Bibliografías temáticas / Youth and English speaking division

Literatura académica sobre el tema "Youth and English speaking division"

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Publicado: 26 de julio de 2024

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Artículos de revistas sobre el tema "Youth and English speaking division"

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Zvarych, Iryna. "DEVELOPMENT OF ENGLISH LANGUAGE IN THE HISTORICAL DISCUSSION AND FORMATION OF GROUPS OF ENGLISH COUNTRIES". Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, n.º 1 (7) (2018): 15–18. http://dx.doi.org/10.17721/2415-3699.2018.7.04.

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The languages history development is a continuous, long and creative process, without sharp jumps or rapid transformations. Usually, a long period of the language development is divided into short parts of history periods, because in the study process of any language history, it is impossible to do without a such division. The periodization, which is offered by linguists, may seem artificial. And it’s quite obvious, because every period of language history development has its special qualitative features, usually the structure, which gives the right to explore a certain period of its historical development. Nowadays, the English language is taught in many countries of the world, as at the secondary school and also at Higher Learning Institutions, it has a priority in modern business relations. English is the international language today, it’s the most widespread in the world, it’s the native language for more than 400 million people and it’s the second language for 300 million. English is the language of commerce and business. English has a very important place as the language of diplomacy, trade and business in many countries. It’s the language of science and technology. Today all instructions and applications for new gadgets are written in English. Scientific reports, articles, reports are published in English. Moreover 90% of Internet resources are English-speaking. The vast majority of information in all spheres – science, sports, news, entertainment - is published in English. It’s the language of youth culture. There are a lot of American actors, actresses, musicians are still very popular today. The English language has one of the richest vocabulary stocks in the world with simple grammar. The words themselves are drawn to each other, forming concise and understandable sentences. This article deals with the patterns of the English language development in the historical and socio-cultural context, the improved approach to groups formation of the English-speaking countries.
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Лукьянченко y E. Lukyanchenko. "Metaphor in English-speaking youth communication". Modern Communication Studies 2, n.º 3 (27 de junio de 2013): 25–27. http://dx.doi.org/10.12737/594.

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The article deals with the language of the modern English-speaking youth and noun incorporation as a trend in its development. Nominalizations with incorporated objects are on the whole neologisms to the English language. There are metaphorical or colloquial compounds among them. The author of this article pays special attention to the kind of nominalizations which are characterized by both features. The study of the material involves several example incorporated nouns included in the article for illustration purposes. The author makes conclusions concerning possible future changes in meaning of these lexical units and their further frequency of use. As the author generalizes, informal discourse enriches the language with new diverse forms of nomination and stimulates its further development.
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Portolés-Falomir, Laura. "Bilingual youth: Spanish in English-speaking societies". International Journal of Bilingual Education and Bilingualism 15, n.º 1 (enero de 2012): 126–30. http://dx.doi.org/10.1080/13670050.2011.605993.

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Phaiboonnugulkij, Malinee, Rujira Srisupha, Mayuree Kanta y Wijitporn Janpong. "English for Geotourism Speaking Achievement of the Youth Guides at Khorat Geopark Area in Nakhon Ratchasima via Language Instruction Innovation". Advances in Language and Literary Studies 12, n.º 4 (31 de agosto de 2021): 79. http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.79.

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This study aims to compare the youth guides’ speaking scores before and after learning through English for Geotourism Instruction Innovation at Khorat Geopark Area in Nakhon Ratchasima, investigate the differences among their tasks’ mean scores and their speaking components. The sample group consists of 109 youth guides who are Grade 11 English-major students from, Mueang Nakhon Ratchasima, Sung Noen and Chaloem Phrakiat Districts. The instruments include lesson plans for English for Geotourism Youth Guides, Students Manual, English Instruction Innovation for Geotourism Communication at Khorat Geopark Area Nakhon Ratchasima, and Pre-post speaking tests for English for Geotourism Youth Guides. Paired-samples t-test, One-Way ANOVA, descriptive statistics including minimum, maximum, means and standard deviations are used in data analysis. Results showed that the youth guides had a significant difference between pre-and post-test scores at.00 level in English for Geotourism. They gained significantly higher post-test scores than that of the pre-test scores. A significant difference indicates that learning through English for Geotourism Instruction resulted in higher post-test tasks scores. The significant differences are also found in pre- and post-task scores and the speaking components’ scores at.00 level. These findings confirm that this language innovation instruction is an effective open learning resource that can facilitate self-regulated learning and languages used in English for Geotourism. The findings can be applied to construct language innovation instruction to exclusively develop speaking skill in other English for specific purposes field.
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Sansaluna, Saima, Lydia Bawa, Amour Camua y Leonel Untong. "Senior High School Students’ Anxiety and Performance in Learning English". Advances in Social Sciences Research Journal 8, n.º 4 (6 de mayo de 2021): 605–12. http://dx.doi.org/10.14738/assrj.84.10018.

