Bibliografie tematiche / Linguistic and cultural diversity diversity

Letteratura scientifica selezionata sul tema "Linguistic and cultural diversity diversity"

Autore: Grafiati

Pubblicato: 7 luglio 2024

Ultima modifica: 7 luglio 2024

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Articoli di riviste sul tema "Linguistic and cultural diversity diversity":

Lahey, Margaret. "Linguistic and Cultural Diversity". Journal of Speech, Language, and Hearing Research 35, n. 3 (giugno 1992): 638–39. http://dx.doi.org/10.1044/jshr.3503.638.

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Maffi, Luisa. "LINGUISTIC, CULTURAL, AND BIOLOGICAL DIVERSITY". Annual Review of Anthropology 34, n. 1 (ottobre 2005): 599–617. http://dx.doi.org/10.1146/annurev.anthro.34.081804.120437.

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Crowell, Caryl Gottlieb, Sandra Costell, Carol Cribett-Bell, Kathy Lohse, Carmen Martinez, Liz Redondo, Tracy Smiles, Katrina Smits e Kathy G. Short. "Celebrating Linguistic Diversity". Language Arts 75, n. 3 (1 marzo 1998): 228–36. http://dx.doi.org/10.58680/la19983290.

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Offers brief annotations of 45 illustrated children’s books that offer a vision of a linguistically rich world where language difference is a resource, not an obstacle. Groups the books in the following categories: codeswitching as authentic language; dual language texts; language and cultural traditions; alternate forms of communication; and personal and community voices.

Trabant, Jürgen. "Linguistic Justice vs. Linguistic Diversity". Philological Encounters 1, n. 1-4 (26 gennaio 2016): 61–78. http://dx.doi.org/10.1163/24519197-00000005.

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The linguistic uniformity of Europe (or the globe) is currently enforced not only by powerful economic and political forces but also by sociologists and social philosophers. At first, the learning of global English was only considered to be a necessary professional skill, then, the positive connotations of “plurilingualism” were evoked for fostering its universal adoption. Now, the acquisition of “globalese” is promoted as a means to achieve social justice. The rhetoric of justice immunises this discourse against any criticism (what can you say against justice?). Its political aims and measures are reminiscent of the aims and measures of the linguistic Jacobinism in the French Revolution. The propagandistic moves of the social sciences are accompanied by a polemic against linguistic diversity and the connection of language to culture. They are based on a reductive conception of language that underestimates their cognitive and, hence, cultural potential.

Chu, Xiaoquan. "Linguistic Diversity in Trans-cultural Communication". Fudan Journal of the Humanities and Social Sciences 7, n. 4 (25 settembre 2014): 525–36. http://dx.doi.org/10.1007/s40647-014-0041-z.

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Sklyar, Natalia V. "Diversity of the Concept «Cultural Person»". Proceedings of Southern Federal University. Philology 2020, n. 2 (22 giugno 2020): 78–86. http://dx.doi.org/10.18522/1995-0640-2020-2-78-86.

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The concept of «cultural person» is studied from the point of view of various scientific areas. Its interpretation is considered in the framework of philosophy, sociology, cultural studies and linguistics. The concept of «cultural person» is presented as complex and diverse. Important features are highlighted: the translation of the specific characteristics of verbal and non-verbal behavior, synonymy in the gender-specific relationship with the concept of «elitist linguistic personality», possession and transmission of the norms of the literary language.

Muhammad ISHAQ e Dr Naima Saeed. "INMATES, REPOSITORY OF LINGUISTIC DIVERSITY." Al-Burz 9, n. 1 (20 dicembre 2017): 129–41. http://dx.doi.org/10.54781/abz.v9i1.107.

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This study is focused on the repository of linguistics among the inmates in district prison Quetta, the prison was established by the British regime in 1939.the large number of inmates are imprisoned in this prison, recently more than eight hundred inmates are imprisoned inside the prison, the inmates belong to different cultural and linguistic background, where they interact with one another, because the inmates live in one common barrack where they share lunch, food, clothing bathing and even they share common mod of living, the inmates in Quetta prison belong to different part of province even from all over the country, because the district prison Quetta is the most populated prison in the province, the Quetta city is the capital of province where different cultural , tribal, linguistic people are living, the major languages in the capital are Pashtu and Brahvi languages but the Hazargi , Punjabi, Seraiki, Kashmiri Sindhi and several more languages are spoken, there are several cultural traits also in the capital. Due to multilingual and multicultural context of the city the prison also has the multilingual and multicultural inmates inside the prison in Quetta, the Quetta prison also have large number of inmates from foreign countries such as Afghanistan and Iran, Bangladesh , Sudan ,turkey and many more because of several reason the foreigninmates are in the prison, because of being capital of province the district prison Quetta has several type of inmates which are involved in different type of antisocial activities. The prison have different type of barracks where juvenile, female and male inmates are imprisoned in different barracks, the inmates not only transfer their languages but also their cultural and vocational skills. This process of skill transfer creates several type of interactions among the inmates.

