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Dimock, Laura Gail. "A grammar of Nahavaq (Malakula, Vanuatu) : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Linguistics /". ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1183.
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Dyer, Jayne Elizabeth. "The nexus of language interaction and language acquisition in Vanuatu with the development of Bislama : the role and response of education". Title page, table of contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09EDM/09edmd996.pdf.
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Sperlich, Wolfgang B. 1948. "Namakir: a description of a central Vanuatu language". Thesis, University of Auckland, 1991. http://hdl.handle.net/2292/2314.
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This is a description of the phonology, morphology and syntax of Namakir, a language of the Oceanic subgroup of Austronesian, which is spoken on some six small islands of the Shepherd Islands, central Vanuatu. My perspective on Namakir is that of a person trained in linguistics, who carried out linguistic fieldwork for the purpose of grammatical description. In addition I contributed to ethnographic work as well as compiling data for a dictionary, part of which is appended to the present description. Namakir is a conservative language which retains many features that make Oceanic languages unique. Thus it is a valuable witness for comparative and reconstructive work in Oceanic linguistics. The physical, social and historical setting of Namakir is detailed in the introductory chapter. A section on theoretical issues concerning the descriptive enterprise is included. The chapter on phonology outlines the Namakir consonant and vowel inventories, with due emphasis on the glottal stop which, as a reflex of the Proto-Oceanic glottal stop, is a unique occurence in Vanuatu languages Sections on phonotactics, stress and phonological processes add to the basic description of segments. In the chapter on morphophonemics the dynamics of derivational processes are explored. A major section deals with consonant alternation, a phenomenon widely discussed in Oceanic Linguistics. The major form classes are detailed in the next chapter. Nominals, determiners, adjectives, verbs and adverbs are established as word categories and paradigm tables are provided for comprehensive overviews. The last chapter on Namakir syntax provides a systematic description of noun phrase and verb phrase. Possessive constructions receive special attention as they exhibit a number of unusual features. The verb phrase is discussed within the framework of the Oceanic definition of verb and periphery which include subject markers as well as pronominal objects. The Namakir mood and aspectual system is presented in detail. A major section deals with serial verb constructions in relation to current descriptive theories. The concluding sections discuss selected items regarding complex sentence structures. Negation and question sentences, existential and comparative sentence types are included. Coordination together with direct and indirect speech is noted to use forms of a quotative verb, being especially significant in the organisation of narrative sequences. Relative and temporal clauses share a single overt marker. A morpheme-to-morpheme glossed narrative is appended to demonstrate narrative style. A substantial Namakir-English-Bislama wordlist is added as a repository of data collected during fieldwork.
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Tabani, Marc Babadzan Alain. "Syncrétisme, traditionalisme et nationalisme à Vanuatu /". Montpellier : Université Paul Valéry, 2000. http://catalogue.bnf.fr/ark:/12148/cb37563938b.
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Johnson, Kay. "Static spatial expression in Ske : an Oceanic language of Vanuatu". Thesis, SOAS, University of London, 2014. http://eprints.soas.ac.uk/18443/.
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The focus of the thesis is the expression of static spatial events in Ske, a previously undescribed Oceanic language spoken by a few hundred people on Pentecost Island, Vanuatu. Static spatial events can be split in to two types: non-angular reference, used to express topological relations such as 'in', 'on' or 'near'; and angular reference, which see the speakers using a viewpoint with which to locate an entity. The second type involves the use of one of a range of FoRs or Frames of Reference (Levinson 1996, 2003; Levinson & Wilkins 2006). This study investigates how Ske speakers express both types of static spatial event. Locative predicates are obligatory components of non-angular reference in Ske. In this study, we analyse the seven Ske locative predicates within the frameworks proposed by Ameka & Levinson (2007) and Newman (2002). Cross-linguistic studies show that the semantics of locative predicates are typically analysed as coding the axial properties or actual geometric orientation of the Figure whose location they are describing; in Ske, however, locative predicates code support relations between Figure and Ground. Traditionally deixis has been omitted from FoR typology and was categorised as being a type of non-angular reference (Levinson & Wilkins 2006). This study finds that deictic reference has projective functions and this warrants its inclusion into the typology as a fourth FoR, the direct FoR, in support of Danziger (2010). Furthermore, the direct and other FoRs are able to combine in Ske in what we term 'composite FoRs'. When two FoRs combine, the function of the already well-formed expression may alter from one which locates an entity to one which orients an entity. Also, the rotation sensitivity of a composite FoR is in line with the sensitivities of its components. The study concludes that is it the composite FoRs, rather than the absolute FoR, which carries out the functions of the unavailable relative FoR in Ske. We also investigate the geocentric referencing system in Ske and analyse how Ske speakers describe directions and locations around their villages, their island and beyond. We find that the finer-grained FoR typology (Bohnemeyer & Levinson 2011) is relevant here and applied to Ske data was able to tease apart two types of reference which are typically classed as absolute FoRs. Within this revised typology Ske speakers are found to use an absolute FoR and a geomorphic FoR in locational and directional expressions, the geomorphic FoR having pragmatic functions and necessitating a shared knowledge of space. Different scales of space are also shown to impact the way Ske speakers express geocentric spatial references. Other issues raised in the study include the need for naturally observed data to be collected in order to capture the range and subtleties of how speakers talk about space and how cultural change is affecting the way Ske speakers express and conceptualise the space around them and the entities that occupy it.