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This study focused on the anxiety and performance of the students in learning English specifically in speaking. It sought to find out anxieties and its causes that affect their English performance in terms of inter-language phonology, grammar and meaning system. The study covered the use of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English learners’ anxiety levels while learning English in the classroom. The respondents of the study were the selected Grade 12 senior high school students from the selected public schools in Maguindanao Division, Philippines. Descriptive-correlational survey method was used in the study. The findings show that English language speaking anxiety does exist among Senior High School students in Maguindanao Division and their level of anxiety in learning English is high. It is further concluded that students’ anxiety levels in speaking English in terms of inter-language phonology, inter-language grammar and inter-language meaning system contributed to students’ performance in learning in English.
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Zakrimal, Zakrimal, Angel Purwanti y Riki Mohamad Aziz. "Pembinaan How to Be Outstanding Master of Ceremony and Moderator di karang taruna Garuda perumahan Villa Hanglekir RW 05 Kelurahan Baloi Permai Kecamatan Batam Kota". PUAN INDONESIA 1, n.º 2 (31 de enero de 2020): 59–64. http://dx.doi.org/10.37296/about.v1i2.13.

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English as a communication tool for people around the world because English is the International language. As a means of global communication, English must be actively mastered both oral and written. In this Community Service (PKM) Coaching Ability to speak in public (public speaking) is very important for teenagers or students so that in the future they are ready to face Batam as a free trade zone and MICE (Meeting, Incentive, Ceremonies, and Events). So that this Public Speaking training is very much needed by Karang Taruna Garuda so that Karang Taruna members can practice it in youth activities held in the housing complex. This training aims to increase the knowledge of Public Speaking and the ability of members of the youth to speak in public such as MC, Moderator in youth activities in the era of globalization and this MICE era..
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Nikolaschenko, Yu A. "ENGLISH BORROWINGS IN INTERNET COMMUNICATION OF GERMAN – SPEAKING YOUTH". Тrаnscarpathian Philological Studies, n.º 16 (2021): 86–90. http://dx.doi.org/10.32782/tps2663-4880/2021.16.16.

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Chun, Elaine W. "Speaking like Asian immigrants". Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 19, n.º 1 (1 de marzo de 2009): 17–38. http://dx.doi.org/10.1075/prag.19.1.02chu.

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This article explores the relationship between immigrant and non-immigrant Asian American youth identities and the use of language to manage this relationship. Focusing on everyday interactions at a high school in Texas, the analysis examines how fluent English-speaking Korean and Filipino American students draw on linguistic resources associated with Asian immigrants, thus attending to generational identity, an important, though often oversimplified, social dimension in transnational contexts. According to the present analysis, salient generational differences may exist between Asian American youth, yet their linguistic practices complicate simple binaries of opposition. Specifically, this article focuses on how fluent English-speaking students both accommodate toward and mock Asian immigrant speech and notes that these ostensibly divergent practices exhibit linguistic overlap. It is argued that the convergences and divergences of these practices can be productively examined by distinguishing between the levels of frame and ideology, thus explaining how speakers interpret Asian immigrant revoicings as accommodation, mocking, or, in some cases, an ambiguous linguistic act that hovers in between.
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Mantey, Dale S., Stephanie L. Clendennen, Felisa A. Ruiz y Cheryl L. Perry. "Language Gap in Reach of “The Real Cost”: Examination of a Federal Mass Media Campaign From 2017 to 2019". Nicotine & Tobacco Research 23, n.º 9 (29 de marzo de 2021): 1602–6. http://dx.doi.org/10.1093/ntr/ntab054.