Shekar, Chandra, e M. N. Hegde. "Cultural and Linguistic Diversity Among Asian Indians". Topics in Language Disorders 16, n. 4 (agosto 1996): 54–64. http://dx.doi.org/10.1097/00011363-199608000-00007.

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Steele, James, Peter Jordan e Ethan Cochrane. "Evolutionary approaches to cultural and linguistic diversity". Philosophical Transactions of the Royal Society B: Biological Sciences 365, n. 1559 (12 dicembre 2010): 3781–85. http://dx.doi.org/10.1098/rstb.2010.0202.

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Evolutionary approaches to cultural change are increasingly influential, and many scientists believe that a ‘grand synthesis’ is now in sight. The papers in this Theme Issue, which derives from a symposium held by the AHRC Centre for the Evolution of Cultural Diversity (University College London) in December 2008, focus on how the phylogenetic tree-building and network-based techniques used to estimate descent relationships in biology can be adapted to reconstruct cultural histories, where some degree of inter-societal diffusion will almost inevitably be superimposed on any deeper signal of a historical branching process. The disciplines represented include the three most purely ‘cultural’ fields from the four-field model of anthropology (cultural anthropology, archaeology and linguistic anthropology). In this short introduction, some context is provided from the history of anthropology, and key issues raised by the papers are highlighted.

Reed, Paul E., e Melissa M. Baese-Berk. "Addressing diversity in speech science curricula". Journal of the Acoustical Society of America 153, n. 3_supplement (1 marzo 2023): A210. http://dx.doi.org/10.1121/10.0018682.

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A fundamental understanding of speech science is a critically important component in fields such as linguistics, communication disorders and sciences, cognitive science, and speech technology. Therefore, courses in speech communication are integral to the undergraduate and graduate curricula of these and other subjects. Despite being at the forefront of pedagogical innovations, speech science courses have lagged in representing cultural and linguistic diversity in the classroom. Many speech scientists understand that linguistic diversity is fundamental to human language systems. However, discussions of language variation tend to be relegated to a single section within a course. The lack of inclusion of diverse language varieties results in a lack of engagement with many social variables such as race, ethnicity, and gender identity, among others. We argue that this “status quo” in speech science courses must change, such that linguistic diversity must be addressed in and throughout all courses, even those where diversity is not the focus. We will present concerns with current approaches to teaching about cultural and linguistic diversity. Furthermore, we will explain the benefits of including diversity instruction throughout the curriculum. Finally, we present specific recommendations for instructors to incorporate teaching of linguistic diversity throughout their curriculum and speech science courses.

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Tesi sul tema "Linguistic and cultural diversity diversity":

Ward, Natalia, Amber N. Warren, A. Rountree e M. Dias. "Analyzing Science Read-Aloud Texts for Cultural and Linguistic Diversity". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5949.

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The study discussed investigates the range and variability of cultural and linguistic diversity as represented in interdisciplinary text sets for science read-alouds in Grades K–3. Presenters share their analysis, discuss implications, and offer alternatives for locating texts that include culturally and linguistically relevant depictions of target topics.

Sargazi, Hossnieh. "Managing linguistic and cultural diversity in Merseyside's primary schools : theory, policy and practice". Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6120/.

