Artículos de revistas: "Language"

1

Weaire, Denis L. "Of Language and Languages". MRS Bulletin 19, n.º 6 (junio de 1994): 72. http://dx.doi.org/10.1557/s0883769400036848.

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2

Giri, Ram Ashish. "Languages and language politics". Language Problems and Language Planning 35, n.º 3 (31 de diciembre de 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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3

Haynes, K. "Milton's Languages, Milton's Language". Literary Imagination 2, n.º 1 (1 de enero de 2000): 93–100. http://dx.doi.org/10.1093/litimag/2.1.93.

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4

Tonkin, Humphrey. "Language Planning and Planned Languages: How Can Planned Languages Inform Language Planning?" Interdisciplinary Description of Complex Systems 13, n.º 2 (2015): 193–99. http://dx.doi.org/10.7906/indecs.13.2.1.

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5

Axatovna, Safina Farida y Baymatov Abduaziz Abdujabbarovich. "WHY LATIN LANGUAGE IS FUNDAMENTAL IN STUDYING EUROPEAN LANGUAGES". American Journal of Philological Sciences 3, n.º 12 (1 de diciembre de 2023): 97–103. http://dx.doi.org/10.37547/ajps/volume03issue12-16.

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The development of language is a fascinating study. The ancient Chinese and Egyptians used pictographic languages which took years for the priests and scholars to master. The common working citizen had no time for such study and so remained powerless and able to be exploited. About 1500BC the Phoenicians developed a phonetic alphabet which could be used by the common merchants to conduct their trading businesses. The Greeks learned it from them and further developed it by adding vowels. This phonetic alphabet made people think differently. It encouraged analysis and the developmentof awhole written language of interchangeable components.All the languages that developed from the Latin and Greek root vocabularies function like that. If we don’t teach the root meaning of those components, we burden ourselves with the task of learning thousands of individual English words as wholes. By studying Latin can master the components of many languages, including English.

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6

Shimi, G., C. Jerin Mahibha y Durairaj Thenmozhi. "An Empirical Analysis of Language Detection in Dravidian Languages". Indian Journal Of Science And Technology 17, n.º 15 (16 de abril de 2024): 1515–26. http://dx.doi.org/10.17485/ijst/v17i15.765.

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Objectives: Language detection is the process of identifying a language associated with a text. The proposed system aims to detect the Dravidian language that is associated with the given text using different machine learning and deep learning algorithms. The paper presents an empirical analysis of the results obtained using the different models. It also aims to evaluate the performance of a language agnostic model for the purpose of language detection. Method: An empirical analysis of Dravidian language identification in social media text using machine learning and deep learning approaches with k-fold cross validation has been implemented. The identification of Dravidian languages, including Tamil, Malayalam, Tamil Code Mix, and Malayalam Code Mix, is performed using both machine learning (ML) and deep learning algorithms. The machine learning algorithms used for language detection are Naive Bayes (NB), Multinomial Logistic Regression (MLR), Support Vector Machine (SVM), and Random Forest (RF). The supervised Deep Learning (DL) models used include BERT, mBERT and language agnostic models. Findings: The language agnostic model outperform all other models considering the task of language detection in Dravidian languages. The results of both the ML and DL models are analyzed empirically with performance measures like accuracy, precision, recall, and f1-score. The accuracy associated with different machine learning algorithms varies from 85% to 89%. It is evident from the experimental result that the deep learning model outperformed with an accuracy of 98%. Novelty: The proposed system emphasizes on the use of the language agnostic model to implement the process of detecting Dravidian languages associated with the given text which provides a promising result of 98% accuracy which is higher than the existing methodologies. Keywords: Language, Machine learning, Deep learning, Transformer model, Encoder, Decoder

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7

Moyo, Themba. "Language loss and language decay of Malawi's indigenous languages". Southern African Linguistics and Applied Language Studies 21, n.º 3 (agosto de 2003): 127–39. http://dx.doi.org/10.2989/16073610309486336.

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8

Cohn, Abigail C. y Maya Ravindranath. "LOCAL LANGUAGES IN INDONESIA: LANGUAGE MAINTENANCE OR LANGUAGE SHIFT?" Linguistik Indonesia 32, n.º 2 (21 de agosto de 2014): 131–48. http://dx.doi.org/10.26499/li.v32i2.22.

