Bibliografías temáticas / Southeast Asian poetry (English)

Literatura académica sobre el tema "Southeast Asian poetry (English)"

Autor: Grafiati

Publicado: 26 de julio de 2024

Última modificación: 28 de julio de 2024

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Artículos de revistas sobre el tema "Southeast Asian poetry (English)"

Benson, Philip, Thiru Kandiah y John Kwan-Terry. "English and Language Planning: A Southeast Asian Contribution". Language 72, n.º 3 (septiembre de 1996): 647. http://dx.doi.org/10.2307/416291.

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Beneville, Margaret A. y Chieh Li. "Evidence-based literacy interventions for East/Southeast Asian English language learners". Journal for Multicultural Education 12, n.º 1 (9 de abril de 2018): 50–66. http://dx.doi.org/10.1108/jme-12-2016-0061.

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Purpose There is a notable dearth of interventions that have been specifically designed for Asian English Language Learner (ELL) students, and the existing research on ELL students often lacks population validity and sample diversity. In response to this need, this paper aims to review current research on literacy interventions for East/Southeast Asian ELLs and provide practical recommendations for educators teaching literacy skills to this population. Design/methodology/approach To identify studies for inclusion in this review, a systematic literature search was conducted of peer-reviewed studies and dissertations were published between 2001 and 2016. Articles were included in the authors’ review, if those described a literacy intervention where the sample was entirely East and/or Southeast Asian ELLs, or, if the sample included other groups, the study provided an analysis of the intervention’s effectiveness specifically for the East or Southeast Asian ELLs in the study. Both quantitative and qualitative studies were included. Findings The authors’ search yielded seven studies. The authors found three main contributors to effective literacy instruction for this population: culturally relevant instruction, family involvement and encouraging first language (L1) development to facilitate language and literacy in English. Results indicated that interventions that consider a student’s cultural style (i.e. preference toward a teacher-centered classroom) or included cultural familiar themes/texts were found to be more effective. In addition, strategies that encouraged the development of L1, such as the use of dual-language books, explicitly teaching contrastive analysis and providing the same book to be read at home and a school were all correlated with greater literacy gains. Finally, facilitating home-school communication seemed to contribute to the efficacy of several of the interventions. Research limitations/implications This paper reveals the need to expand the current knowledge base on effective literacy instruction and intervention for East/Southeast Asian ELL students, especially research on population validity, given the specific needs of this growing population. This review is limited by the small number of relevant studies and the fact that not all East/Southeast Asian languages or ethnic groups were represented. There is still a great need for future research to determine what methods or combination of factors are effective with East/Southeast Asian ELLs of various ages and needs. Practical implications The findings from this paper have generated practical recommendations for educators teaching literacy skills to East/Southeast Asian ELL students, such as: tailor literacy instruction to be culturally relevant, design interventions around student’s preferred learning style, encourage parent/family involvement, provide bilingual instruction and bilingual reading materials and provide parents with books and information about the literacy curriculum. Social implications This paper also reveals the need to expand the current knowledge base on effective literacy instruction and intervention for East/Southeast Asian ELL students, especially research on population validity, given the specific needs of this growing population. Originality/value Based on an extensive literature search, this is the first paper to review and summarize the research on literacy interventions for East/Southeast Asian ELLs over the past 15 years. This paper provides valuable recommendations to educators and calls for more research on English literacy acquisition specific to this population.

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Aslam Mulla, Prof Samareen. "A Study and Critique Diligent on Contribution of Kamala Das to Indian English Poetry". International Journal of Research Publication and Reviews 03, n.º 12 (2022): 1759–64. http://dx.doi.org/10.55248/gengpi.2022.31253.