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Throughout the English-speaking world, minority language children (LMC) or children who speak English as an additional language (EAL) are being educated in mainstream classrooms where they have little or no opportunity to use their mother tongue. This study investigates how educators at primary schools in Merseyside, where English is usually the only language in the classroom, respond to the educational and academic needs (linguistic, cognitive) of LMC/EAL children. It addresses socio-linguistic issues, teaching strategies and instructional approaches related to linguistic development and academic achievement of LMCIEAL pupils. It outlines the background to policy and practice in relation to LMCIEAL pupils in Britain. School districts across the United Kingdom are serving increasing number of children from varied cultural and social-linguistic backgrounds in mainstream classrooms. While the population of LMC/EAL will continue to increase, the majority of teachers and those in teacher programs are mainly from a white British background with limited awareness, knowledge and understanding of linguistic needs of LMC/EAL children in mainstream classrooms. Thus, a major challenge for educators is to develop and provide resources that enable teaching such diverse populations to become more effective. The research investigates in particular, how well local authorities and schools can raise standards for all learners in mainstream primary classrooms and examines the ways in which mainstream educational policy and practice has attempted to adapt in recognising that linguistic diversity is the norm rather than the exception in modem British society. The research focuses on what instructional strategies that schools employ in order to provide the best support for language minority children in the classroom in term of the individually focused approaches to learning, closer link between school and home and resources available for schools serving LMC/EAL pupils. The focus of this research is on the experience of staff from 20 primary schools within two local authorities in Merseyside. Questionnaires, semi-structured interviews with the primary schools staff and local authority advisers and government/school policy documents were used as data sources. The results of the study showed that the institution and community (use of first language) play a role in academic achievement of LMC/EAL pupils. The study revealed that teachers within mainstream classrooms recognise the importance of bilingualism, but due to the lack of resources and support, they found it hard to put it into practice. The results indicated that most participants were from a dominant language (English) background, which lack the awareness and experience needed to be effective in multi cultural classrooms. Suggestions are made for improved content delivery and further research including bilingualism as a teaching approach should become a legitimate topic for discussion and further research.

Hong, Huili, Karin Keith, Renee Rice Moran e LaShay Jennings. "Listening to Teachers’ and Teacher Candidates’ Discounted Stories about Cultural and Linguistic Diversity". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/994.

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Heusing, Gerald. "Aspekte der linguistischen und kulturellen Komplexität Ugandas". Universität Leipzig, 2005. https://ul.qucosa.de/id/qucosa%3A33605.

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Diese Ausgabe präsentiert 6 Artikel, die sich mit der linguistischen und kulturellen Diversität in der Republik Uganda befassen. Besondere Aufmerksamkeit gilt der Frage, wie sich Sprache, Sprachvielfalt und Multilingualismus in öffentlichen und kulturellen Bereichen des täglichen Lebens widerspiegeln. Die Artikel basieren auf Daten und Erfahrungen, die im März 2003 in Uganda gesammelt wurden.

Wang, Rayna. "Exemplary practices that affirm and promote cultural and linguistic diversity in head start classrooms". Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107433.

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Thesis advisor: Mariela Paez
With the continued growth of culturally and linguistically diverse (CLD) students, it is necessary for teachers to be intentional about serving students whose backgrounds are assets but nonetheless different from the dominant culture and language in American society. Because most research on teaching practices has focused on the academic development of children in preschool, this study tries to fill a gap in the literature by examining teaching practices that respond to and affirm cultural diversity. After conducting interviews and observations in three Head Start classrooms, four core teacher beliefs (reciprocal relationships with family, importance of home language, social emotional emphasis, and inclusion of culture) were identified across the sites; these beliefs impacted how teachers created a multicultural space and tailored instruction for students. The findings contribute to the field by providing insight for how teachers can continue to foster inclusive classrooms that value and celebrate children’s unique identities
Thesis (BA) — Boston College, 2017
Discipline: Departmental Honors
Discipline: Education

Grossman, Kelly Marie. "Negotiating the Non-Negotiable: Re-visioning Writing Center Approach to Cultural and Linguistic Diversity". Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375279778.

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Shearer, Karen. "PARENTAL INVOLVEMENT: TEACHERS' AND PARENTS' VOICES". Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4146.

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Parents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental involvement is readily acknowledged. Confusing to both parents and educators is what constitutes parental involvement. The research revealed numerous definitions for the term, but none that were universally agreed upon. This lack of a clear delineation of roles has both parties struggling to make sense of their separate and joint responsibilities. Add to this confusion the complex issues surrounding linguistic and cultural diversity and both sides become mired in their differences rather than building upon their commonalities. Barriers to parental involvement can come from the family as well as the school. The purpose of this study was to examine those barriers from the perspective of educators as well as parents. A convenience sample was taken from the population of elementary schools in a Central Florida county. Parents of students from ethnic minorities were asked to complete a survey questionnaire regarding their experiences with the classroom teacher as well as involvement in their child's education. Elementary school teachers from the same county were given the opportunity to respond to an online survey questionnaire regarding their attitudes about cultural and language diversity and parental engagement at school and with learning. Five hundred and fifty parent surveys and one hundred sixty-six teacher surveys were completed. The data analysis will show which factors influence parent involvement and how similarly parents and teachers feel about parent involvement.
Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction

Barinaga, Ester. "Levelling vagueness : a study of cultural diversity in an international project group". Doctoral thesis, Stockholm : Economic Research Institute, Stockholm School of Economics (EFI), 2002. http://www.hhs.se/efi/summary/594.htm.

