Tesi sul tema "Language policy – asia"
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Tyson, Michael J. "Russian language prestige in the states of the former Soviet Union". Thesis, Monterey, Calif. : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/March/09Mar%5FTyson.pdf.
Testo completoThesis Advisor(s): Tsypkin, Mikhail. "March 2009." Description based on title screen as viewed on April 23, 2009. Author(s) subject terms: Russian Language, Russification, Derussification, Language Politics, Language Policy, Language Prestige, Russian Federation, Russia, Former Soviet Union, FSU, Central Asia, Balkans, Estonia, Latvia, Lithuania, Ukraine, Belarus, Moldova, Azerbaijan, Armenia, Georgia, Turkmenistan, Uzbekistan, Tajikistan, Kyrgyzstan, Kazakhstan, Estonian, Latvian, Lithuanian, Ukrainian, Belarusian, Moldovan, Azeri, Armenian, Georgian, Turkmen, Uzbek, Tajik, Kyrgyz, Kazakh. Includes bibliographical references (p. 87-100). Also available in print.
Fitzpatrick, Damian. "Making sense of the English language policy in Thailand : an exploration of teachers' practices and dispositions". Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3314.
Testo completoPope, Nathan. "Hmong Parent Choice in Hmong Language Programs in Central Valley California". Thesis, Mills College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788699.
Testo completoThis research explores Hmong parents’ choices and experiences in choosing district provided educational programs that provide instruction in Hmong language for their children. The study involved interviews with district employees who have created, implemented and/or teach in district provided Hmong language programs. These interviews were followed by focus group interviews with Hmong parents about the choices and experiences of district provided Hmong language programs. Findings were that administrators were deeply committed to providing Hmong language programs to serve students identity and to provide an additive model of bilingualism that promotes the students English language learning as well as mother tongue learning; Hmong parents are very worried about potential language loss of their children’s Hmong language and they are actively looking for more Hmong language opportunities for their children; parents are very happy with Hmong language programs provided by district and want to see those programs expanded.
Lee, Ju Young. "Examining China's North Korea Policy During the Hu Jintao and Xi Jinping Administrations". Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/778.
Testo completoEkaju, John. "An investigation into the relationship between the 1997 Universal Primary Education (UPE) policy and regional poverty and educational inequalities in Uganda (1997-2007)". Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2587/.
Testo completoCox, Noel Stanley Bertie. "The evolution of the New Zealand monarchy: The recognition of an autochthonous polity". Thesis, University of Auckland, 2001. http://wwwlib.umi.com/dissertations/fullcit/3002348.
Testo completoDiOrio, David Robert. "The Implementation of Governance to Counter Islamist Militancy in Pakistan's Khyber-Pakhtunkhwa Province". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2150.
Testo completoLi, Belinda. "Folk Songs and Popular Music in China: An Examination of Min’ge and Its Significance Within Nationalist Frameworks". Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/pomona_theses/162.
Testo completoBrown, Charles A. "Perceptions of the value and uses of English among university English majors in Taiwan". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1419959736.
Testo completoSpiegel, Rachel Hannah. "Drowning in Rising Seas: Navigating Multiple Knowledge Systems and Responding to Climate Change in the Maldives". Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pitzer_theses/76.
Testo completoArk, Amanda K. "EPIK Expectations: How Experiences and Cultural Aspects Impact Female English Teachers in South Korea". Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586622243746444.
Testo completoSouthard, Nicole. "The Socio-Political and Economic Causes of Natural Disasters". Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1720.
Testo completoSilva, Mário Filipe da. "Promoção da língua portuguesa no mundo : hipótese de modelo estratégico". Doctoral thesis, 2005. http://hdl.handle.net/10400.2/777.
Testo completoSucessivos Governos, Organizações Governamentais e responsáveis desses Governos e Organizações têm apresentado até ao presente e de forma veemente e repetida uma sistemática ligação da língua portuguesa não só à identidade nacional como também a uma forma de reconhecimento internacional ligada a uma visão mais ampla, geolinguística e geopolítica de uma Lusofonia, capaz de agir de forma concertada conforme ao exemplo de outros blocos político-linguísticos, como o Francófono, o Espanófono ou o Anglófono, por forma a promover o uso alargado da língua portuguesa como língua internacional e o desenvolvimento económico e social dos países membros da Comunidade de Países de Língua Portuguesa (CPLP). Este trabalho é um estudo sobre a indissociável relação entre as reiteradas afirmações constantes no discurso oficial e nos documentos legais que as suportam no que respeita à promoção e difusão do uso da Língua Portuguesa quer como Língua Estrangeira (PLE), quer na promoção do seu uso nas Organizações Internacionais de que Portugal, os Países de Língua Portuguesa ou de Língua Oficial Portuguesa fazem parte. Este discurso oficial sobre a língua e a documentação legal que a suporta, que surge sempre apresentado como uma prioridade política e como desígnio nacional, impõe a necessária confrontação entre a afirmação daqueles propósitos e a realidade da política de língua implementada de facto, ou seja, a forma como esse desígnio nacional é levado à prática pelo Estado e, logo, pelos governantes que agem em seu nome e definem esta política de língua externa ao longo de um período de cerca de 30 anos de democracia em que este estudo se centra.