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The choice and subsequent development of Bahasa Indonesia as the national language following the founding of the Republic of Indonesia in 1945 is widely cited as a great success story in language planning. With the increased use of Indonesianâ€”both formal (bahasa resmi) and informal (bahasa sehari-hari)â€”in all facets of daily life, the question arises as to whether Indonesia will continue as a highly multilingual society or move toward monolingualism. We consider this issue from the perspectives of research on language policy, language endangerment, and language ideologies. As a case study, we consider current trends and shifts in the use of Javanese by younger speakers as influenced by the increased use of Indonesian. As Indonesian takes over in more and more domains of communication and intergenerational transmission of Javanese breaks down, we are led to conclude that even a language with over 80 million speakers can be at risk, a trend that has serious implications for all of the local languages of Indonesia.

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9

Sugiyanta. "PARENTS’ LANGUAGE ATTITUDES TOWARDS LANGUAGES AND MAINTENANCE OF HERITAGE LANGUAGE". Dialectical Literature and Educational Journal 5, n.º 1 (4 de julio de 2020): 43–52. http://dx.doi.org/10.51714/dlejpancasakti.v5i1.13.pp.43-52.

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This current research is to explore parents’ language attitudes towards languages and maintenance of heritage language and to find out the efforts of maintaining heritage language and its supporting and inhibiting factors. In this research, a questionnaire and semi-structured interview were employed to collect data. There were 62 respondents, consisting of 37 males and 25 females coming from eleven provinces in Indonesia. Questionnaires were distributed to the respondents by both electronic and direct systems. Respondents were asked to fill in the questionnaires. Interviews were conducted to some respondents. The findings of this current research reveal that most parents show positive attitudes towards languages and the maintenance of heritage language. The results also indicate that there were some factors supporting the maintenance of heritage language, including parents’ attitudes and roles, community, school, family, daily practices, and culture. In addition, there were a number of factors inhibiting to the maintenance of heritage language such as parents’ attitudes and roles, community, school, family, external culture, and technological advancements. In terms of the efforts to maintain the heritage language, the results show that the language should be taught in the families and at schools, and should be used for social interactions and in traditional and ceremonial events.

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10

Gholami, Saloumeh. "Endangered Iranian Languages: Language Contact and Language Islands in Iran". Iranian Studies 53, n.º 3-4 (3 de julio de 2020): 347–51. http://dx.doi.org/10.1080/00210862.2020.1721997.

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11

Dal Negro, Silvia. "Language contact and dying languages". Revue française de linguistique appliquée IX, n.º 2 (2004): 47. http://dx.doi.org/10.3917/rfla.092.0047.

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12

Isa, Baba Zanna, HajjaKaru Ahmed y Yagana Grema. "Language Death and Endangered Languages". IOSR Journal of Humanities and Social Science 19, n.º 10 (2014): 46–48. http://dx.doi.org/10.9790/0837-191064648.

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13

Clements, J. Clancy y Shelome Gooden. "Language change in contact languages". Language Change in Contact Languages 33, n.º 2 (15 de mayo de 2009): 259–76. http://dx.doi.org/10.1075/sl.33.2.01cle.

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14

Leonard, Laurence B. "Specific Language Impairment Across Languages". Child Development Perspectives 8, n.º 1 (8 de noviembre de 2013): 1–5. http://dx.doi.org/10.1111/cdep.12053.

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15

Fesl, E. D. "Language death among Australian languages". Australian Review of Applied Linguistics 10, n.º 2 (1 de enero de 1987): 12–22. http://dx.doi.org/10.1075/aral.10.2.02fes.

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Abstract This paper looks at the history of language policy formulation and implementation in conjunction with social factors influencing attitudes to both Koorie1 people and their languages. It endeavours to trace the process of enforced language shift, with consequent language death, in the social history of Australia. Factors which aid or are hastening language death in the contemporary period are also discussed. Attention is drawn to the rapidity with which language death has occurred and will continue to occur if measures are not taken to curb the current trends.

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16

Edwards, John. "Language Families and Family Languages". Journal of Multilingual and Multicultural Development 26, n.º 2 (15 de marzo de 2005): 173–86. http://dx.doi.org/10.1080/01434630508668403.

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17

Fesl, E. "Language Death and Language Maintenance: Action Needed to Save Aboriginal Languages". Australian Journal of Indigenous Education 13, n.º 5 (noviembre de 1985): 45–50. http://dx.doi.org/10.1017/s0310582200014061.