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Runciman, Talya. "From Deficit to Diversity: Inviting learners to use their linguistic and cultural repertoires for Literacy Learning". Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/30120.

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This study explores how teaching strategies that constructively employ learners’ linguistic and cultural resources can enhance their learning and participation in literacy lessons. In South Africa, as elsewhere in the world, language policies tend to favour English as the sole medium of instruction and oppose multilingual teaching (Creese and Blackledge, 2010; McKinney, 2017). However, these linguistic restrictions on teaching are hugely problematic for the majority of South African learners who do not have access to dominant language and cultural practices. This study draws on sociocultural theory in that it views language use in the classroom to have a social context, where language regimes at play in greater society determine the language ideologies of teaching and learning in the classroom (Makoe and McKinney, 2014). In addition, this study draws on recent research that advocates multilingual teaching strategies such as translanguaging and translation (Gardia and Sylvan, 2011; McKinney, 2017; Probyn, 2006), as well as drawing on learners’ cultural repertoires and the use of multimodal activities (Newfield, 2011; Stein and Newfield, 2006). The data discussed in this study is drawn from a teaching intervention with Grade 1 and 2 learners that was implemented in a South African primary school. This intervention primarily focused on inviting learners to use their linguistic and cultural repertoires during after-school literacy lessons. Using a linguistic ethnographic approach (Copland and Crease, 2015), this qualitative study describes and analyses the benefits of using such teaching methodologies. This study shows how using learners’ full linguistic and cultural repertoires and multimodal interactions is beneficial to their learning.

Santos, Marcia Andrea dos. "Nos não conseguimos enxergar dessa maneira ... = representações e formação de educadores". [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269693.

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Orientador: Terezinha de Jesus Machado Maher
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-15T17:56:38Z (GMT). No. of bitstreams: 1 Santos_MarciaAndreados_D.pdf: 1505589 bytes, checksum: c29a1ec89e18bfe3033080d55ce70293 (MD5) Previous issue date: 2010
Resumo: Este estudo tem por finalidade descrever e discutir as representações de educadores da rede pública de um município do sudoeste do Paraná acerca dos conceitos de língua, cultura e identidade, com vistas a compreender os sentidos que atribuem à diversidade linguística e sociocultural presente no contexto em que atuam. Embora tal contexto inclua uma variedade étnica considerável, optou-se por aqui focalizar as representações construídas acerca da negritude e da indianidade dada à relevância desses grupos étnicos localmente. O corpus de análise desta tese reúne dados gerados durante atividades escritas e interações em sala de aula ocorridas ao longo de oito encontros com professores e gestores municipais realizados em um curso de formação docente promovido pelo CEFIEL - Centro de Formação Continuada do Instituto de Estudos da Linguagem da UNICAMP. A pesquisa em questão é de cunho qualitativo/interpretativista e segue os preceitos epistemológicos advogados por Moita Lopes (2006) para estudos conduzidos no campo aplicado. O aparato teórico que deu sustentação ao trabalho orientou-se por contribuições advindas da Linguística Aplicada (COX e ASSIS-PETERSON, 2007; CESAR e CAVALCANTI, 2007; FABRÍCIO, 2006; MAHER, 2007), dos Estudos Culturais (HALL, 1997; WOODWARD, 2002), da Educação (SKLIAR, 2003; SILVA, 2005), da Antropologia (THOMAZ, 1995) e da Sociologia (ELIAS, 1994; BOURDIEU, 1998; FOUCAULT, 2002). Os resultados obtidos na análise dos dados sugerem que a) as concepções relativas aos três conceitos focalizados com as quais a maior parte dos sujeitos pesquisados opera contribuem para que atitudes etnocêntricas e pouco tolerantes para com o diferente sejam mantidas e/ou b) que eles desconhecem, ou preferem não reconhecer, a pluralidade linguística e sociocultural considerável do ambiente em que atuam profissionalmente. A expectativa é que este trabalho possa subsidiar a construção de currículos interculturais de formação de educadores que os torne capazes de trabalhar com a diferença de modo produtivo e respeitoso
Abstract: This study aims at describing and discussing the representations educators who work in public schools in a district of southeast Paraná have of concepts such as language, culture and identity in order to understand the meanings they attribute to local linguistic and socio-cultural diversity. Although the context these educators work in includes considerable ethnic variety, only representations of indigenous and afro-descendent people were examined considering the relevance of such ethnic groups in the area. The analyzed corpus include data collected during written activities and classroom interactions that occurred along eight encounters with teachers and school principals and assistants in a course sponsored by CEFIEL - Center for Continuing Education of the Institute of Language Studies of the State University of Campinas (UNICAMP). This study is qualitative and interpretative in nature and follows the epistemological principals suggested by Moita Lopes (2006) for applied research. The theoretical bases adopted was oriented by contributions from the fields of Applied Linguistics (COX e ASSIS-PETERSON, 2007; CESAR e CAVALCANTI, 2007; FABRÍCIO, 2006; MAHER, 2007), Cultural Studies (HALL, 1997; WOODWARD, 2002), Education (SKLIAR, 2003; SILVA, 2005), Anthropology (THOMAZ, 1995) and Sociology (ELIAS, 1994; BOURDIEU, 1998; FOUCAULT, 2002). Data analyses results suggest that most research subjects a) operate with theoretical conceptions in regard to the three focused concepts which contribute for the maintenance of ethnocentric beliefs and attitudes of disrespect for differences and /or b) do not know, or prefer not to acknowledge the considerable linguistic and socio-cultural plurality of the context in which the act professionally. The expectation is that the research here described can contribute to the elaboration of intercultural curricula for the education of school professionals thus enabling them to work with differences in school environments in more productive and respectful ways
Doutorado
Multiculturalismo, Plurilinguismo e Educação Bilingue
Doutor em Linguística Aplicada

