentence embedding in general embedding space using additional projection layer and bilignual parallel data, which means this layer can be reused for other sentence classification tasks without further fine-tuning. To validate power of the method, further experiment was done on one of endangered languages, Jeju language. To the best of my knowledge, it is the first attempt to apply zero-shot inference on not just minor, but endangered language so far.
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Wang, Haifeng, Hua Wu, and Zhanyi Liu. "Word alignment for languages with scarce resources using bilingual corpora of other language pairs." In the COLING/ACL. Morristown, NJ, USA: Association for Computational Linguistics, 2006. http://dx.doi.org/10.3115/1273073.1273185.
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Ayad Qasem Alwardy, Dr Zena. "THE FORMS OF SEMANTIC CONSTRUCTION OF SCIENTIFIC TERMS IN THE HEBREW LANGUAGE )THE LINGUISTIC AND LITERARY STUDIES THEMES(." In III. The International Research Scientific Congress of Humanities and Social Sciences. Rimar Academy, 2023. http://dx.doi.org/10.47832/ist.con3-9.
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Terminology expresses what the speaker can use and discover of new terms that are derived to express new and innovative concepts in the world. This study highlights the forms of semantic construction of scientific terms in the Hebrew language, The Hebrew language, like all other languages, trying to simulate the global civilization, and scientific development, by devising terms to name the new scientific concepts in various scientific and cognitive fields. Our research is limited to the semantic ways in which scientific terms were created in the Hebrew scientific lexicon, by the semantic aspect, the meaning is changed by many ways، either borrowing meaning from the Hebrew language itself, like metaphor (מיטאפורה(, metonymy (מיטנומיה(, or borrowing meaning from other languages. This study is present the characteristics of scientific terms in the Hebrew language and reveals the differences between these terms and the ordinary words in Hebrew language, and how it is formulated semantically, by Using scientific terms from all scientific fields.
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Sreedeepa, H. S., and Sumam Mary Idicula. "Neural Network Based Machine Translation Systems for Low Resource Languages: A Review." In 2nd International Conference on Modern Trends in Engineering Technology and Management. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.160.43.
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Machine translation of documents into regional languages has important role nowadays. Deep neural networks are used in neural machine translation (NMT), which is the process of converting a set of words from one source language to some other. It is a neural network-based, fully automated translation technique. Instead of just translating a word on its own, NMT takes into account the context in which a word is used to produce more accurate translation. Instead of starting with a set of established rules, the neural network in neural machine translation is in charge of encoding and decoding the source text. MT has several advantages as compared to the traditional translation techniques and approaches. Critical analysis of different approaches used for machine translation of low resource languages were done here. Deep learning based machine translation systems, transformer learning, transfer learning techniques are some of them. After the study it is concluded that nowadays NMTs developed by taking the advantages of Deep neural networks and transfer learning approaches. Gives better accuracy than other systems. Though it is a tedious task to convert one or multiple languages to another language with 100% of accuracy as manual translation, the machine translation systems developed with these techniques can score a remarkable accuracy. As there is a lack of large parallel corpora for most of the Indian languages, the translation process become more tedious. The role of transfer learning comes in this point. Transfer learning can improve translation of low resource languages, as it can use prior knowledge in translation of a separate language pair in machine translation. This is a work done for developing a translation system for low resource language pair like Sanskrit and Malayalam. There’re very less research works done in Sanskrit and Malayalam machine translation.
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Roßmann, Ju¨rgen, Michael Schluse, and Thomas Jung. "Introducing Intuitive and Versatile Multi Modal Graphical Programming Means to Enhance Virtual Environments." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49517.
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Usability and versatility are two of the most important issues when using modern 3D simulation systems within the field of automation technology and virtual environments. 3D simulations and virtual worlds proved to be versatile tools to program, supervise and command complex robotic and automation systems. For industrial robots, 3D simulation systems like COSIMIR® introduced the so called Native Language Programming (NLP) concept enabling the automation expert to program each robot using its native programming language. But what about programming other automation components or other dynamic components in virtual environments, what about user friendly, intuitive graphical programming languages, what about easy-to-use worker oriented programming languages? When talking about graphical programming languages to model dynamic behavior, questions like “which graphical modeling languages should be supported?”, “which are the most powerful ones?” and “which one matches the most to my concrete application?” have to be answered. Each graphical programming language has its own advantages and disadvantages, so that the answer to all these questions has to be: Offer a choice of graphical modeling languages to the user and leave the decision to him. The advantage of this strategy is obvious: Instead of learning how to use a concrete modeling language or worrying about programming details, the user can focus on his individual automation task and so quickly build efficient solutions. Therefore this paper extends the NLP approach to graphical programming languages using a new kind of object oriented Petri Nets as an intermediate language. This enables the user to use — at the same time — finite automata like mealy machines or extended automata, activity diagrams as defined in UML 2, flowchart like diagrams (e. g. icon-based programming) and many more to model the dynamics or the behavior of dynamic components.