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Warsal, Daisy. "The impact of culture on women's leadership in Vanuatu secondary schools". The University of Waikato, 2009. http://hdl.handle.net/10289/2776.
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The government of Vanuatu ratified the Convention on the Elimination of all forms of Discrimination Against Women (CEDAW) in 1995. Following the ratification, Gender Equity in Education Policy was developed in 2005 by the Ministry of Education of Vanuatu. One of the objectives was to increase the number of women principals. However, recent statistics on women in educational leadership in Vanuatu show a decline in the number of women principals. The low percentage of women in educational leadership in the secondary schools of Vanuatu indicates that gender equity in educational leadership is still far from being achieved. This study looks at how Vanuatu culture affects women's leadership in secondary schools and identifies ways in which women's leadership might be developed. Qualitative methods were employed to study the experiences of six women leaders and five aspiring women leaders in several Vanuatu secondary schools. The findings from the study indicate three main areas inherent in Vanuatu culture that significantly impact upon the leadership practices of the participants. The findings reveal the existence of entrenched cultural barriers in the education system, in the social structures of Vanuatu and in the attitudes of individual men, women and some students towards women leaders. These barriers, it seems, are the major impediments to women's advancement in educational leadership in Vanuatu secondary schools.
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Kelly, Susanna Katherine. "Unwrapping mats : people, land and material culture in Tongoa, Central Vanuatu". Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676729.
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Geismar, Haidy Lynne. "Markets, museums and material culture : presentations and prestations in Vanuatu, South-West Pacific". Thesis, University College London (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405271.
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Franjieh, Michael James. "Possessive classifiers in North Ambrym, a language of Vanuatu : explorations in semantic classification". Thesis, SOAS, University of London, 2012. http://eprints.soas.ac.uk/16808/.
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North Ambrym, an Oceanic language spoken in Vanuatu, exhibits the two common Oceanic possessive construction types: direct and indirect. This thesis focuses on the indirect construction which occurs when the possessed noun refers to a semantically alienable item. In North Ambrym the indirect possessive construction is marked by one of a set of possessive classifiers. The theory within Oceanic linguistics is that the possessive classifiers do not classify a property of the possessed noun but the relation between possessor and possessed (Lichtenberk 1983b). Thus, it is the intentional use of the possessed by the possessor that is encoded by the possessive classifier, such that an ‘edible’ classifier will be used if the possessor intends to eat the possessed or the ‘drinkable’ classifier will be used if the possessed is intended to be drunk. This thesis challenges this theory and instead proposes that the classifiers act like possessed classifiers in North Ambrym and characterise a functional property of the possessed noun. Several experiments were conducted that induced different contextual uses of possessions, however this did not result in classifier change, which would be expected in the relational classifier theory. Each classifier has a large amount of seemingly semantically disparate members and they do not all share the semantic features of the central members, thus an analysis using the classical theory of classification is untenable. Instead the classifier categories are best analysed using prototype theory as certain semantic groups of possessions are considered to be more central members. This hypothesis is supported by further experimentation into classification which helps define the centrality of classifier category members. Finally an analysis using cognitive linguistic theory proposes that non-central members are linked to central members via semantic chains using notions of metaphor and metonymy. All languge data from this project has been deposited at the Endangered Language Archive (ELAR) at SOAS,University of London.