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I am what I am, declares Kamala Das at the outset of her essay. The poetess asserts that she is uninterested in politics yet claims to be familiar with every leader since Nehru. She seems to be saying that she cannot help but have things imprinted in her. One of the most well-known feminists of the postcolonial era was Kamala Das. She wrote in both English and Malayalam, her native language. She wrote under the pen names Madhavi Kutty and Kamala Das for her Malayalam and English readers, respectively. She was dubbed "The Mother of Modern Indian English Poetry" for her enormous contributions to poetry in our nation. Because of the confessional nature of her writing, she has also been compared to literary giants like Sylvia Plath. We examine this literary icon's amazing life on the anniversary of her birth. One of the most important voices in Indian English poetry is Kamala Das. She is regarded as one of the key inspirations on Indian English poetry, and in 2009, The Times dubbed her "the mother of modern English Indian poetry" (www.timesonline.co.uk) in honor of her efforts. She received numerous honors for her writing, including the Asian Poetry Prize in 1998, the Kent Award for English Writing from Asian Countries in 1999, the Asian World Prize in 2000, the Ezhuthachan Award in 2009, the Sahitya Academy Award in 2003, the Vayalar Award in 2001, and the Kerala Sahitya Academy Award in 2005. Three poems she has written are By stating that she can recite these as quickly as she can identify the days of the week or the months, she is implying that these politicians were stuck in a cycle of time that repeats itself without regard for uniqueness. Time defined them rather than the other way around. Her contribution to Indian English poetry is the main topic of the paper.

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Siddique, Rumana. "History, Location, and the Poetic Consciousness in Kaiser Haq’s Poetry". Crossings: A Journal of English Studies 9 (1 de agosto de 2018): 104–11. http://dx.doi.org/10.59817/cjes.v9i.132.

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South Asian poetry in English comprises an amalgamation of Western literary traditions and an ambiguity regarding the poet’s location that subsequently stirs up questions regarding identity. Both these features can be attributed to the relationship between the poet and the use of English language as opposed to his/her mother tongue. The syncretism and hybridity that occurs as a result of cultural clashes and convergences has become increasingly apparent in identity formation in today’s diasporic world. However, for those South Asian poets writing in English and borrowing from Western traditions, who can neither be identified as migrants or exiles, anxieties of identity and belonging have been a marked feature of their work. Most of these South Asian poets, despite displaying a strong sense of belonging to their national cultures, also exhibit a global heterogeneity in their identity due to the multiple affiliations that define their cultural consciousness. This paper attempts to explore the poetry of one of the major South Asian poets, Kaiser Haq, who has not only established himself as the leading Bangladeshi poet writing in English but has also carved a niche for himself as a recognized international poet. Like most other poets writing in English from the Indian subcontinent, Haq carries the burden of a colonial inheritance and his work has been and is subject to innumerable labels such as Commonwealth literature, postcolonial poetry, sub-continental poetry, etc. He defends his use of English as the medium of his poetry as a unifying force in fusing the disparate parts of his Bengali psyche. However, in his work, when placed within the context of national identification, there seems to be a refusal to limit “location” within national boundaries and yet there is a continual return to Bangladesh which remains an underlying presence in his poetry. This study focuses on how the perceptions of history and location have impacted and contributed to the identity and creative consciousness that articulates Kaiser Haq’s poetry.

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La’biran, Roni, Markus Deli Girik Allo, Melanie Nyho, Resnita Dewi, Elim Trika Sudarsi y Nilma Taula’bi. "Cultural Perspectives on Englısh Language Teachıng Styles: A Study in The Indonesıan Context". International Journal of Religion 5, n.º 7 (15 de mayo de 2024): 1063–77. http://dx.doi.org/10.61707/3btgdc65.

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This research investigates teaching style models employed by Western and Southeast Asian teachers in senior high schools in Toraja, Indonesia. It explores students' perceptions of these teaching styles using qualitative descriptive methods. Data was collected from ten randomly selected students, an English teacher from Toraja, Indonesia, and an English teacher from the Netherlands. Research instruments included observation, questionnaires, and interviews. Descriptive analysis was used to analyse the data. The findings reveal cultural differences in teaching styles between Western and Southeast Asian teachers. Western teachers prioritize facilitating student learning, valuing individuality, encouraging independent thinking, using group discussions as a mode of instruction, considering mistakes as part of the learning process, and exhibiting varying degrees of formality in student-teacher interactions. In contrast, Southeast Asian teachers adopt an authoritative teaching style, placing less emphasis on individuality, highlighting the importance of group dynamics, and observing hesitancy among students to aşk questions.