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Libri sul tema "Linguistic and cultural diversity diversity":

Jordan, Peter, Ethan E. Cochrane e James Steele. Cultural and linguistic diversity: Evolutionary approaches. London: Royal Society, 2010.

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Miglio, Viola, e Xabier Irujo Ametzaga. Language rights and cultural diversity. Reno, Nevada: Center for Basque Studies/University of Nevada, Reno, 2014.

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Goldstein, Brian. Resource guide on cultural and linguistic diversity. San Diego, Calif: Singular Pub. Group, 2000.

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Martin, Deirdre. Language disabilities in cultural and linguistic diversity. Buffalo, NY: Multilingual Matters, 2009.

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Isaac, Kim M. Speech pathology in cultural and linguistic diversity. London: Whurr, 2002.

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Basterra, María del Rosario. Cultural validity in assessment: Addressing linguistic and cultural diversity. A cura di Solano Flores Guillermo. New York, NY: Routledge, 2011.

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Monica, Barni, e Extra Guus, a cura di. Mapping linguistic diversity in multicultural contexts. New York: Mouton de Gruyter Berlin, 2008.

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Margaret, Davis, O'Brien Maryann, Massachusetts. Dept. of Education., Massachusetts. Bureau of Equity and Language Services. e Massachusetts. Dept. of Education. Bureau of Professional Development., a cura di. Common competencies: The promise of linguistic/cultural diversity. Quincy, MA: Massachusetts Dept. of Education, 1990.

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Lê, Quỳnh. Linguistic diversity and cultural identity: A global perspective. Hauppauge, N.Y: Nova Science Publisher's, 2011.

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Piccardo, Enrica, Geoff Lawrence, Aline Germain-Rutherford e Angelica Galante, a cura di. Activating Linguistic and Cultural Diversity in the Language Classroom. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87124-6.

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Capitoli di libri sul tema "Linguistic and cultural diversity diversity":

Maffi, Luisa. "2. Linguistic Diversity". In Cultural and Spiritual Values of Biodiversity, 19–58. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1999. http://dx.doi.org/10.3362/9781780445434.002.

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Dasgupta, Tannistha. "Linguistic and Cultural Diversity". In Ethnographic Research in the Social Sciences, 102–10. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003392774-11.

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Spring, Joel. "Student Cultural and Linguistic Diversity". In American Education, 129–53. 21^a ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442035-7.

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Kuzich, Sonja, e Toni Dobinson. "Sliding culturesUnrecognised cultural and linguistic diversity in academia". In Linguistic Diversity and Discrimination, 228–41. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003317128-20.

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Miller, Katrina E. "Cultural and Linguistic Diversity and AAC". In Principles and Practices in Augmentative and Alternative Communication, 69–74. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003525905-6.