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Abstract Introduction Approximately 25% of youth in the United States speak a language other than English at home. These youth may have less exposure to English-speaking media, including public smoking prevention initiatives such as the FDA’s “The Real Cost” campaign. Research is needed to explore potential gaps in the reach of “The Real Cost” campaign among bilingual youth. Aims and Methods Data were pooled from the 2017–2019 National Youth Tobacco Surveys. Participants were n = 12 803 middle and high school students who were either: (1) susceptible never smokers; or (2) ever smokers that had smoked less than 100 cigarettes; these criteria reflect the FDA’s definition of “target population” for “The Real Cost” campaign. Multiple, logistic regression analyses examined the relationship between speaking a language other than English at home (ie, bilingual) and self-reported exposure to “The Real Cost” campaign among both samples. Analyses controlled for sex, race/ethnicity, grade level, tobacco marketing exposure, and current tobacco use. Results The majority (61.7%) of youth who met “target population” criteria self-reported exposure to “The Real Cost” from 2017 to 2019. Regression analyses found that youth who reported speaking a language other than English at home were significantly less likely to self-report exposure to “The Real Cost” campaign (adjusted odds ratio: 0.85; p < .001), adjusting for covariates. Conclusions Bilingual youth were significantly less likely to report exposure to “The Real Cost” campaign. Findings suggest the need to develop methods of increasing reach among bilingual youth, given the high smoking prevalence among these youth. Implications This study highlights a social and cultural gap in the reach of the FDA’s “The Real Cost” campaign. Agencies such as FDA should consider enhancing existing mass media campaigns to reach diverse communities, including the nearly 25% of youth who speak a language other than English.
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Adden Naseem, Sana Mehmood, Awais Ahmed Riaz Awan y Alia Niazi. "Exploring the Perceptions of Undergraduate University Students about their English Speaking skills in Hazara Division". Panacea Journal of Linguistics & Literature 2, n.º 2 (15 de noviembre de 2023): 39–50. http://dx.doi.org/10.59075/pjll.v2i2.275.

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This study aimed to investigate the perception of BS students about their English speaking skills. The study’s objectives were, to measure English language speaking skills of BS students in Universities of Hazara Division Pakistan and to find out possible reasons of weak speaking skills of English language of BS students in Universities of Hazara Division Pakistan. The population of the study comprised of all enrolled BS students in English Department of two selected universities, Abbottabad University of Science and Tchnology and COMSATS Abbottabad , Pakistan. Data was collected from 50 undergraduate students of English Department of both universities by using systematic sampling technique through a questionnaire consisted of 40 items. For data analysis, percentage and frequency technique were used as statistical techniques. Results revealed that University students generally display confidence in speaking English, expressing ideas clearly, and utilizing vocabulary, but face challenges in maintaining conversations and understanding diverse accents. Pronunciation and grammar skills are considered strong, yet fear of speaking and limited exposure hinder progress. Addressing language balance in classes, enhancing motivation, promoting idiomatic usage, and improving comprehension strategies are key areas requiring focused intervention for students to excel in English language proficiency. It was recommended that Encourage exposure to native speaker audio materials. students listen to improve pronunciation, educators can recommend and provide access to authentic audio resources like podcasts, interviews, and recordings. This exposure can help students develop accurate pronunciation and intonation to improve there language skills.
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Tesis sobre el tema "Youth and English speaking division"

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Mehta, Swati. "Othered by English. Smothered by Spanish?: A Critical Ethnography of Six Non Spanish Speaking Newcomer Immigrant Youth". Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106717.