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Lawson, Barbara. "Collected ethnographic objects as cultural representations Rev. Robertson's collection from the New Hebrides (Vanuatu) /". Thesis, McGill University, 1990. http://catalog.hathitrust.org/api/volumes/oclc/29415579.html.
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Thesis (M.A.)--McGill University, 1909.Summary in French. "This study compares a collection of decontextualized objects in McGill's Redpath Museum." Includes bliographical references (leaves 203-227).
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Gibbons, Laura. "Participatory Edutainment in Practice : A Case Study of Wan Smolbag, Vanuatu". Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39015.
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Entertainment-Education (EE), or ‘Edutainment’ as it has come to be known, is a prominent discipline and communicative practice, both in international and community development, and is utilised to address social issues and culturally specific norms, some of which may be taboo or harmful. This research sets out to explore the application of edutainment, in particular Theatre for Development (TfD), through an examination of its practice in a Pacific context; namely, a case study of Wan Smolbag Theatre (WSB), a grassroots NGO based in Vanuatu. Using tangible examples of WSB’s theatre work, the interplay between listening, participation, and dialogue will be examined as they bear on WSB’s diverse operations in Vanuatu. It will also be suggested that edutainment and TfD sits at the intersection of communication, culture and development and in fact, requires all three elements in order to be realised. Through its use of edutainment and TfD, WSB’s core strength lies in its sensitivity and responsiveness to both culture as aesthetic activity and as a way of life, enabling a dialogic, participatory approach that provides a stage for subaltern community voices to identify issues, and importantly, solutions to their own problems. The Pacific Region poses a complex landscape for development research and the same applies in the area of communication for development and social change. Due to its vast geographical area but often small population sizes, Pacific-focused research and data can be difficult to source, both of a qualitative and quantitative nature. This study aims to address one such gap, while also attempting to situate this research in the wider historical context of edutainment.
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Thieberger, Nicholas. "Topics in the grammar and documentation of South Efate an Oceanic language of Central Vanuatu /". [Melbourne, Australia] : Dept. of Linguistics and Applied Linguistics, Univerity of Melbourne, 2004. http://eprints.unimelb.edu.au/archive/00000492/01/SouthEfatePhD.pdf.
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Chassot, Laurent. "Juridicité et internormativité : les défis des droits pré-européens entre exception et globalisation : L'application au Vanuatu". Paris 1, 2009. http://www.theses.fr/2009PA010312.
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La mondialisation a engendré des ordres supra-nationaux et l'application du droit occidental à nombre de pays de la région mélanésienne. L'étude de ce territoire, souvent négligée parce que sans incidence sur l'étude internationale du droit, pose aujourd'hui la question de l'inadéquation des mécanismes coutumiers confrontés aux normes du droit dit moderne. Le Vanuatu n'échappe pas à cette règle, longtemps resté à l'écart de toute analyse juridique sur les questions liées à l'internormativité vécue par les populations, l'élaboration du concept d'Etat étant jusque-là extrinsèque à la Mélanésie. Se pose la problématique de l'inadéquation de la coutume face à l'économie de marché. Comment tenter d'adapter un modèle étatique à des sociétés fondées sur un réseau de rapports communautaires spécifique, étranger à l'expérience européenne? Au-delà de ces questionnements, l'enjeu sera de déterminer ce qu'est le droit au Vanuatu. Aux fins de la conception de ce cadre d'analyse, notre ancrage prendra assise sur les caractéristiques fondamentales des cultures juridiques du pays, où se combinent modèles endogènes et exogènes dans un faisceau de rapports juridiques différenciés. La problématique de la cohabitation normative s'appuiera sur une série d'outils qui entremêlent acteurs et identification de la société productrice du droit, afin de théoriser un modèle juridique spécifique au Vanuatu. Cette émergence ne pourra se faire à la satisfaction de tous les sujets de droit que par la mutation d'une forme pluraliste, dans la recherche d'un équilibre droit de l'Etat / droits des individus.
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Thieberger, Nicholas Augustus. "Topics in the grammar and documentation of South Efate, an Oceanic language of Central Vanuatu /". Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00000492.
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Thesis (Ph.D.)--University of Melbourne, Dept. of Linguistics and Applied Linguistics, 2004.Typescript (photocopy). Title on cover and spine: Topics in grammar and documentation etc... Includes bibliographical references (leaves [497]-508).