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Zhu, Ying y Quynh Nhu Le. "Body, Time, and Space: Poetry as Choreography in Southeast Asian American Literature". Dance Chronicle 39, n.º 1 (2 de enero de 2016): 77–95. http://dx.doi.org/10.1080/01472526.2016.1135511.

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Blumenberg, Evelyn, Lily Song y Paul Ong. "Surveying Southeast Asian Welfare Participants: Examples, Challenges, and Future Directions". AAPI Nexus Journal: Policy, Practice, and Community 5, n.º 2 (2007): 55–76. http://dx.doi.org/10.36650/nexus5.2_55-76_blumenbergetal.

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Numerous studies have examined the effects of welfare reform on the employment and caseload dynamics of welfare recipients in California. Yet, despite their overrepresentation among welfare recipients, Southeast Asians have received relatively little scholarly attention. This study explores one explanation for this finding-the challenges of collecting data on Southeast Asian welfare recipients and, in particular, the difficulties associated with surveying this population group. These difficulties include attracting adequate funding to recruit sizeable Southeast Asian samples,; translating survey materials into Southeast Asian languages,; and effectively administering surveys among a highly mobile population group with low English language proficiency. To strengthen research on this important but understudied population group, researchers must build political and financial support for such research; develop appropriate research designs informed by an understanding of the characteristics of Southeast Asian families, communities, and welfare recipients; rely on refugee support organizations to help overcome resistance to participating in survey research; and make the data available to interested scholars to maximize the impact of these data collection efforts.

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McLellan, James. "Towards Dehegemonizing the English Language: Perspectives of a “Center” ResearcherWorking in the Periphery". Langkit : Journal of Social Sciences and Humanities 8 (1 de abril de 2019): 1–16. http://dx.doi.org/10.62071/jssh.v8i.80.

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This article takes as its starting point the phrase “towards dehegemonizing the English language”, used in the rationale for this conference and workshop. The presentation draws on the insights of Southeast Asian scholars including Tupas (Unequal Englishes), Lorente (the grip of English and Philippine language policy), and Noor Azam (It’s not always English: Duelling aunties in Brunei Darussalam). Noting with approval these examples of ‘periphery’ scholars writing back and exploring the ways in which English has become an Asian language, I offer examples of mixed and unmixed language use in language and content classrooms for collaborative analysis with the audience, and other spoken, written and social media texts for comparison and contrast. These should enable us to explore: whether classroom language use reflects the world outside; whether we can move towards a more accommodating multilingual model; whether this can help us to view local and global languages as complimentary The conclusion suggests a reconceptualization of Applied Linguistics and supports the development of theories arising from Southeast Asian multilingual contexts.

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Wu, Zhiwei y Zhuojia Chen. "Localizing Chinese games for Southeast Asian markets". Journal of Internationalization and Localization 7, n.º 1-2 (31 de diciembre de 2020): 49–68. http://dx.doi.org/10.1075/jial.20003.wu.

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Abstract This article explores how Chinese games are localized for Southeast Asia (SEA) markets. Based on the synthesized insights from practitioners and gamers, we identify gaps between localization in theory and in practice. The post-gold model is popular with Chinese game companies that usually do not consider localizing a game until it has attained domestic success. They tend to opt for full localization rather than “deep localization” (Bernal-Merino 2011) because adapting visuals and game mechanics is considered “icing on the cake”. Additionally, in our data, gamers seem to prefer foreignization over domestication, while practitioners combine both strategies to create a defamiliarizing gaming experience. Finally, the language diversity in SEA and the lingua franca status of English call for a nuanced understanding of locale. Hence, we suggest to differentiate three types of locales (presumed, practiced, and preferred) as a possible analytical framework to further theorize game localization from multiple perspectives of stakeholders.