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Language death can occur naturally, and in different ways, or it can be caused by deliberate policy. This is how deliberate practices and policies brought it about in Australia. •Diverse linguistic groups of Aborigines were forced into small missions or reserves to live together; consequently languages that were numerically stronger squeezed the others out of use.•Anxious to ‘Christianise’ the Aborigines, missionaries enforced harsh penalties on users of Aboriginal languages, even to the point of snatching babies from their mothers and institutionalising them, so they would not hear their parental languages.•Aboriginal religious ceremonies were banned; initiations did not take place, and so liturgical, ceremonial and secret languages were unable to be passed on. As old people died, their languages died with them.•Assimilationist/integrationist policies were enforced which required Aborigines to attend schools where English-only was the medium of instruction.•Finally, denigration of the Aboriginal languages set the seal on their fate in Victoria (within forty years of white settlement, all Gippsland languages had become extinct), most of New South Wales, South Australia and Queensland. Labelling the languages “rubbish”, “heathen jargon”, “primitive jibberish”, and so on, made Aboriginal people reluctant to use their normal means of communication.

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18

Vaudeville, Charlotte. "Kabīr's language and languages, Hinduī as the language of non-conformity". Indo-Iranian Journal 33, n.º 4 (1990): 259–66. http://dx.doi.org/10.1163/000000090790083572.

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19

Eneremadu, Queen Easther Chioma, Ndubuaku Rosita y Chuwuezi Eziku. "Language Planning in Nigeria: Clash Between English Language and Indigenous Languages". Indonesian Journal of Applied and Industrial Sciences (ESA) 3, n.º 2 (16 de marzo de 2024): 189–202. http://dx.doi.org/10.55927/esa.v3i2.8363.

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In Nigeria almost 500 indigenous language that has assumed the status of a global linguistic code. The contact in different domains between English language an contact languages in the country continues to effect the performance in English and contact languages thereby making communication in either English or any other indigenous languages unattainable. This research work studied the gap between the use of English language and the indigenous languages in multilingual country, Nigeria which exists as a result of the non-implementation of language policies as stipulated by the Government. The sampling research method was adopted and questionnaires were employed to test the research hypothesis which proved positive. The major conclusion deduced from the findings reflect that if there must exist a linguistic balance between the use of English language in the country, the Government must endeavour through the Ministries of Education that both public owned and private owned schools adhere to a new language policy as the research work suggests. Offering indigenous languages in schools must be made compulsory and not optional as well as a compulsory subject to gain admission into Nigerian Universities like the English language.

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20

Mashitoh, Maret Arie y Muhammad Suryadi. "Penggunaan Varian Kode Bermakna Permintaan Tolong dalam Tuturan Mahasiswa Rantau Bawean di Surabaya". Nusa: Jurnal Ilmu Bahasa dan Sastra 17, n.º 4 (30 de noviembre de 2022): 370–83. http://dx.doi.org/10.14710/nusa.17.4.370-383.

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The use of several languages about asking for help in the form of communication, Bawean overseas students have a worrying phenomenon about the variation of the language they use. The occurrence of variations in the language they use has an influence on the use of language. This study has a problem formulation, What is the form of the variants of languange about asking for help on Bawean overseas students in Surabaya? and What factors which influence the variants of languange used by Bawean overseas students in Surabaya. The purpose of this study is to describe the variants of asking for help languages on bawean overseas student in surabaya and the factors that influence the existence the variants of language that Bawean overseas students in Surabaya use when communicating. The method that use in this study is a qualitative descriptive method with data collection by observing and taking notes. The theory used by the researcher is code mixing by (Muysken, 2000) and code switching by (Suwito, 1983). The results showed that there were 4 variations language used by Bawean overseas students in Surabaya for asking for help, namely, Bawean language, Javanese language with Surabaya's dialect, Indonesian, and English. Factors that influence the variants of languages of bawean overseas students in Surabaya in the communication asked for help are the origin area of the speech, environmental factors, and familiarity factors.

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21

Dolukhanov, Pavel. "Archaeology and Language III: Artefacts, Languages and Texts:Archaeology and Language III: Artefacts, Languages and Texts." American Anthropologist 103, n.º 1 (marzo de 2001): 218–19. http://dx.doi.org/10.1525/aa.2001.103.1.218.

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22

Kaul, Vineet. "Language through Literature through Language". International Journal of Trend in Scientific Research and Development Volume-1, Issue-5 (31 de agosto de 2017): 16–20. http://dx.doi.org/10.31142/ijtsrd2235.