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Thesis advisor: Maria E. Brisk
Drawing on Collins' (2009) framework on domination and seeing language as a signifier (Bhaba, 1994), this critical ethnography explores the relationship between language and power within the context of a school focused on serving the needs of newcomer immigrant youth in the United States, a country that has increasingly become polarized around issues of immigration, social, and educational policy. Conducting observations in multiple social contexts and informal/semi-structured interviews, the study focuses on six non-Spanish speaking newcomer immigrant youth navigating a particular phenomenon - English and Spanish being dominant languages in their social contexts inside and outside of school. Data were analyzed using guidelines of critical ethnography (Carspecken, 1996). Salient findings include issues of assimilation, meritocracy, and invisibility at the school. The importance of transnational connection, restoration, and accessing social and cultural capital outside of school were also noteworthy. Suggested additions to theorizing work and research with this population as well as critical implications for newcomer schools are also presented
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Smith, Timothy Byron. "The social identity and inter-group attitudes of white English- and Afrikaans-speaking adolescents". Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1002568.

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Issues of group identity and prejudice have played a large role in the history of South Africa. To examine differences between White English- and Afrikaans-speaking adolescents within the context of the "new" South Africa, data was collected from 553 high school students using a questionnaire which assessed aspects of these groups' perceptions of themselves (their identities), attitudes toward other racial groups (their prejudices), and beliefs about their rapidly changing socio-political environment. A discriminant function analysis conducted with these variables correctly identified group membership at a rate much higher than chance (p < .00001). Post hoc univariate analyses indicated that compared with Afrikaans-speakers, English-speakers demonstrated significantly less identification with their own culture, less racial prejudice but also less willingness to make retribution to those who were oppressed by Apartheid, and less concern/confusion over the recent changes which have taken place in the country. Descriptive and correlational analyses also provided additional, valuable information regarding the variables assessed in the study. Overall, the results seemed to indicate that the adolescent subjects of this study find themselves in a state of transition.
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Gieser, Julianna Hawkins. "Academic stress and the transition from a national school to an English-speaking school". Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Macauley, Peter Duncan y kimg@deakin edu au. "Doctoral Research and Scholarly Communication: Candidates, Supervisors and Information Literacy". Deakin University. Graduate School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.085927.

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This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuity—particularly in relation to the information seeking behaviour of candidates—is investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews. Ill The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.
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Libros sobre el tema "Youth and English speaking division"

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Magnan, Marie-Odile. La migration des jeunes au Québec: Résultats d'un sondage auprès des anglophones de 20-34 ans. Montréal, QC: Institut national de la recherche scientifique, urbanisation, culture et société, 2006.

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Gérin-Lajoie, Diane. Youth, language, and identity: Portraits of students from English-speaking high schools in the Montreal area. Toronto: Canadian Scholars' Press, 2011.

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Senekal, J. E. The effect of television on the religious activities of English-speaking secondary school pupils. Pretoria: Human Sciences Research Council, 1985.

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Elledge, Paul. Lord Byron at Harrow School: Speaking out, talking back, acting up, bowing out. Baltimore: Johns Hopkins University Press, 2000.

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Pandelides, Andreas E. Federal constitutions and the division of powers and competences between the federation and the states: A comparative study of the English-speaking and the German-speaking federations, being a contribution to the search for a solution of the Cyprus problem on a federal basis. [Cyprus]: Intercollege Press, 2000.

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Bilingual youth: Spanish in English-speaking societies. Amsterdam: John Benjamins Pub. Company, 2011.

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Aiello, Jacqueline. Negotiating Englishes and English-Speaking Identities: A Study of Youth Learning English in Italy. Taylor & Francis Group, 2017.

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Aiello, Jacqueline. Negotiating Englishes and English-Speaking Identities: A Study of Youth Learning English in Italy. Taylor & Francis Group, 2017.

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Aiello, Jacqueline. Negotiating Englishes and English-Speaking Identities: A Study of Youth Learning English in Italy. Taylor & Francis Group, 2017.

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Aiello, Jacqueline. Negotiating Englishes and English-Speaking Identities: A Study of Youth Learning English in Italy. Taylor & Francis Group, 2017.

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Capítulos de libros sobre el tema "Youth and English speaking division"

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Klee, Carol A. "Afterword. Migration, ethnic identity and heritage language maintenance of Spanish-speaking youth in English-speaking societies". En Bilingual Youth, 355–68. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/sibil.42.20kle.

