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Autor: Grafiati

Data publikacji: 25 lipca 2024

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1

McMillan, L. Jane. "Colonial Traditions, Co‐optations, and Mi'kmaq Legal Consciousness". Law & Social Inquiry 36, nr 01 (2011): 171–200. http://dx.doi.org/10.1111/j.1747-4469.2010.01228.x.

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In 1996 a provincial court was established at Eskasoni Mi'kmaq Community in Nova Scotia, Canada, in response to overwhelming evidence confirming the failures of the Canadian legal system to provide justice for Indigenous peoples, and as a specific recommendation of the Royal Commission on the Donald Marshall, Jr., Prosecution. Marshall, a Mi'kmaq wrongfully convicted of murder, served eleven years of a life sentence before proving his innocence. The importation of provincial legal culture into an Indigenous community creates tensions and contradictions surrounding the legitimacy, authenticity, and efficacy of Indigenous laws. The ontological conflicts that arise from the imposition of a justice system integrally linked with colonization, criminalization, and assimilation cannot be resolved through indigenization of court staff and administrative conveniences. The Mi'kmaq continue to assert their laws and articulate their legal consciousness against the co‐optation of dominant system, with mixed results.

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2

Augustine, Stephen J. "Memories of movement in Mi'kmaq oral traditions: Negotiating a culture of survival and governance". Biodiversity 3, nr 3 (sierpień 2002): 4–5. http://dx.doi.org/10.1080/14888386.2002.9712583.

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Julian, Ashley, i Ida Denny. "Kina’muanej Knjanjiji’naq mut ntakotmnew tli’lnu’ltik (In the Foreign Language, Let us Teach our Children not to be Ashamed of Being Mi’kmaq)". in education 22, nr 1 (13.06.2016): 148–60. http://dx.doi.org/10.37119/ojs2016.v22i1.262.

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Colonialism has assimilated and suppressed Indigenous languages across Turtle Island ( North America). A resurgence of language is needed for First Nation learners and educators and this resurgence is required if Indigenous people are going to revitalize, recover and reclaim Indigenous languages. The existing actions occurring within Indigenous communities contributing to language resurgence include immersion schools. Eskasoni First Nation opened its doors in September 2015 to a full immersion school separate from the English speaking educational centers. This move follows the introduction of Mi'kmaq immersion over ten years earlier within the English speaking school in the community. The Mi’kmaw immersion school includes the Ta’n L’nuey Etl-mawlukwatmumk Mi’kmaw Curriculum Development Centre that assists educators in translating educational curriculum from the dominant English language to Mi’kmaq. In this paper, stories are shared about the Eskasoni immersion program’s actions towards language resurgence through a desire-based lens, based on rich narratives from three Mi’kmaw immersion educators.

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Maura Hanrahan. "Making Indigenous Culture the Foundation of Indigenous Governance Today: The Mi'kmaq Rights Initiative of Nova Scotia, Canada". Native American and Indigenous Studies 3, nr 1 (2016): 75. http://dx.doi.org/10.5749/natiindistudj.3.1.0075.

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McMaster, Gerald. "Contemporary Art Practice and Indigenous Knowledge". Zeitschrift für Anglistik und Amerikanistik 68, nr 2 (25.06.2020): 111–28. http://dx.doi.org/10.1515/zaa-2020-0014.

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AbstractIndigenous artists are introducing traditional knowledge practices to the contemporary art world. This article discusses the work of selected Indigenous artists and relays their contribution towards changing art discourses and understandings of Indigenous knowledge. Anishinaabe artist Norval Morrisseau led the way by introducing ancient mythos; the gifted Carl Beam enlarged his oeuvre with ancient building practices; Peter Clair connected traditional Mi'kmaq craft and colonial influence in contemporary basketry; and Edward Poitras brought to life the cultural hero Coyote. More recently, Beau Dick has surprised international art audiences with his masks; Christi Belcourt’s studies of medicinal plants take on new meaning in paintings; Bonnie Devine creates stories around canoes and baskets; Adrian Stimson performs the trickster/ruse myth in the guise of a two-spirited character; and Lisa Myers’s work with the communal sharing of food typifies a younger generation of artists re-engaging with traditional knowledge.