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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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Touati, Benjamin. "Description du sakao, langue océanienne du nord-est Santo (Vanuatu) : phonologie, morphologie, syntaxe, sémantique et éléments de socio-linguistique". Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040244.
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Le sakao est une langue océanienne parlée par plus de 1500 personnes, au nord-est de l'île d'Espiritu Santo, au Vanuatu. Cette thèse se fonde sur un travail de terrain de 8 mois au total. Après une présentation détaillée de la situation sociolinguistique de la région, elle décrit en détail la grammaire du sakao, à travers différents aspects : phonologie, morphologie, syntaxe et sémantique. Bien que présentant des traits caractéristiques de sa famille comme une tendance à la multiprédicativité, l'utilisation de séries verbales, ou encore le système de possession, la langue est assez innovante, notamment sur les plans phonologique et morphologique. L'ensemble de la thèse tente également de mettre en évidence les interactions entre structures intonatives et morphosyntaxe. Par ailleurs, cette thèse propose une étude détaillée de différents points, parmi lesquels : un marquage différencié de l'indéfini selon le mode REALIS/IRREALIS ; le système aspectuel et ses interactions avec le mode et l'Aktionsart ; le repérage spatial et la deixis (système à six degrés) ; et les notions de topicalisation, de focalisation, et de cadre discursif. La présente thèse comprend en annexe deux textes extraits du corpus oral, traduits et glosés, ainsi qu'une liste des différences majeures entre le sakao et le nkep, qui peuvent êtreconsidérés comme deux dialectes d'une même langue : le wanoheSakao is an Oceanic language spoken by more than 1500 people in the north-east area of Espiritu Santo Island (Vanuatu, South Pacific). The present thesis is based on a total of eight months' fieldwork. After a thorough description of the sociolinguistic situation in the area, it describes the main phonological, morphological, syntactic and semantic features of Sakao. Sakao presents characteristic features of an Oceanic language (e.g. a tendency toward multipredicativity, the use of serial verbs constructions, the expression of possession, etc.). However, this language is also innovative, especially regarding its phonology and its morphology. The entire thesis also attempts to highlight the interaction between intonation and morphosyntactic structures. The thesis also proposes a precise study of various issues, including the following: differential marking of the indefinite depending on the mood of the sentence; the aspectual system and its interactions with mood and Aktionsart; spatial reference and the six-degree deictic system; and the notions of topicalization, focus, and discourse frame. The appendix presents the transcription of two narratives from our oral corpus (together with their glosses and French translations), as well as a list of the main differences between Sakao and Nkep, considered here as two dialects of a same language: Wanohe
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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 y 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 y 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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Chen, Ying-Chuan. "Becoming Taiwanese: Negotiating Language, Culture and Identity". Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24934.
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Between 1945 and 1987, as part of its efforts to impose a Chinese identity on native-born Taiwanese and to establish and maintain hegemony, Chiang Kai-shek’s Kuomintang (KMT) government pursued a unilingual, Mandarin-only policy in education. This thesis studies the changing meaning of “becoming Taiwanese” by examining the school experiences of four generations of Taiyu speakers who went to school during the Mandarin-only era: 1) those who also went to school under the Japanese; 2) those who went to school before 1949 when Taiwan was part of KMT-controlled China; 3) those who went to school during the 1950s at the height of the implementation of KMT rule; and, 4) those who went to school when Mandarin had become the dominant language. Two data types, interviews and public documents, are analyzed using two research methods, focus group interviews as the primary one, and document analysis as the secondary one.
This research found that there is no direct relationship between how people negotiated language, hegemony and Taiwanese identity. First, as KMT hegemony became more secure, people’s links to their home language became weaker, so their view of Taiwanese identity as defined by Taiyu changed. Second, as exposure to hegemonic forces deepened over time, people were less able to find cultural spaces that allowed escape from hegemonic influences, and this, along with other life-course factors such as occupation, had an impact on their contestations of language and identity. The study recognizes the role of human agency and highlights the interactive and performative aspects of identity construction. The results reflect the different possibilities of living with hegemony in different eras, and also show that Taiwanese identity is not fixed, nor is there a single, “authentic” Taiwanese identity.
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Rahman, Omar. "Language, culture, and the fundamental attribution error". Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1217390.