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Brooker, Jennifer. "Current Issues in Youth Work Training in the Major English-Speaking Countries". En ‘Cadjan – Kiduhu’, 133–50. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-767-4_7.

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"Trends in Youth Studies in (English-Speaking) North America". En Contemporary Youth Research, 51–54. Routledge, 2017. http://dx.doi.org/10.4324/9781315259437-12.

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"Community Initiatives to Support Refugee Youth". En Educational Policies and Practices of English-Speaking Refugee Resettlement Countries, 113–30. Brill | Sense, 2019. http://dx.doi.org/10.1163/9789004401891_005.

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Leben, William R. y Brett Kessler. "The History of English and Sources of English Vocabulary". En English Vocabulary Elements, 19—C2.P142. 3a ed. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780190925475.003.0002.

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Abstract English is the native tongue of more than 379 million people in many independent nations. For its first thousand years, it was spoken almost entirely in England, beginning in the fifth century, when West Germanic-speaking invaders settled and replaced the indigenous Celtic tongue. Several major events have led to substantial changes in the language over time. Extensive Viking settlements, the Norman Conquest, and the English Renaissance, starting with the printing press, have all helped to shape the word stock. Nowadays, influences from other cultures continue to augment English vocabulary, but the basic division remains the same as the one that has existed since the rise of Middle English: native Germanic-based vocabulary vs. borrowed vocabulary from French and the classical languages. Recognizing the different sources of English vocabulary helps immensely to analyze English word structure.
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Berloffa, Gabriella, Eleonora Matteazzi y Paola Villa. "The worklessness legacy". En Youth Labor in Transition, 294–333. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190864798.003.0010.

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This chapter examines how intergenerational transmission of worklessness varies according to the gender of parents and their children in 26 European countries. The analysis draws on EU-SILC 2011 cross-sectional data, using a sample of young people aged 25–34 years for whom information about parental background characteristics when the young people were aged approximately 14 years is available. Fathers’ and mothers’ employment conditions during their children’s adolescence were expected to impact differently on the labor outcomes of sons and daughters, with cross-country differences depending on national-specific socioeconomic structures and institutional contexts. Empirical findings suggest that having had a workless mother increases both sons’ and daughters’ likelihood of being workless at approximately age 30 years in all but the Nordic countries. Fathers’ employment matters for both sons and daughters in Mediterranean and Eastern countries, only for daughters in English-speaking countries, and only for sons in Nordic countries.
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Smith, G. S. "Two Callings". En D. S. Mirsky A Russian-English Life, I890-I939, 33–58. Oxford University PressOxford, 2000. http://dx.doi.org/10.1093/oso/9780198160069.003.0002.

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Abstract On the reverse of the certificate Mirsky received after being examined in 1903 is the following annotation: ‘Was accepted into the iimnaziya division of the Lycee into the VI form by entrance examination and departed from same according to the wishes of the parents, concerning which a special certificate was issued on 31 May 1906.’ The lyc ée concerned was the Imperial Lyc ée in Moscow, known as the ‘Katkov lyc ée’; the youth attended it for the academic years 1905-7.
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Yoshitomi, Asako. "On the Loss of English as a Second Language by Japanese Returnee Children". En Second Language Attrition in Japanese Contexts, 80–113. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195123043.003.0004.

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Abstract In the last two decades, the number of Japanese families going abroad to English-speaking countries on business has increased dramatically as a result of the growth in the country’s economy. Consequently, the number of children in such families who spend several years during their youth exposed to a second language (L2 English), acquiring the L2 fairly naturally, and later suffering L2 attrition after their return to Japan, has increased considerably. There is thus a rising need in Japan to develop language maintenance programs for both the first language (Ll Japanese) and second language (L2 English) of such children.
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Bassi, Shaul. "Gli studi postcoloniali a Ca’ Foscari". En Le lingue occidentali nei 150 anni di storia di Ca’ Foscari. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-262-8/013.