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Orsini, Francesca. "From Eastern Love to Eastern Song: Re-translating Asian Poetry". Comparative Critical Studies 17, n.º 2 (junio de 2020): 183–203. http://dx.doi.org/10.3366/ccs.2020.0358.

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This essay explores the loop of translations and re-translations of ‘Eastern poetry’ from Asia into Europe and back into (South) Asia at the hands of ‘Oriental translators’, translators of poetry who typically used existing translations as their original texts for their ambitious and voluminous enterprises. If ‘Eastern’ stood in all cases for a kind of exotic (in the etymological sense of ‘from the outside’) poetic exploration, for Adolphe Thalasso in French and E. Powys Mathers in English, Eastern love poetry could shade into prurient ethno-eroticism. For the Urdu poet and translator Miraji, instead, what counted in Eastern poetry was oral, rhythmic and visual richness – song.

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Tesis sobre el tema "Southeast Asian poetry (English)"

Ortu, Laura. "World Englishes: Attitude in the Expanding Circle Towards East and Southeast Asian Varieties of English". Thesis, Stockholms universitet, Engelska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-191503.

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English has become an essential part in our lives. It is inevitable to formulate an opinion when we meet a new person, and in particular we tend to focus our attention on the way this person speaks. The present research aims to answer the questions on how a European audience (Italian audience) perceives different varieties of English to which it is exposed. Four different speakers from four different Southeast and East Asian countries were selected and recorded while reading a short text. These recordings were submitted to the audience, which was asked to answer a set of questions about comprehensibility and likability. Results show that the audience elected as their favourite speaker the clearest accent to hear, thus suggesting that the members of the audience might have been influenced by comprehensibility and accentedness in the first place. Other variables, such as expressiveness, were not significantly considered by the participants.

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Cruz, Conchitina. "Authoring autonomy| The politics of art for art's sake in Filipino poetry in English". Thesis, State University of New York at Albany, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10240433.

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This study examines the autonomy of art as a governing principle in the artistic practice of Filipino poets in English. The Western modernist ideal of art for art’s sake was transplanted to the Philippines via the educational system implemented during the American occupation in the early twentieth century. As appropriated in colonial Philippines, what is historically regarded as a form of artistic resistance to the capitalist and rapidly industrializing society of the West is traditionally read as a withdrawal of participation by colonial and postcolonial literary writers from the political realm. The writer who subscribes to art for art’s sake supposedly fetishizes form in itself and simply has no stake in lived realities and no role in the production of a national literature. Authoring Autonomy interrogates the division between aesthetics and politics that occurs when the autonomy of art is presumed to be incompatible with the work of social transformation. It accounts for the potential and limits of autonomy as a form of critical intervention through studying the work of three Filipino poets: José Garcia Villa, Edith Tiempo, and Jose F. Lacaba. Drawing from the work of critics who have problematized the politics of aesthetic autonomy, including Theodor Adorno and Roberto Schwarz, this study examines how Filipino poets have authored autonomy in ways that comply with, disturb, or resist the status quo. It also includes a poetics essay and a collection of poetry, which articulate, both critically and creatively, my poetic practice as informed by my understanding of how autonomy is authored in ways that are cognizant of postcolonial conditions and anxieties.

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Marsh, Debra M. "English proficiency level correlated with cumulative grade point average for selected Southeast Asian students by gender, grade level, and birthplace". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998marshd.pdf.

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Qualls, Barbara. "The Poetry of Li-Young Lee: Identity, Androgyny & Feminism". TopSCHOLAR®, 1993. https://digitalcommons.wku.edu/theses/2737.