Government organizations, Government officials and other Portuguese representatives recurrently associate the Portuguese language not only to the Portuguese identity but also as a mean of foreign recognition linked to a broader view of a lusophone geolinguistic and geostrategic area, hopefully acting as other linguistic global languages – like the Anglophone, the Spanish and the Francophone countries – in order to promote a larger use of the Portuguese language as an international language and the economic a social development of the height Portuguese speaking countries associated in the Community of Portuguese Language Speaking Countries (Comunidade dos Países de Língua Portuguesa - CPLP). This research studies the relation between these continual statements expressed both in official speeches and official and bidding documents in which the promotion of the use of the Portuguese language both as PFL (Portuguese as a Foreign Language) and in international organizations is referred to as a political priority, a prime national intend, is in fact carried out by any existing language policy and how consecutive governments have put in place such policy. This work aims to assess to at what extent the language policy implemented match the words of those empowered with political decision making and according accountability.
De successifs Gouvernements du Portugal, Organisations du Gouvernement Portugais et ses représentants légitimes, non mal de fois, s’affolent à associer la Langue Portugaise non seulement à l’identité Nationale mais aussi comme un moyen de reconnaissance internationale du pays, liée à une vision plus élargie reliée au concept géolinguistique et géopolitique de Lusophonie. Un concept particulièrement important et opératif qu’il est assimilé à l’image d’autres langues de présence globale ou, du moins, comme des langues de communication international intercontinental – comme les pays Anglophones, Spanophones et Francophones -. Le but, est celui de promouvoir l’usage international de la langue portugaise aussi que le développement économique et social des huit pays rassemblés à la Communauté des Pays de Langue Portugaise (CPLP). Cette étude, essaye de trouver les relations entre le discours officiel diffusé et les programmes de chaque Gouvernement depuis 1974. Une recherche sur la promotion, diffusion et/ou défense de la langue portugaise soit en temps que PLE (Portugais Langue Étrangère), soit en temps que dans le domaine de l’usage de la Langue Portugaise dans les différents Forums Internationaux dont le Portugal et les autres pays de langue portugaise font partie. Les discours et les documents officiels nous présentent toujours la promotion et diffusion de la langue comme une priorité, un impératif national, il est donc aussi impératif de confronter tous ces mots, dits et écrits, avec la réalité de l’action politique, voir, la politique de la langue effectivement mise en place, par les successifs gouvernements.
Weng, Yingying. "Discourses in Australian policy on Asian languages : a study of metaphor". Thesis, 2011. http://handle.uws.edu.au:8081/1959.7/506674.
Testo completoSlaughter, Yvette. "The study of Asian languages in two Australian states: considerations for language-in-education policy and planning". 2007. http://repository.unimelb.edu.au/10187/2289.
Testo completo"Language Policy, Ideology, and Identity: A Qualitative Study of University-Level Chinese Heritage Language Learners". Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.38405.
Testo completoDissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2016
Mackenzie, Christopher James. "The entrepreneurial bureaucrat : a study of policy entrepreneurship in the formation of a national strategy to create an Asia-literate Australia". Thesis, 2001. https://vuir.vu.edu.au/30062/.
Testo completoHSU, CHUN-HUI, e 許竣輝. "A Study on the New Southbound Policy and the Practice of Promoting Southeast Asian Languages". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/72wdbc.