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This chapter presents an overview of the development of postcolonial studies in English, from their genesis in the 1960s through Bernard Hickey’s courses on Australian literature to the establishment of a separate departmental division in the 2000s. The main scholarly contribution and events are summarised with reference to the broader trajectory of postcolonial studies in the English-speaking world, the contribution made by the Venetian school to the Italian debate, and to the conferences, publications, summer schools, performances, and festivals organised or inspired by Ca’ Foscari University of Venice.
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Ellmann, Stephen. "The Corbett Court and the Emergency". En In A Time Of Trouble, 139–62. Oxford University PressOxford, 1992. http://dx.doi.org/10.1093/oso/9780198256663.003.0006.

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Abstract On 31 January 1989 Rabie ACJ retired. He was replaced as chief justice by Justice Michael Corbett. As his name suggests, Corbett CJ is a member of the English-speaking white South African community-though he speaks Afrikaans, and in some of his speeches he turns to Afrikaans with the apparent goal of communicating more fraternally with Afrikaners in his audience.2 At the age of 18 he enlisted in the South African armed forces, and served in Egypt and Italy during the Second World War. Educated at the University of Cape Town, one of the leading English-speaking universities of South Africa, he earned a second law degree at Trinity Hall, Cambridge, and then joined the Cape Bar in 1948. He became a senior counsel in 1961 and in 1963 was appointed to the bench of the Cape Provincial Division. In 1974 he joined the Appellate Division and so, in 1989, he was a very senior member of the court.3 Corbett CJ’s concern for human rights had been apparent for many years before his appointment as chief justice. In 1979 he gave the opening address at the First International Conference on Human Rights in South Africa, held at the University of Cape Town, and told his audience that two years earlier he had made his first visit to the United States and become acquainted with the Bill of Rights and the American system of judicial review. In his words, ‘I returned home a convert to that system.’4 A longtime member
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Actas de conferencias sobre el tema "Youth and English speaking division"

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Lubis, Syamsidah, Dinn Wahyuddin y Rusman Rusman. "English For Specific Purposes (Esp) To Improving Speaking Skill In Division Management (Rdm)". En The 3rd International Conference on Advance & Scientific Innovation. EAI, 2020. http://dx.doi.org/10.4108/eai.20-6-2020.2300573.

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Belkindas, Misha, Josef Olenski y Alexey Ponomarenko. "Statistical training for Russian-speaking countries: combination of international quality and availability". En Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.131002.

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There is a strong demand for well-trained staff among national statistical offices of the former USSR countries. Before the USSR collapse, most of statisticians were educated in Moscow. Currently, there is a lack of own training facilities in most of countries of the Commonwealth of Independent States (CIS), so the staff training is a very significant problem. Language is an additional problem, because most of international training courses are conducted in English, but English speakers are still rare among local statisticians. At the same time, average share of Russian speakers in NSOs of all countries of the CIS region is about 96%. A special training center (International Institute for Training in Statistics - MISO) was established in Moscow in the year of 2011. Currently it provides a random set of short courses on different statistical topics in Russian in cooperation with international partners. But this is only the first step. NSOs are interested in well prepared systematically educated managers in official statistics and high-level experts/methodologists. Thus, the next step should be the development of a Master in Official Statistics Program (MOS). Paper describes concept of this MOS program.
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Murali, Vemula y Krishna Chaitanya. "Professional communication skills in English for non-native English speaking engineering students in the context of Telangana state: Its challenges". En CHEMISTRY BEYOND BORDERS: INTERNATIONAL CONFERENCE ON PHYSICAL CHEMISTRY: The 1st Annual Meeting of the Physical Chemistry Division of the Indonesian Chemical Society. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0165701.

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Cao, Harry, Yu Sun y Ariel Jiang. "An Application to Provide Translated Subtitles and Pictures for Youth English Learners using Speech-to-Text and Nlp Techniques". En 9th International Conference on Computer Networks & Communications (CCNET 2022). Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.120303.