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Previous research has shown that language differences can cause cognitive differences, and that. the availability of certain lexical terms can predispose individuals to certain ways of thinking. The fundamental attribution error (FAE), or the tendency to favor dispositional over situational explanations, is more common in Western, individualistic cultures than in Eastern, collectivist ones. In this study, bilingual South Asian-Americans read scenarios, in English and in Urdu, and rated the extent to which target individuals and situational variables were responsible for the events. It was hypothesized that the availability of a dispositional word in the language of presentation would predispose participants to commit the FAE. Results did not support that hypothesis. However, there was some indication that familiarity with a language increases the tendency to commit the FAE. Possible reasons for the findings are discussed.Department of Psychological Science
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Bellis, Elizabeth Anne. "'Race', language and culture in adult education". Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313979.
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Godoy, Maria Cristina. "Spanish language and culture in Hong Kong". Thesis, Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22198945.
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Inghilleri, Moira. "Language, culture and the quest for commensurability". Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10007390/.
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The thesis examines the key concept of 'incommensurability' in relation to issues of language and culture as they became salient to developments in English as a school subject in the United Kingdom during the 1960s and 1970s. Beginning with an outline of the notion of incommensurability as it has been discussed within anthropology and philosophy within the 20th century, the thesis traces the roots of a complex of educational issues through their immediate intellectual and social background in the mass culture debates in the 1920s and 1930s and as they were developed in the post-war period. The thesis analyses the dominant themes within the paradigm shift towards a focus on language that took place in English education during the 1970s. This it does particularly with respect to their immediate intellectual heritage, paying special attention to the position of F. R. Leavis, Basil Bernstein, James Britton and M. A. K. Halliday in the intellectual field. The thesis continues to pursue its analysis of ideas underlying issues in the period by tracing their origins and interrelations in the work of 18th century German philosophers of language, in particular, J. G. Hamann, J. G. Herder and W. von Humboldt. Within the work of these three writers, fundamental notions concerning the relation between language and thought and language and culture are found complexly explored. Some of the concepts generated by these thinkers came to have a direct and obvious influence on the thinking and writing of subsequent generations. However, this thesis attempts to clarify some of the contradictions and confusions evident within the domain of English education during the 1960s and 1970s with reference to less well knoWn aspects of the work of these thinkers. The argument attempts to draw together the threads of its investigation particularly to shed light on the question of the extent to which communication/understanding across difference is achievable.
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Zheng, Yawen. "Behavioral Culture in the Chinese Language Classroom". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313666561.
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Brookes-Lewis, Kimberly Anne. "The significance of culture in language learning". Thesis, University of Kent, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507532.
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This is an inquiry into adult Mexican English foreign language learners' perceptions of the significance of culture in teaching and learning of English as a foreign language. The participants were Spanish-speaking adults studying at the university level in Morelia, Michoacan, Mexico. Working within the framework of qualitative-interpretative methodology, the focus of this inquiry is the investigation of the participants' perceptions of their experiences in the context of the inquiry in the classrooms. This context was an EFL course designed specifically for Spanish-speaking adults in Mexico based on the analysis of my personal experiences as an adult language learner and as an EFL teacher in Mexico. The research questions of this inquiry are: • What are adult learners' perceptions of beginning with an overview of the history and development of the target language? • What are adult learners' perceptions of learning about a particular target culture where the target language is spoken? • What are adult learners' perceptions of the inclusion of their maternal language and culture in foreign language learning? • What are adult learners' perceptions of working with awareness of language, culture and learning in the foreign language classroom? • What are adult learners' perceptions of explicit teaching in the foreign language classroom? The indications of this inquiry are that some adult EFL learners in Mexico perceive that an introduction to the target language and culture for the adult learner is called for in order to meet adult learner needs, along with the inclusion of the learner's maternal language and culture in EFL teaching and learning, an orientation to foreign language learning, and explicit teaching rather than other types of activities in the classroom. The practical application of these issues in the foreign language classroom with adults may not be indicated in all situations or appreciable for a" adult learners.
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Okamura, Akiko. "The roles of culture, sub-culture and language in scientific research articles". Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313548.
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Williams, Alan Brunton y Alan Williams@latrobe edu au. "Resolving the culture conundrum: A conceptual framework for the management of culture in TESOL". La Trobe University. School of Educational Studies, 2005. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20060714.142623.