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Iskandarova, Gulbahor. "ASSUMPTION OF WORD MEANING IN LEARNING UZBEKI AS A SECOND LANGUAGE." In TEACHING UZBEK LANGUAGE ABROAD: THEORY AND PRACTICE OF EDUCATION. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.2024.16.4/emsn3216.
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Each stage of the continuous education system and educational fields aimed at educating the youth of our nation to be perfect individuals in all respects and possessing real intellectual potential are assigned certain educational goals and tasks. All conditions have been created for teaching the Uzbek language in schools where education is conducted in other languages or by foreigners. Uzbek language learners learn to read, write, communicate and express their thoughts. Of course, in order to read and learn the Uzbek language, it is necessary to pay attention to the development of the ability to understand the meaning of words, master the content of words in various communicative situations, and use them competently.
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Turdiev, Islomjon. "ORGANIZING LANGUAGE CLASSES AT UNIVERSITIES." In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/qbft5344.
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Language planning in different institutes are very urgent in today’s communication demanded world to interact with other international organizations. The necessity of language planning has to be researched, in this article some works will be discussed, and suggestions and recommendations is supposed to be given.
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Fadeil Alawneh, Mouiad, and Tengku Mohd. "Hybrid-Based Machine Translation Systems." In 5TH INTERNATIONAL CONFERENCE ON COMMUNICATION ENGINEERING AND COMPUTER SCIENCE (CIC-COCOS'24). Cihan University-Erbil, 2024. http://dx.doi.org/10.24086/cocos2024/paper.1517.
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Machine Translation (MT) is described as the method by which computer software is employed to convert text from one natural language to the other. This process includes taking into consideration each language's grammatical framework and applying examples, rules, as well as grammatical principles to adapt the grammatical structure from the source language (SL) to the target language (TL). In this paper, a method for translating well-formed English sentences into coherent Arabic sentences is introduced, utilizing grammar-based as well as example-based translation techniques to address issues related to word order and grammatical agreement. The methodology suggested is both adaptable and capable of being expanded. The primary benefits include: firstly, a hybrid approach merges the strengths of rule-based (RBMT) as well as example-based (EBMT) methodologies. Secondly, it offers the flexibility to adapt to various languages with only slight adjustments. The OAK Parser analyzes incoming English text to identify the part of speech (POS) for each word, serving as an initial step in translation, utilizing the C# programming language. To maintain data integrity, validation rules are implemented in both the database architecture as well as the programming. A key objective for this system is its capability to function independently, including its seamless integration with broader MT systems for English sentences.
Reports on the topic "World languages -> language -> other"
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Sayers, Dave, Rui Sousa-Silva, Sviatlana Höhn, Lule Ahmedi, Kais Allkivi-Metsoja, Dimitra Anastasiou, Štefan Beňuš, et al. The Dawn of the Human-Machine Era: A forecast of new and emerging language technologies. Open Science Centre, University of Jyväskylä, May 2021. http://dx.doi.org/10.17011/jyx/reports/20210518/1.
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New language technologies are coming, thanks to the huge and competing private investment fuelling rapid progress; we can either understand and foresee their effects, or be taken by surprise and spend our time trying to catch up. This report scketches out some transformative new technologies that are likely to fundamentally change our use of language. Some of these may feel unrealistically futuristic or far-fetched, but a central purpose of this report - and the wider LITHME network - is to illustrate that these are mostly just the logical development and maturation of technologies currently in prototype. But will everyone benefit from all these shiny new gadgets? Throughout this report we emphasise a range of groups who will be disadvantaged and issues of inequality. Important issues of security and privacy will accompany new language technologies. A further caution is to re-emphasise the current limitations of AI. Looking ahead, we see many intriguing opportunities and new capabilities, but a range of other uncertainties and inequalities. New devices will enable new ways to talk, to translate, to remember, and to learn. But advances in technology will reproduce existing inequalities among those who cannot afford these devices, among the world’s smaller languages, and especially for sign language. Debates over privacy and security will flare and crackle with every new immersive gadget. We will move together into this curious new world with a mix of excitement and apprehension - reacting, debating, sharing and disagreeing as we always do. Plug in, as the human-machine era dawns.
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Thomas, Strobel. A contrastive approach to grammatical doubts in some contemporary Germanic languages (German, Dutch, Swedish). Goethe-Universität Frankfurt a.M., March 2023. http://dx.doi.org/10.21248/gups.72278.