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Bedi, Shruti, e Sébastien Lafrance. "The Linguistic Diversity of Pluralist Cultures". In Inclusion and Diversity, 11–28. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003379034-3.

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Sallis, Richard, e Carol Carter. "Drama for cultural and linguistic diversity (CALD)". In The Routledge Companion to Drama in Education, 413–26. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003000914-45.

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Frings-Hessami, Viviane. "Embracing the Diversity: Teaching Recordkeeping Concepts to Students from Different Cultural and Linguistic Backgrounds". In Diversity, Divergence, Dialogue, 541–50. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71292-1_42.

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Dovchin, Sender, Alastair Pennycook e Shaila Sultana. "Transglossia and Cultural Jamming: Parodies and Group Solidarity". In Popular Culture, Voice and Linguistic Diversity, 165–89. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61955-2_7.

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Akkari, Abdeljalil, e Myriam Radhouane. "Awareness and Appreciation of Linguistic Diversity". In Intercultural Approaches to Education, 133–46. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-70825-2_10.

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AbstractIn his book Anthropologie structurale [Structural anthropology], Claude Lévi-Strauss (1958) considered that language represented both the perfect cultural component but also that of the intermediary through which all forms of social life establish, transform and perpetuate themselves. In this chapter, we will attempt to synthesize the role that linguistic diversity can play in intercultural approaches in education.

Atti di convegni sul tema "Linguistic and cultural diversity diversity":

Choudhary, Narayan, LR Premkumar, Chandan Singh, Shubhanan Mondal, Priya Shivangi, Beluru Sudarshan, P. Perumal Samy e Shailandra Mohan. "Bharatavani Project - Reviving Linguistic Diversity and Cultural Heritage in India: A Case Study". In International Workshop on Digital Language Archives: LangArc-2023. University of North Texas, 2023. http://dx.doi.org/10.12794/langarc2114300.

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The Bharatavani project, launched in 2016 initiated by the Government of India, addresses the crucial need to preserve and promote indigenous languages and cultures. The paper presents an overview of the project, which focuses on recording socio-cultural and linguistic information about 121 Indian languages and making it accessible to a broader audience. The project leverages technological advancements to document significantly smaller and lesser-known languages and mother tongues in India, to raise awareness and maintain and promote the country's rich linguistic diversity. The Bharatavani project aims to bridge the digital divide and ensure equal access to knowledge and information by emphasizing the importance of incorporating these languages into the digital sphere. Through the creation of e-content, the project offers multimedia resources, including text, audio, video, and images, through the online portal www.bharatavani.in and the Bharatavani Android App. This research highlights the significance of content generation, software development, and web portal creation for selected languages in the first phase, with subsequent plans for translation, online teaching-learning, and language teacher training in the second phase. By embracing the potential of technology, the Bharatavani project aspires to create a Knowledge Society in the digital era, enabling individuals across India to explore and celebrate their linguistic heritage.

Flint, Sarah, e Kristen Pammer. "Principles of Test Development in Papua New Guinea". In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2014. http://dx.doi.org/10.4087/xkso1762.

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With over 800 languages and more than 1000 cultural groups, Papua New Guinea (PNG) provides a challenging environment in which to develop culturally appropriate psychometric tests. Consequently, few tests have been specifically developed for parallel-emic research in PNG. This paper proposes a framework in which to develop psychometric tests within PNG. Linguistic, cultural and social factors are all addressed and strategies for working within these cultural boundaries are posited. Models for translation and validation are assessed in light of the unique challenges presented by the linguistic diversity of PNG. An alternative methodology of translation more appropriate for PNG is also proposed. Furthermore this paper provides a working example of these test development principles. A reading ability test was successfully constructed in line with the principles of test development proposed here. The application of these principles to other Melanesian countries is also discussed.

Ramirez Rodriguez, Pablo. "HISPANIC DIALECT GEOGRAPHY IN THE UNITED STATES: LINGUISTIC AND CULTURAL DIVERSITY OF CURRENT SPANISH". In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0289.

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Spasić, Jelena Lj. "GLOBALIZACIJSKI PROCESI U ROMANU „LETO KAD SAM NAUČILA DA LETIM“". In KNjIŽEVNOST ZA DECU U NAUCI I NASTAVI. University of Kragujevac, Faculty of Education in Jagodina, 2022. http://dx.doi.org/10.46793/kdnn21.049s.