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The thesis explores the place of culture in the teaching of English to speakers of other languages (TESOL). The study originally set out to investigate the ways in which teachers understand culture and deal with it in their teaching of English. A survey of teachers found that while the teachers had sophisticated understandings about culture and its relationship with language at a general level, they did not have clear understandings about how cultural teaching can be enacted in the classroom. This conundrum was also evident in the literature on teaching culture in TESOL. An extensive survey of the literature found that while there are a number of different perspectives on how culture can be understood and dealt with in TESOL, none of these provide a comprehensive basis for the understandings teachers need for the practicalities of teaching. The focus of the study shifted from an investigation of professional development to the articulation of a conceptual framework to inform teachers in the way they can manage the teaching of culture. The framework draws on some significant insights of one of the perspectives in the literature, Intercultural Language Teaching, as well as some insights from other perspectives. The framework identifies dimensions in which teachers need to understand how culture can be manifest and managed in TESOL. For each dimension a number of factors on which decisions need to be made are identified. The framework also identifies a number of principles to guide teachers in their decision-making about the teaching culture. The potential of the framework to inform the teaching of English to adult immigrants in Australia, as well as students studying English in a university in Vietnam is explored. The capacity of the framework to inform TESOL teacher education, research and theory building is also evaluated.
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Dunai, Amber Munshi Sadaf. "Semantic shift and the link between words and culture". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9785.
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Carroll, Tessa C. "Language planning and language change in Japan 1985-1995". Thesis, University of Stirling, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321990.
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Jabareen, Jennifer. "Investigating culture through story /". Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,299.
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Robinson, Alison Robyn. "Learning to Teach in Another Language and Culture". Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/4463.
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The special learning needs in Initial Teacher Education of international postgraduate students whose own education was linguistically and culturally different to that of New Zealand students are often unacknowledged and under-researched. This qualitative study, based on narrative inquiry, presents case studies of six participants from six different countries, languages and cultures. The findings point to challenges faced by pre-service teacher education students from other languages and cultures. Tensions created by language difficulties, new pedagogies and social and educational cultural differences lead to feelings, at times, of disorientation, heightened “otherness” and unease. Students who are crossing the border between one culture and pedagogical belief system to another require specific support.
This study did, however, find evidence of students developing new understandings about teaching and learning. The findings carry implications for the content, delivery and pedagogy of Initial Teacher Education programmes. The introduction of a Foundation Course and a Support Group, modelling of good practice by ITE lecturers using a variety of interactive teaching strategies and targeted reflective practices are suggested.
In a time of teacher shortages, changing demographics in schools and the changing nature of university-based ITE it is important that the assumption that one size fits all in ITE all needs to be put aside. From the perspectives of social justice and acceptance of diversity it is timely to pay attention in ITE to the learning of students from other languages and cultures. This study suggests ways of moving towards this goal.
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Ellis, Ceri Angharad. "How language, culture and emotions shape the mind". Thesis, Bangor University, 2016. https://research.bangor.ac.uk/portal/en/theses/how-language-culture-and-emotions-shape-the-mind(70aa490f-bb0b-4774-9192-17261f7074bf).html.
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The influence of language on thought has been a fervent topic of philosophical and empirical debate for over half a century (see Wolff & Holmes, 2010, for a review). Recent advances in neuroscientific methods have enabled researchers to show that language influences perception and thought from the earliest stages of stimulus processing, even when the task is apparently dissociated from linguistic processes (c.f. Thierry, Athanasopoulos, Wiggett, Dering, & Kuipers, 2009; Boutonnet,Athanasopoulos, & Thierry, 2012; Boutonnet, McClain, & Thierry, 2014; Athanasopoulos et al., 2015). The purpose of the current thesis is to extend this investigation to specifically focus on the impact of culture-specific conceptual representations and linguistic context on semantic processing and affective biases. To this end, the thesis comprises four empirical studies in which we assess how each language possessed by bilinguals relates to their semantic cultural knowledge. Thus, this thesis seeks to establish (i) whether a particular link exists between native language and semantic knowledge concerning the native culture (Chapter 3); and (ii) the nature of this link, with a specific emphasis on long-term, immutable emotional associations (Chapter 4) and short-term, ephemeral emotional states (Chapter 6). I also examine the specificity of the language-culture link as a property of language status in the bilingual mind (Chapter 5). To summarize the findings in advance, I show that bilinguals’ languages diverge when processing information that is specifically related to the native culture. The findings also indicate – via our emotional manipulation – a fundamental difference in processing style between the two languages. Whereas the second language (L2) is characterized by a more rational processing style, the first language (L1) has a greater tendency to bias. Moreover, the particular language-culture link only appears to exist when the native language is not only strongly associated with the native culture, but when it is also the bilingual’s dominant language. Overall, the work presented in this thesis provides novel evidence for the effect of language, culture, and emotions on cognition, even at the level of semantic knowledge.