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In my investigation of Li-Young Lee's poetry, my concerns were two-fold: first, to find evidence of an androgynous quality or ideal; secondly, to demonstrate that ideal as authentically feminist. In the introduction, I investigate the feminist debate about the traditional definition and concept of androgyny, demonstrating the difference between the patriarchal traditional androgyny and the androgynous elements in Lee's poetry. In Chapter Two, the rose as image and as symbol in Lee's poetry is examined and found to be strikingly androgynous as a symbol. As an image, however, it is more often than not used as a vehicle to describe the destructive nature of social tyrannies such as the patriarchal symbolic order. In Chapter Three, Lee's heavy implications of an existing "other" is examined. This examination is particularly pertinent when considering the feminist debate, since one of the major problems with the idea of androgyny is that it often necessitates a binary thought system in which the male is usually the "one" and the female is usually the "other." In Lea's poetry, I found no significant evidence of that kind of phallocentricism; rather, I found substantial evidence that Lee's poetry demonstrates the destructiveness of insisting on any being's otherness. Lee's search for identity, and for the meaning of personal identity, involves the acceptance of the mutability of identity. In conclusion, although I don't find androgyny to be authentically feminist, I find Lee's poetry--and its particular use of an androgynous ideal--to be authentically feminist.

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Sengupta, Aparajita. "NATION, FANTASY, AND MIMICRY: ELEMENTS OF POLITICAL RESISTANCE IN POSTCOLONIAL INDIAN CINEMA". UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/129.

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In spite of the substantial amount of critical work that has been produced on Indian cinema in the last decade, misconceptions about Indian cinema still abound. Indian cinema is a subject about which conceptions are still muddy, even within prominent academic circles. The majority of the recent critical work on the subject endeavors to correct misconceptions, analyze cinematic norms and lay down the theoretical foundations for Indian cinema. This dissertation conducts a study of the cinema from India with a view to examine the extent to which such cinema represents an anti-colonial vision. The political resistance of Indian films to colonial and neo-colonial norms, and their capacity to formulate a national identity is the primary focus of the current study.

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"Pound, Williams, and Chinese poetry: The shaping of a Modernist tradition, 1913-1923". Tulane University, 1991.

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The rapid modernization of Pound's poetry between 1912 and 1917, and of Williams' poetry between 1917 and 1923, can largely be accounted for by their response to literary influences. While the two poets' debt to the French has been thoroughly studied by Rene Taupin, what they owed to the Chinese has only been briefly treated in a few books. My dissertation proposes to fill up this gap by tracing their explorations of Chinese poetry in this period and identify the Chinese influence in their early works My investigation begins with a survey of Pound's discovery of Chinese Imagism in 1913. Evidence will show an immediate relation between his initial Chinese exploration and the making of Des Imagistes. Pound was inspired to write the four pre-Fenollosan Chinese poems by studying H. A. Giles. The experiment in turn encouraged him to bring together poems modeled on the Greek and on the Chinese. What he derived from the Chinese was a 'hardness' that is not seen in Ripostes. Pound's next move was toward Vorticism and Cathay. Ample evidence from published and unpublished material will demonstrate how Pound succeeds in reviving the beauty and simplicity of Li Po, and how he fails to bring out the Zen-Buddhist essence of Li Po's contemporary Wang Wei Williams' early enthusiasm for Chinese poetry remains unexplored. Evidence will testify that he began a dialogue with the Mid-Tang poet Po Chu-i, first through Giles and then through Authur Waley, between 1918 and 1921. The result of this encounter was an adoption of Chinese notion and method in his own poetry. Without this dialogue, Williams wouldn't have attained a Taoistic serenity in many of his Sour Grapes poems. As Williams evolved toward Spring and All, the influence of Po Chu-i became less visible. Scrutiny reveals, however, Chinese elements blended with elements from other traditions Though my study relies on historical data, its real emphasis is on comparison of texts between periods and cultures. My theory of influence is that affinity comes before direct influence. Pound and Williams were both prepared to receive the Eastern heritage
acase@tulane.edu

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Huang, Liao Chin y 廖錦煌. "English Reading and Writing Proficiency of Southeast Asian Immigrant’s Children in Urban and Rural Areas: A Study on Third Grade Students of Elementary Schools, Taichung County". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/08497839411729602112.