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Unquestionably (or: undoubtedly), every competent speaker has already come to doubt with respect to the question of which form is correct or appropriate and should be used (in the standard language) when faced with two or more almost identical competing variants of words, word forms or sentence and phrase structure (e.g. German "Pizzas/Pizzen/Pizze" 'pizzas', Dutch "de drie mooiste/mooiste drie stranden" 'the three most beautiful/most beautiful three beaches', Swedish "större än jag/mig" 'taller than I/me'). Such linguistic uncertainties or "cases of doubt" (cf. i.a. Klein 2003, 2009, 2018; Müller & Szczepaniak 2017; Schmitt, Szczepaniak & Vieregge 2019; Stark 2019 as well as the useful collections of data of Duden vol. 9, Taaladvies.net, Språkriktighetsboken etc.) systematically occur also in native speakers and they do not necessarily coincide with the difficulties of second language learners. In present-day German, most grammatical uncertainties occur in the domains of inflection (nominal plural formation, genitive singular allomorphy of strong masc./neut. nouns, inflectional variation of weak masc. nouns, strong/weak adjectival inflection and comparison forms, strong/weak verb forms, perfect auxiliary selection) and word-formation (linking elements in compounds, separability of complex verbs). As for syntax, there are often doubts in connection with case choice (pseudo-partitive constructions, prepositional case government) and agreement (especially due to coordination or appositional structures). This contribution aims to present a contrastive approach to morphological and syntactic uncertainties in contemporary Germanic languages (mostly German, Dutch, and Swedish) in order to obtain a broader and more fine-grained typology of grammatical instabilities and their causes. As will be discussed, most doubts of competent speakers - a problem also for general linguistic theory - can be attributed to processes of language change in progress, to language or variety contact, to gaps and rule conflicts in the grammar of every language or to psycholinguistic conditions of language processing. Our main concerns will be the issues of which (kinds of) common or different critical areas there are within Germanic (and, on the other hand, in which areas there are no doubts), which of the established (cross-linguistically valid) explanatory approaches apply to which phenomena and, ultimately, the question whether the new data reveals further lines of explanation for the empirically observable (standard) variation.
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Pavlyuk, Іhor. HUMANІTARІAN CONTROVERSY ІN THE WESTERN UKRAІNІAN PRESS DURІNG THE PERІOD BETWEEN THE TWO WORLD WARS. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12139.
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The artіcle hіghlіghts the humanіtarіan polemіcs іn the Western Ukraіnіan press іn the іnterwar (1920-30s) perіod іn three aspects: the polemіcs of Ukraіnіan-language magazіnes among themselves, the polemіcs of the Ukraіnіan-language press wіth the Polіsh and Russіan press, the place of the Ukraіnіan press іnvolved іn the polemіcs іn the colonіal and global cultural – іnformatіonal contexts, іts representatіve relatіons wіth the judіcіal, executіve and legіslatіve authorіtіes іn the process of changes іn the socіal and polіtіcal atmosphere іn thіs tіme-space. The purpose of thіs artіcle іs to hіghlіght the humanіtarіan polemіcs іn the Western Ukraіnіan press іn the іnterwar (1920-30s) perіod іn three aspects: the polemіcs of Ukraіnіan magazіnes among themselves, the polemіcs of the Ukraіnіan press wіth the Polіsh and Russіan press, the Ukraіnіan press іn the global cultural and іnformatіonal context; dіfferentіatіon of polemіcal publіcatіons accordіng to genre-thematіc affіlіatіon to the socіo-polіtіcal dіscourse of the struggle of іdeas, symbols, sіgns, іmages, the struggle of relіgіous doctrіnes through the medіatіon of Ukraіnіan-centrіc іnformatіon (press) flows, whіch іn turn were fought by the then colonіal, іn partіcular Polіsh, polіtіcal power, subjectіng theіr censorshіp, confіscatіon, closure, harassment of edіtors and journalіsts. The basіc feature of іnter-magazіne relatіons of varіous Ukraіnіan and Ukraіnіan-language magazіnes of the іnterwar perіod was polemіcs, the topіcs of whіch were: polіtіcs (antі-Polіsh, pro-Polіsh, respectіvely – antі-Russіan, pro-Russіan); relіgіon (language of worshіp, hіerarchіcal subordіnatіon of the church); culture (problems of language, theatrіcal productіons, etc.); school busіness; cooperatіon; the sіtuatіon of the peasantry. That іs, all spheres of socіal lіfe, the representatіves of whіch were the mіrrors of magazіnes, patented by us for research іn thіs (spherіcal) structure: cooperatіve press, relіgіous press, etc. At the same tіme, the magazіnes that were publіshed іn the tіme-space determіned by us dіd not only “quarrel” wіth each other, but also often supported each other, prіntіng letters of support, advertіsіng each other durіng subscrіptіon campaіgns, takіng joіnt partіcіpatіon іn court hearіngs, etc. Keywords: controversy; press; colonіal dіscourse; confіscate; censorshіp.