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The influence of cultural globalization on language of literature is most intensive in literature for children, which has characteristics of digital natives’ language. This paper deals with the language of the novel Leto kad sam naučila da letim by Jasminka Petrović. The main goal of the research is to examine linguistic and stylistic features in which the influence of English as a global language, digitalization and mass media is reflected. The problem of linguistic diversity has not been given enough attention in previous analysis dedicated to the analyzed novel. The aim of the paper is to single out linguistic and stylistic characteristics of the novel Leto kad sam naučila da letim, which are a consequence of cultural globalization. Along with global cultural homogenization, there is a strengthening of national consciousness and the rise of national cultures. The paper deals with how the process of localization of the global, i.e. glocalization, is manifested in the speech of the characters of the analyzed novel

Žefran, Mojca, Anja Pirih e Silva Bratož Bratož. "EDUCATION STUDENTSʼ ATTITUDES TOWARDS LINGUISTIC DIVERSITY FROM A COMPARATIVE PERSPECTIVE". In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.149z.

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In developing the language education policy, the Council of Europe recognised the promotion of language diversity as one of Europe's key goals and e thus emphasised the teaching and dissemination of the languages of EU Member States. The development of plurilingual and multilingual competences involves, among other things, the forming of positive attitudes towards foreign/second/additional languages. It is assumed that teachers play an important role in developing learnersʼ language attitudes and can have a considerable influence on their beliefs. Therefore, the main aim of the present study is to identify and explore future teachers‟ attitudes towards linguistic diversity from a comparative perspective. A survey conducted among Slovene and German students who are studying to be primary school teachers looks atthe respondents‟general attitudes and beliefs related to language learning and linguistic diversity, their motivation for learning additional languages and their attitudes towards connecting language and culture. Finally, since the two institutions surveyed are both located in bilingual environments, the study investigates the different ways in which environmental factors shape education students‟ views and attitudes towards multilingualism. The results suggest a rather complex picture of attitudes and beliefs as expressed by the population surveyed.

Rusu, Djulieta. "The role of extracurricular activities in foreign languages for intercultural competence aquisition". In Masa rotunda "Multilingvism și Interculturalitate in Contextul Globalizarii”, editia III. Academy of Economic Studies of Moldova, 2023. http://dx.doi.org/10.53486/9789975147835.08.

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It is known that the EU's motto is "United in diversity" - of cultures, traditions, beliefs, and, last but not least, of languages. Therefore, an efficient and productive interaction between various cultures and languages, in an environment of acceptance, tolerance, equality, flexibility, understanding, respect and affirmation, requires a multicultural training and appropriate intercultural competences. Moreover, the existence of many intercultural barriers, the urgent need to interact with people, regardless of their origin, to live in a world marked by pronounced cultural and linguistic differences, confirms the importance of developing such competences by studying cultural diversity and capitalizing its strengths, but in the same time maintaining its own identity and contributing to its development. Therefore, the local higher education system, foreign language teachers, in particular, have the complex mission to form and develop intercultural competences and/ or elements of competences, necessary for today's young people, for both, personal and professional development and in order to integrate into a multicultural environment. The approached subject reveals the fact that in the academic environment, intercultural competence can be successfully acquired with the help of traditional or modern extracurricular activities.

Nefedova, Elena A., e Elena A. Kovrigina. "About project of an electronic ideographic dictionary from Arkhangelsk dialect". In Lexicography of the digital age. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-19-1-2021-119.

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The “Ideographic Dictionary of Arkhangelsk Dialects” is intended to reflect both the linguistic characteristics of the region and popular ideas about the most important spheres of human life and activities. The main task of the Dictionary is to present all the diversity and richness of the traditional peasant culture and language of the inhabitants of the Russian North. The electronic format of the Dictionary facilitates access to it not only for specialists in the field of dialectology, ethnolinguistics, folkloristics and cultural studies, but also for a wider range of users.

Peterson, Jacqueline. "Relations Between Cultural and Linguistic Diversity, Classroom Climate, and Reading Comprehension in Norwegian Elementary Classrooms (Poster 12)". In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2012054.

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Mouli, T. Sai Chandra. "Towards Understanding Identity, Culture and Language". In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-8.