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碩士
國立暨南國際大學
東南亞研究所
96
Abstract The purpose of this study is to explore and analyze the English Reading and Writing Proficiency of the third-grade students, who were new immigrant’s children, concerning English learning as compared between urban and rural elementary schools in Taichung County. The research focused on whether English learning achievement of the new immigrant’s children was influenced by their geographical location. Document analysis, interviews, and questionnaires were used in this study. The participants were third-grade students, their mothers who were new immigrants, and teachers in ths urban and rural schools in the mountain area in Taichung County. Both quantitative and qualitative methods were used in this study. Interviews were used with mothers who were new immigrants. Concerning teacher's questionnaires, 18 responses were obtained for statistical analysis. The English reading and writing proficiency exam for these third-grade students was used to identify students’ English learning achievement in four schools. Two of these schools were in a rural area and two of them were in an urban area. There were 41 questionnaires mailed of which 39 were valid. The results of this study are as follows: 1. The result revealed that the third-grade new immigrant students’ English reading and writing achievement in the urban schools were better than that of students in the rural areas. There were differences between these two areas. 2. Concerning English reading and writing proficiency, the students in the urban schools were superior to those in the rural schools in terms of distinguishing between small and capital letters and the order of letters in words. On the other hand, the reading achievement between the urban and rural schools was almost the same. 3. The interview for the new immigrant's mother indicated that the environmental factors between the urban and rural areas and parents’ discipline of their children were important factors that influenced different English learning achievements in the urban and rural areas. 4. Obviously, the English resources in the urban area homes were better than those in the rural area homes. This included computer access, network, and other forms of modern technology. 5. The resources in the urban and rural schools were almost the same. Both the urban and rural area teachers were concerned with new immigrant children’s achievements. However, the students in the urban area had more access to English than those in the rural area. According to the above conclusions, the results of research could be used as a reference for future studies and as a recommendation for the government authorities and schools to establish an educational policy for new immigrant’s children.

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Libros sobre el tema "Southeast Asian poetry (English)"

Chan, Wai Han. The first five: A new collection of Southeast Asian writing. Singapore: Ethos Books, 2017.

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1954-, Smyth David, ed. Southeast Asian writers. Detroit: Gale, 2009.

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Shields, Bill. The Southeast Asian book of the dead. Los Angeles: 2.13.61 Publications, 1993.

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K, Sareen S. y Kapoor Kapil, eds. South Asian love poetry. New Delhi: Affiliated East-West Press, 1994.

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(Thailand), Bangkok. Beyond borders: The 35th anniversary S.E.A. Write Award anthology. Bangkok: Bangkok Metropolitan Administration, 2013.

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P, Baquiran Romulo y ASEAN Committee on Culture and Information., eds. ASEANO: An anthology of poems from Southeast Asia. Manila: ASEAN Committee on Culture & Information, 1995.

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Roth Publishing, Inc. Editorial Board., ed. Twentieth century Asian verse. Great Neck, N.Y: Poetry Anthology Press, 1990.

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Thiru, Kandiah, Kwan-Terry John 1939-1993 y National University of Singapore. Centre for Advanced Studies., eds. English and language planning: A Southeast Asian contribution. Singapore: Centre for Advanced Studies, National University of Singapore, 1994.

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K, Howard Katsuyo y California State University, Fresno. Southeast Asian Student Services., eds. Passages: An anthology of the Southeast Asian refugee experience. Fresno: Southeast Asian Student Services, California State University, Fresno, 1990.

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1946-, Saccidānandan, ed. Gestures: An anthology of South Asian poetry. New Delhi: Sahitya Akademi, 1996.

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Capítulos de libros sobre el tema "Southeast Asian poetry (English)"

Saito, Hajime. "Stephen Spender and Japanese Atomic Bomb Poetry in the 1950s". En Asian English, 127–43. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3513-7_7.

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Powell, Richard. "Chapter 14. English in Southeast Asian law". En Varieties of English Around the World, 241–66. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/veaw.g42.20pow.