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23

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

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

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24

Abdelbaky Abdelbaky ALY, Emad. "LANGUAGES, LANGUAGE SECURITY AND IDENTITY MAINTENANCE". Route Educational and Social Science Journal 6, n.º 45 (1 de enero de 2019): 775–91. http://dx.doi.org/10.17121/ressjournal.2464.

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25

Lawrance, Benjamin Nicholas. "Language between powers, power between languages". Cahiers d'études africaines 41, n.º 163-164 (1 de enero de 2001): 517–40. http://dx.doi.org/10.4000/etudesafricaines.107.

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26

Bratman, David. "Philology and Language Studies: Invented Languages". Tolkien Studies 13, n.º 1 (2016): 290–92. http://dx.doi.org/10.1353/tks.2016.0027.

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Walter, Stephen L. y Kay R. Ringenberg. "Language Policy, Literacy, and Minority Languages". Review of Policy Research 13, n.º 3-4 (septiembre de 1994): 341–66. http://dx.doi.org/10.1111/j.1541-1338.1994.tb00611.x.

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28

Vella, Alexandra. "Languages and language varieties in Malta". International Journal of Bilingual Education and Bilingualism 16, n.º 5 (septiembre de 2013): 532–52. http://dx.doi.org/10.1080/13670050.2012.716812.

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Bar-Asher, Moshe. "Jewish Languages and the Hebrew Language". Journal of Jewish Languages 4, n.º 2 (16 de agosto de 2016): 125–40. http://dx.doi.org/10.1163/22134638-12340067.

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This study focuses on the relationship between Jewish languages and Hebrew. It includes a short discussion of a number of topics dealt with in the research literature since the beginning of the study of these languages, with a presentation of my perspective on these issues. Due to space constraints I will deal with only eight of these topics: A. The functional division between Jewish languages and Hebrew in Jewish communities; B. The distinction between ancient and new Jewish languages; C. The special status of Aramaic; D. The Hebrew and Aramaic component in Jewish languages and its extent; E. Semantic fields where the Hebrew component is used; F. Secret languages; G. The Hebrew component’s contribution to the study of Hebrew language traditions; H. Hebrew as a living language in Jewish languages.

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30

Kiefer, Ferenc. "Languages within Language: An Evolutive Approach". Journal of Pragmatics 36, n.º 4 (abril de 2004): 795–802. http://dx.doi.org/10.1016/s0378-2166(03)00110-3.

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31

LEONARD, LAURENCE B. "Fillers across languages and language abilities". Journal of Child Language 28, n.º 1 (febrero de 2001): 257–61. http://dx.doi.org/10.1017/s0305000900004499.

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32

CERVONE, DANIEL y DYLAN T. LOTT. "Language and the Languages of Personality". European Review 15, n.º 4 (18 de septiembre de 2007): 419–37. http://dx.doi.org/10.1017/s1062798707000427.

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Although inquiry in philosophy and some social sciences has attended closely to the question of how investigators use language to describe and explain phenomena of interest, less attention has been devoted to questions of language use in psychological science. This essay explores language use in a major subfield of psychology, the psychology of personality. We identify three descriptive and explanatory languages in the field and critique them from the perspective of scholarship outside of psychology that has explored language use. We conclude with a call for greater exchange between investigators who embrace discursive accounts of persons and social action, and those who posit social-cognitive accounts of the knowledge that individuals use when they create discourse in their efforts to understand the world and to direct their experiences and actions.

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33

Macías, Reynaldo F. "Bilingualism, Language Contact, and Immigrant Languages". Annual Review of Applied Linguistics 10 (marzo de 1989): 13–25. http://dx.doi.org/10.1017/s0267190500001185.

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This essay covers the literature on bilingualism over the last decade with emphasis on those publications issued between 1985 and 1989. Since this essay must be very selective, it concentrates on English language publications. There has been quite a growth in the descriptive literature of different multilingual areas of the world. This literature has been published in many of the major languages. The selection of publications in English somewhat distorts the distrigution of the literature by region and language, especially the growth of multilingualism-related publications in countries like the Soviet Union and East Germany. Access to some of these works, however, can best be obtained through Linguistics and Language Behavior Abstracts.