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Knowledge of self is at the core of all human endeavours. In the quest identity assumes significance. It acquired greater relevance and respect on account of Postcolonial concerns. ‘Class’ emerged as the basis of a person’s identity. Subsequent to liberation of colonies from alien rule, postcolonial concerns gained ground. Focus on indigenous ways of life adds new dimension. Social, cultural, psychological and economic structures became the basis of one’s own view of identity. These dynamics are applicable to languages that flourished, perished or are on the verge of extinction. In India, regional, linguistic, religious diversity add to the complexity of the issue in addition to several subcultures that exist. Culture is not an independent variable. Historical factors, political developments, geographical and climatic conditions along with economic policies followed do contribute to a larger extent in fixing the contours of a country’s culture. Institutional modifications also sway the stability of national culture. Cultural transmission takes place in diverse ways. It is not unidirectional and unilateral. In many countries culture models are passed on from one generation to another through recitation. The learners memorize the cultural expressions without understanding meaning or social significance of what is communicated to them. Naturally, this practice results in hierarchical patterns and hegemony of vested elements. This is how norms of ‘high’ and ‘low’ are formed and extended to written works and oral/folk literatures respectively. This presentation focuses on the identity, culture and language of indigenous people in Telugu speaking states of Telangana and Andhra Pradesh in South India.

Semenova, E. M. "«Uniformity – diversity» as the basic archetypical metaphorical opposition of American linguistic culture". In Научные тенденции: Филология, Культурология, Искусствоведение. ЦНК МОАН, 2018. http://dx.doi.org/10.18411/spc-26-03-2018-12.

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Rapporti di organizzazioni sul tema "Linguistic and cultural diversity diversity":

Torbay, Lara. Linguistic Minority Rights in Turkey, Iraq, and Lebanon. Fribourg (Switzerland): IFF, 2023. http://dx.doi.org/10.51363/unifr.diff.2023.39.

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Linguistic Minority Rights (LMR) are gaining importance in a context of ever-increasing linguistic homogenization. This loss of language diversity is due to eminently political factors lying at the core of the nation state. With this premise, this paper seeks to analyze and compare the way LMR are embedded and implemented in Turkey, Iraq, and Lebanon, all Near East countries hosting astounding linguistic and cultural diversity. After a short introduction to LMR in general, their embedment in the three states at hand is examined, through both political and cultural contextualization, and a legal analysis. This comparative approach highlights that decentralized governments allow more room to linguistic minorities. Further, a pluralistic approach to languages should be embedded in constitutional law, to then be detailed further in more precise and enforce-able LMR.

Adris Saaed, Saaed, e Wafaa Sabah Khuder. The Language of the People of Bashiqa: A Vehicle of their Intangible Cultural Heritage. Institute of Development Studies, agosto 2022. http://dx.doi.org/10.19088/creid.2022.003.

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The current study is an attempt to provide a linguistic, a historical, as well as a sociocultural record of the language variety spoken in Bashiqa (Northern Iraq) by one of the communities which represents a religious minority in Iraq known as Yazidis. This language is an example of an under-researched language diversity. This research draws on a sample of eleven in-depth semi-structured interviews with Yezidi men and women from Bashiqa, Iraq. The analysis of these interviews has yielded a number of points which help in documenting and preserving this language variety. The study concludes that the language used in Bashiqa is an ancient hybrid regional dialect in which many values and meanings are embedded. In short, the Yazidis understand their language as a vehicle of their intangible cultural heritage.

Estrada, Fernando, Magaly Lavadenz, Meghan Paynter e Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.

Turin, M. Linguistic Diversity and the Preservation of Endangered Languages. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2007. http://dx.doi.org/10.53055/icimod.473.

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Stanton, Robert, undefined e undefined. Cultural Diversity in Conservation Organizations Part 01. The Nature Conservancy, gennaio 2009. http://dx.doi.org/10.3411/col.01272245.

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Stanton, Robert, undefined e undefined. Cultural Diversity in Conservation Organizations Part 03. The Nature Conservancy, gennaio 2009. http://dx.doi.org/10.3411/col.01272247.

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Stanton, Robert, undefined e undefined. Cultural Diversity in Conservation Organizations Part 02. The Nature Conservancy, gennaio 2009. http://dx.doi.org/10.3411/col.01272248.

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Moon, Molly K. Understanding the Impact of Cultural Diversity on Organizations. Fort Belvoir, VA: Defense Technical Information Center, marzo 1997. http://dx.doi.org/10.21236/ada397893.

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Ashraf, Quamrul, e Oded Galor. Genetic Diversity and the Origins of Cultural Fragmentation. Cambridge, MA: National Bureau of Economic Research, gennaio 2013. http://dx.doi.org/10.3386/w18738.

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