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Moody, Andrew. "Chapter 17. English in Southeast Asian pop culture". En Varieties of English Around the World, 307–24. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/veaw.g42.23moo.

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Powell, Richard. "The roles of English in Southeast Asian legal systems". En World Englishes – Problems, Properties and Prospects, 155–78. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/veaw.g40.12pow.

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Liyanage, Indika y Phatchara Phantharakphong. "English Medium Instruction (EMI) in Thai Higher Education". En East and Southeast Asian Perspectives on the Internationalisation of Higher Education, 200–213. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003174097-17.

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Kirkpatrick, Andy. "English as a Medium of Instruction in East and Southeast Asian Universities". En Dynamic Ecologies, 15–29. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7972-3_2.

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Neumaier, Theresa. "New Englishes and Conversation Analysis". En Varieties of English Around the World, 65–83. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/veaw.g68.04neu.

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This study assesses the potential of using conversation analytic methodology to investigate syntactic variation in New Englishes. It analyses transcripts and audio files of face-to-face interactions between speakers of Caribbean and Southeast Asian Englishes and illustrates how syntax provides essential clues allowing interactants to project upcoming places of speaker change. Current speakers might adapt their turns underway to avoid transition to a next speaker, but speaker groups differ when it comes to which syntactic constructions they prefer in this context. As these interactional preferences seem to correlate with linguistic preferences (such as a high frequency of topicalization), the present study suggests that they constitute a case of emergent grammar, and hence should be considered a factor in investigating syntactic variation.

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Meniado, Joel C. "Technology-Enhanced Language Teacher Development During the COVID-19 Pandemic: Experiences of Southeast Asian English Language Teachers". En Digital Education and Learning, 57–77. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12070-1_4.

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Ahmad, Rizwan. "Challenges of Communication and Identity in the Gulf: Insights from Qatar and the UAE". En Gulf Studies, 287–304. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-7796-1_17.

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AbstractIn this chapter, I present the case studies of the State of Qatar and the UAE, two countries in the Arabian Gulf where although Arabic is the de jure official language, many foreign languages are widely used for communication because of a large non-Arab, non-national population. In addition to English, which is used as a lingua franca among the educated people, a host of Asian languages are used by blue-collar workers from South and Southeast Asia. While the presence of foreign languages does facilitate communication, it has also heightened a fear of loss of Arabic and Arab identity among the local populations leading to a series of measures by the governments strengthening the position of Arabic officially. I show how the two governments struggle to balance the needs of communication and identity. I argue that since the Gulf Cooperation Council (GCC) countries are no longer monolingual, there is a need for the development of a language policy that balances the needs of communication and identity not only in Qatar and the UAE but also in Oman, Kuwait, Bahrain, and KSA with less, but still significant non-national population.

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Patke, Rajeev S. "South Asia and Southeast Asia". En Postcolonial Poetry in english, 55–79. Oxford University PressOxford, 2006. http://dx.doi.org/10.1093/oso/9780199298884.003.0003.

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Abstract Asia has served as a magnet for invaders from Europe ever since Alexander the Great turned back reluctantly from what is now Pakistan. South and Southeast Asia presented Europeans with climates and demographic densities that did not encourage settlement, although they offered ample opportunities for trade and territorial control. The British were the most successful among European colonizers in Asia. This chapter surveys the growth of Asian poetry in English in a context where national and postcolonial agendas focus on keeping multi-racial and multicultural societies on the path to modernity, and English prevails as the language of internal unity and international globalization.

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Actas de conferencias sobre el tema "Southeast Asian poetry (English)"

Hock, Hans Henrich. "Foreigners, Brahmins, Poets, or What? The Sociolinguistics of the Sanskrit “Renaissance”". En GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.2-3.