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Ibarra, Oscar H. y Ian McQuillan. "On store languages of language acceptors". Theoretical Computer Science 745 (octubre de 2018): 114–32. http://dx.doi.org/10.1016/j.tcs.2018.05.036.

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35

Hawthorne, John. "A note on ‘languages and language’". Australasian Journal of Philosophy 68, n.º 1 (marzo de 1990): 116–18. http://dx.doi.org/10.1080/00048409012340233.

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36

Nagy, Naomi. "Heritage languages: a language contact approach". Journal of Multilingual and Multicultural Development 41, n.º 10 (11 de abril de 2020): 900–902. http://dx.doi.org/10.1080/01434632.2020.1749774.

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Xia, Fei, Carrie Lewis y William Lewis. "Language ID for a Thousand Languages". LSA Annual Meeting Extended Abstracts 1 (2 de mayo de 2010): 25. http://dx.doi.org/10.3765/exabs.v0i0.504.

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ODIN, the Online Database of INterlinear text, is a resource built over language data harvested from linguistic documents (Lewis, 2006). It currently holds approximately 190,000 instances of Interlinear Glossed Text (IGT) from over 1100 languages, automatically extracted from nearly 3000 documents crawled from the Web. A crucial step in building ODIN is identifying the languages of extracted IGT, a challenging task due to the large number of languages and the lack of training data. We demonstrate that a coreference approach to the language ID task significantly outperforms existing algorithms as it provides an elegant solution to the unseen language problem. We also discuss several issues that make automated Language ID and the maintenance of ODIN very difficult.

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Yamasaki, Hideki. "Language-theoretical representations of ω-languages". Theoretical Computer Science 66, n.º 3 (agosto de 1989): 247–54. http://dx.doi.org/10.1016/0304-3975(89)90152-7.

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Bao, Zhiming, Ruiqing Shen y Kunmei Han. "Languages and language contact in China". Journal of Pidgin and Creole Languages 38, n.º 1 (5 de mayo de 2023): 1–13. http://dx.doi.org/10.1075/jpcl.00101.bao.

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Abstract China is ethnically and linguistically diverse. There are 56 officially recognized ethnic groups in the country, including the majority Han, with a 1.2 billion-strong population and Tatar, the smallest minority group with only 3,556 people residing in Xinjiang, according to the 2010 Population Census of the People’s Republic of China, the latest census data available on the government’s website (www.stats.gov.cn). The Han accounts for 91.6% of the population, with the minorities taking up the balance of 8.4%. Most ethnic groups have their own languages, which fall into typologically distinct language families, the largest being Altaic and Sino-Tibetan. Ethnologue lists 299 languages in China and rates the country 0.521 in linguistic diversity, compared with 0.035 for Japan and 0.010 for South Korea (Simons & Fennig 2017). A few ethnic groups, such as the Hui (Chinese Muslims) and the Manchus, who founded the last imperial dynasty of Qing (1644–1912), have lost their indigenous languages over the centuries. They speak the language of the Han majority. Linguistic diversity in China is manifested in two ways: across the ethnic groups and within the Han majority. In what follows, we give a schematic description of the languages and briefly summarize the papers in this issue that offer a snapshot of language contact in China.

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Aditiawarman, Mac. "Language Birth". Jurnal Ilmiah Langue and Parole 1, n.º 1 (23 de junio de 2017): 1–13. http://dx.doi.org/10.36057/jilp.v1i1.1.

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Language birth is a kind of event where a language appear and used by the community. Language birth through long process. Language birth can be formed by mixing of two or more languages. The formation of a new language is usually the result of a mixture of vocabulary. The mixing of the vocabulary will be mastered by one of the languages called the matrix language. The matrix language has a strong position in the new language because the matrix language controls the development of the new language. Merging two or more languages takes considerable time until the language becomes a new permanent language like Tiong Pa language in Padang, West Sumatera, Indonesia.

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Belenkova, Nataliya M., Irina I. Kruse, Viсtoria V. Davtyan y Doris Wydra. "Language for students without interest in languages: challenges of foreign language grammar". XLinguae 11, n.º 1 (2018): 284–93. http://dx.doi.org/10.18355/xl.2018.11.01.23.

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Klein, Jared S., Toril Swan, Endre Mo̵rck, Olaf Jansen Westvik y Endre Morck. "Language Change and Language Structure: Older Germanic Languages in a Comparative Perspective". Language 72, n.º 1 (marzo de 1996): 200. http://dx.doi.org/10.2307/416843.