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Rudolph, Mytzi Maryanne. "Spanish for Health Care Professionals: Language and Culture". PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5294.
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The purpose of this investigation is to examine formal and informal resources available for teaching Spanish to health care professionals mainly in the Portland, Oregon area. Seventeen different Spanish-for-health-care-professionals texts are commented on by the author, some of which are the texts used in medical Spanish language classes. The majority of the texts contain little if any instruction on cultural aspects which affect the Latino patient population's health care behaviors and decision making. With the recent growth in the Latino population there is a greater demand for health care services by Spanish-speaking persons of the Latino community. The author discusses at length current information about the health status of this population, factors affecting access to health care, and language barrier. There is a lack of bicultural and bilingual health care professionals to provide needed health care services to Latinos. One factor is that the percentage of Latino medical and allied health providers is a small fraction of the percentage of Spanish-speaking patients in the U.S. Therefore, Spanish language instruction must be provided to medical personnel who do not have the cultural and language background to provide culturally relevant and efficient health care to Latinos. This language training must incorporate instruction on cultural issues that affect Latino patients' health care. At present very few Spanish-forhealth- care-providers texts and courses have this type of focus. Exemplary clinical programs specializing in the medical treatment of the Latino population, both inside and outside of the Portland Oregon area, are noted to highlight that effective and culturally relevant medical treatment is possible with adequate training of personnel. Outstanding courses integrating the instruction of both the Spanish language and culture are discussed. Often these courses are not offered as permanent parts of the curriculum. The author gives examples of some of the cultural issues that need to be addressed in language instruction, and makes suggestions for adapting this focus into Medical Spanish instruction.
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Wilson, Hope Marshall. "Teaching Language and Culture Through Online Ethnographic Explorations". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573901116368513.
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Ferdinand, Vanessa Anne. "Inductive evolution : cognition, culture, and regularity in language". Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11741.
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Cultural artifacts, such as language, survive and replicate by passing from mind to mind. Cultural evolution always proceeds by an inductive process, where behaviors are never directly copied, but reverse engineered by the cognitive mechanisms involved in learning and production. I will refer to this type of evolutionary change as inductive evolution and explain how this represents a broader class of evolutionary processes that can include both neutral and selective evolution. This thesis takes a mechanistic approach to understanding the forces of evolution underlying change in culture over time, where the mechanisms of change are sought within human cognition. I define culture as anything that replicates by passing through a cognitive system and take language as a premier example of culture, because of the wealth of knowledge about linguistic behaviors (external language) and its cognitive processing mechanisms (internal language). Mainstream cultural evolution theories related to social learning and social transmission of information define culture ideationally, as the subset of socially-acquired information in cognition that affects behaviors. Their goal is to explain behaviors with culture and avoid circularity by defining behaviors as markedly not part of culture. I take a reductionistic approach and argue that all there is to culture is brain states and behaviors, and further, that a complete explanation of the forces of cultural change can not be explained by a subset of cognition related to social learning, but necessarily involves domain-general mechanisms, because cognition is an integrated system. Such an approach should decompose culture into its constituent parts and explore 1) how brains states effect behavior, 2) how behavior effects brain states, and 3) how brain states and behaviors change over time when they are linked up in a process of cultural transmission, where one person's behavior is the input to another. I conduct several psychological experiments on frequency learning with adult learners and describe the behavioral biases that alter the frequencies of linguistic variants over time. I also fit probabilistic models of cognition to participant data to understand the inductive biases at play during linguistic frequency learning. Using these inductive and behavioral biases, I infer a Markov model over my empirical data to extrapolate participants' behavior forward in cultural evolutionary time and determine equivalences (and divergences) between inductive evolution and standard models from population genetics. As a key divergence point, I introduce the concept of non-binomial cultural drift, argue that this is a rampant form of neutral evolution in culture, and empirically demonstrate that probability matching is one such inductive mechanism that results in non-binomial cultural drift. I argue further that all inductive problems involving representativeness are potential drivers of neutral evolution unique to cultural systems. I also explore deviations from probability matching and describe non-neutral evolution due to inductive regularization biases in a linguistic and non-linguistic domain. Here, I offer a new take on an old debate about the domain-specificity vs -generality of the cognitive mechanisms involved in language processing, and show that the evolution of regularity in language cannot be predicted in isolation from the general cognitive mechanisms involved in frequency learning. Using my empirical data on regularization vs probability matching, I demonstrate how the use of appropriate non-binomial null hypotheses offers us greater precision in determining the strength of selective forces in cultural evolution.