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A puzzle in the sociolinguistic history of Sanskrit is that texts with authenticated dates first appear in the 2nd century CE, after five centuries of exclusively Prakrit inscriptions. Various hypotheses have tried to account for this fact. Senart (1886) proposed that Sanskrit gained wider currency through Buddhists and Jains. Franke (1902) claimed that Sanskrit died out in India and was artificially reintroduced. Lévi (1902) argued for usurpation of Sanskrit by the Kshatrapas, foreign rulers who employed brahmins in administrative positions. Pisani (1955) instead viewed the “Sanskrit Renaissance” as the brahmins’ attempt to combat these foreign invaders. Ostler (2005) attributed the victory of Sanskrit to its ‘cultivated, self-conscious charm’; his acknowledgment of prior Sanskrit use by brahmins and kshatriyas suggests that he did not consider the victory a sudden event. The hypothesis that the early-CE public appearance of Sanskrit was a sudden event is revived by Pollock (1996, 2006). He argues that Sanskrit was originally confined to ‘sacerdotal’ contexts; that it never was a natural spoken language, as shown by its inability to communicate childhood experiences; and that ‘the epigraphic record (thin though admittedly it is) suggests … that [tribal chiefs] help[ed] create’ a new political civilization, the “Sanskrit Cosmopolis”, ‘by employing Sanskrit in a hitherto unprecedented way’. Crucial in his argument is the claim that kāvya literature was a foundational characteristic of this new civilization and that kāvya has no significant antecedents. I show that Pollock’s arguments are problematic. He ignores evidence for a continuous non-sacerdotal use of Sanskrit, as in the epics and fables. The employment of nursery words like tāta ‘daddy’/tata ‘sonny’ (also used as general terms of endearment), or ambā/ambikā ‘mommy; mother’ attest to Sanskrit’s ability to communicate childhood experiences. Kāvya, the foundation of Pollock’s “Sanskrit Cosmopolis”, has antecedents in earlier Sanskrit (and Pali). Most important, Pollock fails to show how his powerful political-poetic kāvya tradition could have arisen ex nihilo. To produce their poetry, the poets would have had to draw on a living, spoken language with all its different uses, and that language must have been current in a larger linguistic community beyond the poets, whether that community was restricted to brahmins (as commonly assumed) or also included kshatriyas (as suggested by Ostler). I conclude by considering implications for the “Sanskritization” of Southeast Asia and the possible parallel of modern “Indian English” literature.

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Inoue, Minako. "Reforming English Curriculum for Students With a Low Level of English Proficiency". En The Southeast Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2435-5240.2023.29.

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Toya, Mitsuyo. "Role of Study Abroad in the Path to Teaching English in English Among Japanese Teachers". En The Southeast Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2435-5240.2023.48.

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Dewi, Sari Puspita, Nidia Sofa y Abdul Azis Abdillah. "Lecturers’ Perception toward the Barriers of the ICT Use in English Teaching". En Annual Southeast Asian International Seminar. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009869800180021.

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S., Siti Aisiyah y Imam Hariadi S. "Meaning Accuracy Analysis of Geotechnical Terms in English and Their Translations in Indonesian". En Annual Southeast Asian International Seminar. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009979701640169.

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Kashiwagi, Harumi, Min Kang y Kazuhiro Ohtsuki. "Learners’ Perceptions of Difficulties in Orally Producing English Sentences". En The Southeast Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2435-5240.2023.41.

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Oda, Hiromi, Jatrifia Sinatrya, Uyun Nishar, Andrew Foong y Naoko Ichii. "A Within-Asia Comparison of Anxiety in English Language Classrooms". En The Southeast Asian Conference on Education 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2435-5240.2021.6.

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Carlisle, Damaris D. E. y Judith Luna Sáenz. "COIL, COILer, COILing: English Language Learners Participating in Collaborative Online International Learning". En The Southeast Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2435-5240.2023.1.

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Sheoran, Vipin Kumar y Metee Pigultong. "Development of Multimedia for Improving English Listening Comprehension Skill for Grade-2 Students". En The Southeast Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2435-5240.2023.45.

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Tomar, Rashmi. "English Language and Literature Education as a Tool for Opinion Formation and Influence". En The Southeast Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2435-5240.2023.57.

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