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Muhlhausler, Peter. "Preserving Languages or Language Ecologies? A Top-down Approach to Language Survival". Oceanic Linguistics 31, n.º 2 (1992): 163. http://dx.doi.org/10.2307/3623012.

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Aparicio, Xavier y Jean-Marc Lavaur. "Recognising words in three languages: effects of language dominance and language switching". International Journal of Multilingualism 11, n.º 2 (28 de marzo de 2013): 164–81. http://dx.doi.org/10.1080/14790718.2013.783583.

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45

LaPolla, Randy J. "Language Contact and Language Change in the History of the Sinitic Languages". Procedia - Social and Behavioral Sciences 2, n.º 5 (2010): 6858–68. http://dx.doi.org/10.1016/j.sbspro.2010.05.036.

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46

Kibler, Amanda. "Writing through two languages: First language expertise in a language minority classroom". Journal of Second Language Writing 19, n.º 3 (septiembre de 2010): 121–42. http://dx.doi.org/10.1016/j.jslw.2010.04.001.

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47

Zhuravleva, Yevgeniya A. y Atirkul E. Agmanova. "Russian Language in Kazakhstan: Specific Learning and Functioning in the Context of Interlingual Interaction". Polylinguality and Transcultural Practices 18, n.º 1 (15 de diciembre de 2021): 20–28. http://dx.doi.org/10.22363/2618-897x-2021-18-1-20-28.

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The diversity and specificity of cultures and languages of ethnic groups, living on the territory of Kazakhstan, create a special socio-cultural context of the Eurasian space, demonstrating the model of modern interethnic linguistic and socio-cultural interaction. Uniqueness of social and communicative space of the country, characterized by the dominance of the state Kazakh and Russian languages - languages of two large ethnic groups - against a background of great linguistic diversity, determines the significance of the study of their interaction and mutual influence in the context of a multicultural society. This paper analyzes the issues of language interaction in polyethnic state, forms and methods of foreign language influence on Russian language. The issues of learning and functioning of the Russian language are considered as a native and as a second languauge. Active processes due to features of the interaction of the Kazakh and Russian languages are analyzed as 1) speech activity of ethnic Russians; 2) Russian speech of other ethnic groups; 3) learning and using Russian language by repatriates-Kazakhs and foreign citizens.

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Tambile, Rajendra K. "Language Laboratory and English Language Learning". Indian Journal of Applied Research 3, n.º 6 (1 de octubre de 2011): 28–29. http://dx.doi.org/10.15373/2249555x/june2013/10.

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49

Axatovna, Safina Farida. "LANGUAGE LEARNING AND LANGUAGE TEACHING APPROACHES". American Journal of Philological Sciences 4, n.º 3 (1 de marzo de 2024): 43–45. http://dx.doi.org/10.37547/ajps/volume04issue03-08.

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The evolution of modern language teaching and learning can be traced back to the 20th century, a time when travel by land, sea, and air became more accessible to a larger portion of the population. Initially limited to Europe and North America, travel eventually expanded globally,allowing people from all continents to explore foreign lands. This accessibility marked a departure from the exclusive domain of pilgrims, explorers, and the wealthy, making foreign travel achievable for the majority in developed nations. Additionally, advancements such as the discovery of electricity and wireless communication facilitated global contact, irrespective of geographical location or occupation. In this article, will look at early language learning and language teaching approaches.

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50

Świdziński, Marek y Paweł Rutkowski. "Korpus ogólny jako model danego języka naturalnego: korpusy języków fonicznych a korpus polskiego języka migowego". Poradnik Językowy, n.º 3/2022(792) (18 de marzo de 2022): 7–22. http://dx.doi.org/10.33896/porj.2022.3.1.

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The aim of this paper is to discuss the major differences and similarities between the Corpus of Polish Sign Language (KPJM), which has been developed for a decade by the team of the Section for Sign Linguistics, Faculty of Polish Studies, University of Warsaw, and corpora of phonic languages (and in particular the National Corpus of Polish (NKJP)). The KPJM is a general corpus with an ambition to represent the whole language, used by the Polish Deaf. Unlike the corpora of phonic languages, which are collections of existing texts, the material of the KPJM was generated purposefully by recording and annotating an extensive set of videos. The paper shows that the sign language corpus should be viewed as analogous to spoken language corpora rather than to written language corpora. The KPJM can be perceived as a model of Polish Sign Language.

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