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Holman, Anna Caitlin. "Culture and identity : language use in intercultural theatre". Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61176.
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In the practice and production of intercultural theatre, language has held a variety of functions. However, the connection between language and culture in the theoretical models of intercultural theatre has been largely unexplored. The theories of linguistic anthropologists Dell Hymes, Richard Bauman, Joel Sherzer, and Charles Briggs postulate that language is a fundamental component of culture and that performative events present ideal sites for analysis. Mary Bucholtz, Kira Hall, and Norma Mendoza-Denton theorize that identity is a performative act of the self and other through language. Given these theories, this research asks: how does language function as a property of culture and identity in intercultural theatre? To answer this question, I have examined the role of language in two intercultural theatre productions which previewed in Vancouver, Canada in 2016. The analysis of these two works, Kayoi Komachi: A Noh Chamber Opera and Lady Sunrise, includes live and video-recorded performance analyses, script analysis, and interviews with the participating artists. This thesis demonstrates that language in intercultural theatre both informs cultural representation and influences the identities of the performers and their characters. With these findings, this research suggests that future models of intercultural theatre frame culture within a linguistic context.Arts, Faculty of
Theatre and Film, Department of
Graduate
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Chang, Alicia. "Language, culture and number differences in Mandarin Chinese and English numeric language input /". Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1580830101&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Alsubhi, Mai Salem. "How language and culture shape gesture in English, Arabic and second language speakers". Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8296/.
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This research project sheds light on how language and culture can shape gestures with certain gesture features. It consists of two studies: a cross-cultural study and a second language study. In the cross-cultural study, gestures of a group of the English speakers and a group of the Arabic speakers were compared in term of certain gesture features: expression of motion events, dual gestures, use of gesture space and gesture rate. Gestures were elicited through narrations of the Tomato Man video clips. It was found that English speakers produced more conflated gestures than the Arabic speakers. It was also found that the English speakers produced fewer dual gestures than the Arabic speakers. Moreover, it was found that the English speakers produced fewer representational gestures and used smaller gesture space than the Arabic speakers. In the second language study, gestures produced during the Arabic and English descriptions of the Arabic early learners of English were compared within subjects. The same methodology was applied. It was found that the speakers produced more conflated gestures while speaking L2 English than while speaking L1 Arabic. It was also found that they produced more dual gestures while speaking their L2 English than while speaking their L1 Arabic. In regard to the use of gesture space and gesture rate, there was no difference between L1 Arabic and L2 English.
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An, Ning. "Teaching Culture and Language to Chinese Heritage Language Learners: Teachers’ Perception and Practices". University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1310055561.
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Williams, Alan. "Resolving the culture conundrum : a conceptual framework for the management of culture in TESOL /". Access full text, 2005. http://www.lib.latrobe.edu.au/thesis/public/adt-LTU20060714.142623/index.html.
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Thesis (Ph.D.) -- La Trobe University, 2005."A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] School of Educational Studies, Faculty of Education." Research. Includes bibliographical references (leaves 309-317). Also available via the World Wide Web.
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Campbell, Jennifer Riley Walters Frank. "Long strange trip mapping popular culture in composition /". Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/CAMPBELL_JENNIFER_10.pdf.
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Taggesell, Richard Patrick. "Popular culture in the language arts classroom a survey /". Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Taggesell_RPMIT2010.pdf.
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Mancuveni, Melania. "Urbanisation, Shona culture and Zimbabwean literature". Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10782.
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This thesis examines the impact of urbanisation on Zimbabwean culture, particularly the Shona culture as it is represented in Zimbabwean literature. My main argument in this thesis is that Zimbabwean literature suggests that urbanisation is harmful and destructive to the Shona culture and the way of life of the Shona people.