Testo completo國立臺北商業大學
貿易實務法律暨談判碩士學位學程
107
The onset of 2018 has marked the launch of trade wars between the United States and China, the world’s two major economies, that have escalated to the highest level. With China’s labor costs consequently seeing an annual increase, many multinational companies have accordingly shifted their production lines from China to Southeast Asian countries. These Southeast Asian countries, in the interim, have gradually gained greater power and prosperity. In order to consolidate the relationships with their Southeast Asian counterparts, many countries have put forward corresponding strategies, such as the US Asian-Pacific Rebalancing, the Indo-Pacific strategy, and Japan’s New Tokyo Strategy. Such strategies have repeatedly proven that the Southeast Asian region is an area of growing prominence in the future. The sustainable economic growth of Southeast Asian countries has strong ties with, and is inseparable from, Taiwan, a member of both Asian and the Asian-Pacific region. The bilateral relationship between Taiwan and the ASEAN countries has extended to multiple fields such as science, technology, tourism, education, labor, and culture. To prove itself as an important member of both Asian and the Asian-Pacific region, Taiwan must respond to the changing trends toward regional integration and global conditions by making suitable adjustments. In 2016, the New Southbound Policy was launched and highlighted a new direction and motivation for a new stage of Taiwan’s economic development, aiming to redefine Taiwan’s indispensable role in Asia, and to create future values. Through this policy, Taiwan looks forward to initiating wide-ranging negotiations and dialogues with ASEAN nations and South Asia, as well as New Zealand and Australia, with an eye to establishing closer cooperation and, together, achieving regional development and prosperity (The Office of Trade Negotiations, 2016). The New Southbound Policy is an integral part of Taiwan’s economic and political strategy, in which Southeast Asian language learning plays a vital role in its success. One paramount goal is to enhance closer multilateral friendships and urge/encourage people-to-people exchanges. In addition, there have also been increasingly more foreign laborers and spouses coming from Southeast Asian countries. To improve ethnic harmony and people-to-people exchanges, it becomes paramount for people to understand the culture of ASEAN and South Asian countries and learn their languages. This is due to the fact that language is fundamental to the acquisition and construction of knowledge, and that it acts as a tool to communicate with others, conveying thoughts and inheriting cultures. As we acquire the language of another country, we also understand its culture at the same time. Since the New Southbound Policy was launched, the Ministry of Education has also proposed The New Southbound Talent Development Program to cultivate talents. In addition, our government also hold out an olive branch to motivate people to learn Southeast Asian languages. For example, the Ministry of Education has subsidized public and private universities to foster talents who excel in such Southeast Asian languages. When people in Taiwan learn the languages in question for the purpose of doing business in aforementioned nations, they can receive some grants. In short, the New Southbound Policy and Southeast Asian languages learning have close ties and wide political implications. Therefore, the focus of this study will be on questions concerning the New Southbound Policy and Southeast Asian language learning. The following questions help clarify the purpose of this study: 1.What are the recommendations of the concerned parties for the promotion of Southeast Asian languages and relevant policies for the cultivation of talent? 2.Does the New Southbound Policy have any impact on opening Southeast Asian language courses and the recruitment of Southeast Asian languages teachers? 3.Are government subsidies and free courses effective? 4.What are the motivations for learners to learn Southeast Asian languages? This thesis will analyze the foreign language promotion policies in France, the Netherlands, and Tajikistan as a reference for Taiwan’s future endeavors to promoting Southeast Asian languages. After analyzing foreign language promotion policies of the above three countries, the researcher found that all of them include foreign language learning in their compulsory education to give learners an opportunity to acquire that language, and with the increase in education levels, they can obtain different levels of languages education. As this learning progresses, they can also learn the culture of that country. In particular, the Netherlands and France will also set clear learning objectives for different levels of foreign languages education, in the hope of enhancing learners’ language ability. Finally, they also work actively with partner universities in foreign countries, encouraging learners to go abroad to improve their language skills. The following are highlights that researcher advises the Taiwanese government to emulate when promoting Southeast Asian languages: 1. The inclusion of Southeast Asian language courses into compulsory education. 2. Setting learning goals with an aim to improving students’ language ability. 3. Focusing on a balanced development of listening, speaking, reading and writing, exposing learners to the culture of that (target) country. 4. Working more actively with partner universities in foreign countries and encourage students to go abroad. 5. Giving priority to promoting languages that have greater chances of usage. The researcher adopts in-depth interviews and supplements these with the information collected from the Internet or periodicals. The study employs both to do a qualitative analysis to find the most reasonable answers possible. In-depth interviews can help researchers understand respondents’ perceptions, opinions and feelings about certain problems or events. In terms of data collection, the researcher has selected the following as interviewees: the owners of language educational institutions in Taipei, and the chairmen of the departments of Southeast Asian languages, in order to learn about the current situations of the government’s subsidy policy in the promotion of Southeast Asian languages. The researcher uses semi-structured interviews together with questionnaires. The reason for this semi-structured interview is to control the content. On the one hand, the respondent can answer the questions beyond the scope of the questionnaire in a certain order, and on the other hand, they have some room to express their opinions. Interviewees enjoy the freedom to answer the questions, while the researcher understands the impact of New Southbound Policy on promoting Southeast Asian languages. The following conclusions can be drawn from this study: 1.The promotion of Southeast Asian languages and pertinent policies for the cultivation of talent should commence with the addition of a greater variety of promotion pathways and teachers training. 2.The New Southbound Policy appears to have no significant impacts on the opening of Southeast Asian languages courses or the recruitment of Southeast Asian languages teachers. 3.Government subsidies and free courses must come with a censorship. 4.The government should evidently express to learners the purposes and goals of learning Southeast Asian languages. Keywords: The New Southbound Policy, The New Southbound Talent Development Program, Promoting Southeast Asian Languages