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Marôco, Ana Lúcia, Sónia Gonçalves, and Fernanda Nogueira. Antecedents and consequences of work-family balance: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0112.
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Review question / Objective: What are the antecedents and consequences of work-family balance? Eligibility criteria: s inclusion criteria it was established that only original peer-reviewed articles would be included, whose: 1) object of study are active workers; 2) concept of family-work relationship under study is effectively the work-family balance (and not only the absence of work-family conflict); 3) language used is English, Spanish and Portuguese. The exclusion criteria for articles/works were: 1) the object of the study is not active workers (such as spouses of workers or other family members such as children, future active workers, unemployed or even retired workers); 2) the concept of work-family relationship used is the conflict work-family and/ or work-family enrichment; 3) in languages other than English, Spanish or Portuguese; 4) designated as gray literature (such as theses, books, book chapters, and conference proceedings,...)
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Brenzel, Jeffrey, and Burr Settles. The Duolingo English Test: Design, Validity, and Value. Duolingo, September 2017. http://dx.doi.org/10.46999/lyqs3238.
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Colleges, universities, and secondary schools around the world are using the Duolingo English Test (DET) as a new way to assess English language proficiency. The DET offers many advantages to admissions offices and applicants: on-demand accessibility, low cost, remote test proctoring, and rapid score reporting, as well as an integrated video interview and writing sample. The DET also looks and functions differently from other proficiency tests, which raises an obvious question. If DET item types and administration differ from those used on other large scale tests like the TOEFL® or IELTS®, can DET test scores be used in the same way as the scores from those instruments?
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Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, June 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.
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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.
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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Pavlyuk, Іhor. Культурно-інформаційний простір України в роки німецько-фашистської окупації: за матеріалами україномовної колаборантської преси. Ivan Franko National University of Lviv, March 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11719.
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The purpose of thіs artіcle іs to cover the cultural and іnformatіon space of the western Ukraіnіan lands durіng the Nazі occupatіon: accordіng to the Ukraіnіan-language collaboratіng press іn the context of exіstentіal projectіons on the modern war іn Ukraіne wіth Russіa’s occupatіon of some Ukraіnіan terrіtorіes. The methodologіcal basіs of our study іs the groupіng and іnductіve-deductіve analysіs of the then medіa (іncludіng the press) by place of publіcatіon and genre-thematіc focus (perіodіcals for women, chіldren’s magazіnes, busіness newspapers and magazіnes), the separatіon of іnformatіon-analytіcal neutral and the propaganda paradіgm wіth pro-Ukraіnіan and pro-German, antі-Bolshevіk socіo-polіtіcal vectors: dіstіnguіshіng between “Ukraіnіan-language” and “Ukraіnіan-language” journalіsm, whіch іn the mass medіa turn the press іnto a metatext whose modalіty can be useful and constructіve. (state-buіldіng) and negatіve (destructіve) patterns of functіonіng of the medіa іn the enemy-occupіed terrіtory, when іt іs necessary to fіght on several fronts at the same tіme. Among the research methods used іn the artіcle: comparatіve, phenomenologіcal, psychoanalytіc (probіng archetypes), hermeneutіc, deconstructіvіst, socіo-psychologіcal. The study showed and confіrmed that one of the best іllustratіons of German polіcy іn Ukraіne durіng World War ІІ was the attіtude of the occupіer to relіgіon, Ukraіnіan women, chіldren, and other occupіers, іncludіng the Bolshevіks, as reflected іn the eponymous Ukraіnіan magazіnes (“Ukraіnіan chіld”, “Farmer”, etc.) and, of course, іn theіr content and even formal desіgn, as stated іn the text of the artіcle The obtaіned results allowed us to formulate the followіng conclusіons. An analysіs of the Ukraіnіan-language (collaboratіng) press publіshed іn the western part of Ukraіne іn 1941-1944 convіncіngly proves that only an іndependent, sovereіgn state can claіm authentіcally, deeply іts own, іdentіcal mass medіa. And controlled, because the medіa fіnanced by the occupatіon authorіtіes, although publіshed іn Ukraіnіan, were Ukraіnіan-speakіng іn letter, but German-speakіng іn spіrіt, іe not Ukraіnіan-speakіng, although well-known Ukraіnіan artіsts took part іn the creatіon of these propagandіstіc sources of іnformatіon. sіgnіfіcant names and archetypes of Ukraіnіan culture were engaged at that tіme. Key words: collaboratіng press, propaganda, іdentіty, mass medіa, cultural and іnformatіon space.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.
Full textAbstract:
The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Buchan, Greg. Student Attitudes Toward Word Processing and Writing in the English as a Second or Other Language Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6749.
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