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Currently, thousands of free K-12 educational videos exist online with the aim of trying to help young students learn outside of the typical scholastic environment. However, most of these videos are in English, so without subtitles it may be difficult for non-native English-speaking students to fully understand them. These students may need to spend time searching for translations and understanding content, which can distract them from grasping the important concepts within the videos. The state-ofthe- art of speech-to-text and NLP techniques might help this group digest the content of instructional videos more effectively. This paper proposes an application that uses speech-to-text, machine translation, and NLP techniques to generate translated subtitles and visual learning aids for viewers of instructional videos. This video application supports more than 20 languages. We applied our application to some popular online educational videos and conducted a qualitative evaluation of its approach and effectiveness. The results demonstrated that the application could successfully translate the English of the videos into the viewers’ native language(s), detect keywords, and display relevant images to further facilitate contextual understanding.
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Clement, Victoria. "TURKMENISTAN’S NEW CHALLENGES: CAN STABILITY CO-EXIST WITH REFORM? A STUDY OF GULEN SCHOOLS IN CENTRAL ASIA, 1997-2007". En Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/ufen2635.

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In the 1990s, Turkmenistan’s government dismantled Soviet educational provision, replacing it with lower quality schooling. The Başkent Foundation schools represent the concerted ef- forts of teachers and sponsors to offer socially conscious education grounded in science and math with an international focus. This case study of the Başkent Foundation schools in Turkmenistan establishes the vitality of Gülen schools outside of the Turkish Republic and their key role in offering Central Asian families an important choice in secular, general education. The paper discusses the appeal of the schools’ curriculum to parents and students, and records a decade-long success both in educating students and in laying the foundations of civil society: in Turkmenistan the Gülen movement offers the only general education outside of state provision and control. This is particularly significant as most scholars deny that there is any semblance of civil society in Turkmenistan. Notes: The author has been conducting interviews and recording the influence of Başkent schools in Turkmenistan since working as Instructor at the International Turkmen-Turk University in 1997. In May 2007 she visited the schools in the capital Ashgabat, and the northern province of Daşoguz, to explore further the contribution Gülen schools are making. The recent death of Turkmenistan’s president will most likely result in major reforms in education. Documentation of how a shift at the centre of state power affects provincial Gülen schools will enrich this conference’s broader discussion of the movement’s social impact. The history of Gülen-inspired schools in Central Asia reveals as much about the Gülen movement as it does about transition in the Muslim world. While acknowledging that transition in the 21st century includes new political and global considerations, it must be viewed in a historical context that illustrates how change, renewal and questioning are longstanding in- herent to Islamic tradition. In the former Soviet Union, the Gülen movement contributed to the Muslim people’s transi- tion out of the communist experience. Since USSR fell in 1991, participants in Fethullah Gülen’s spiritual movement have contributed to its mission by successfully building schools, offering English language courses for adults, and consciously supporting nascent civil so- ciety throughout Eurasia. Not only in Turkic speaking regions, but also as far as Mongolia and Southeast Asia, the so-called “Turkish schools” have succeeded in creating sustainable systems of private schools that offer quality education to ethnically and religiously diverse populations. The model is applicable on the whole; Gülen’s movement has played a vital role in offering Eurasia’s youth an alternative to state-sponsored schooling. Recognition of the broad accomplishments of Gülen schools in Eurasia raises questions about how these schools function on a daily basis and how they have remained successful. What kind of world are they preparing students for? How do the schools differ from traditional Muslim schools (maktabs or madrasas)? Do they offer an alternative to Arab methods of learning? Success in Turkmenistan is especially notable due to the dramatic politicization of education under nationalistic socio-cultural programmes in that Central Asian country. Since the establishment of the first boarding school, named after Turkish Prime Minister Turgut Ozal, in 1991 the Gülen schools have prospered despite Turkmenistan’s extreme political conditions and severely weakened social systems. How did this network of foreign schools, connected to a faith-based movement, manage to flourish under Turkmenistan’s capricious dictator- ship? In essence, Gülen-inspired schools have been consistently successful in Turkmenistan because a secular curriculum partnered with a strong moral framework appeals to parents and students without threatening the state. This hypothesis encourages further consideration of the cemaat’s ethos and Gülen’s philosophies such as the imperative of activism (aksiyon), the compatibility of Islam and modernity, and the high value Islamic traditions assign to education. Focusing on this particular set of “Turkish schools” in Turkmenistan provides details and data from which we can consider broader complexities of the movement as a whole. In particular, the study illustrates that current transitions in the Muslim world have long, complex histories that extend beyond today’s immediate questions about Islam, modernity, or extremism.
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