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Paq'Tism, Kisiku Sa'Qawei, i Randolph Bowers. "Counsellor Education as Humanist Colonialism: Seeking Post-Colonial Approaches to Educating Counsellors by Exploring Pathways to an Indigenous Aesthetic". Australian Journal of Indigenous Education 37, nr 1 (2008): 71–79. http://dx.doi.org/10.1017/s1326011100016112.

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AbstractThis narrative reflection emerged during a time of personally reconnecting with Mi'kmaq First Nation culture and heritage while working in the mainstream roles of counsellor educator and educationalist in Australia. The essay expresses turning points along a path of increasing political and social discomfort with the status quo in counsellor education. Paradoxically, and in parallel fashion, as Indigenous empowerment increased the issues that arise also became more difficult. Staying with these questions long enough to see through the fog seemed important. Disconcerting questions arose related to identity, prejudice, and healing in a field where helping is purported to be the chief focus of our work. The essay examines “Aboriginal Australian” constructs of counsellor education as expressions of liberal humanist colonialism. Pathways towards an Indigenous aesthetic are suggested based in a post-colonial model of culturally-grounded and locally-grown expressions that honour Indigenous ways of knowing. A new paradigm for counsellor education is suggested that listens to recent articulations of global Indigenous epistemology, ontology, and cosmology.

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7

Kövecses, Zoltán. "Culture and Language". Studia Slavica Academiae Scientiarum Hungaricae 55, nr 2 (grudzień 2010): 339–45. http://dx.doi.org/10.1556/sslav.55.2010.2.20.

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Miljkovic, Miljan. "Language and culture". Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, nr 9 (2015): 153–64. http://dx.doi.org/10.5937/zrufpl1509153m.

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Nida, Eugene A. "LANGUAGE AND CULTURE". Entreculturas. Revista de traducción y comunicación intercultural, nr 1 (27.03.2009): 25–32. http://dx.doi.org/10.24310/entreculturasertci.vi1.11815.

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El presente artículo recoge la conferencia plenaria que el profesor Eugene A. Nida pronunció en el V Congreso Internacional “Traducción, Texto e Interferencias” sobre Traducción y mediación cultural, celebrado entre el 13 y el 15 de diciembre de 2006 en la Universidad de Córdoba, donde relata que, a lo largo de su trayectoria como traductor, le resultó crucial conocer los valores de las distintas culturas que visitó para poder comprender cómo se comunicaban entre sí y, por ende, ser capaz de ayudar a los traductores de estas culturas en su labor de traducción de la Biblia.

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10

Kayam, Orly. "Language and Culture". Studies in English Language Teaching 3, nr 4 (29.12.2015): 500. http://dx.doi.org/10.22158/selt.v3n4p500.

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<p><em>The study focuses on Ethiopian Jewish women’s struggles with language usage and social adaptation. The study aims to (a) evaluate the importance of knowledge and usage of Amharic in their daily lives, (b) evaluate the importance of knowledge and usage of Hebrew in their daily lives and (c) identify the differences in Israeli and Ethiopian Jewish cultures. The study was based on data collected and analyzed from a questionnaire that was distributed to a class of Ethiopian Jewish women who study English at a school in Netanya, Israel. The findings showed that while all of the participants speak Amharic, there are differences in literacy in Amharic among them. All of them have difficulties in Hebrew, but see Hebrew as the vehicle for upward mobility within Israeli society. They view Israeli culture as one that is lacking in politeness, respect and dignity, which is very much part of the fabric of the Ethiopian Jewish lifestyle. There is also a strong desire to preserve the past by preserving their language. This study promotes a new dimension to the study of Ethiopian Jewish women (Kayam </em><em>&</em><em> Hirsch, in press) in that it adds to the study of language acquisition in the immigrant setting.</em><em></em></p>

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11

NIDA, Eugene A. "Language and Culture". Hikma 5, nr 5 (1.10.2006): 171. http://dx.doi.org/10.21071/hikma.v5i5.6690.

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En este trabajo presento mis periplos a lo largo de una serie de países y de una gran variedad de pueblos del mundo, principalmente de África, Filipinas, Asia, el Pacífico Central, América Central, incluido México y Sudamérica. Mi experiencia con las distintas culturas ha hecho que me reafirme en la postura que hoy día mantengo, y que subraya el papel que ha jugado la antropología. El conocimiento cultural tanto como el lingüístico es imprescindible en todos los estudios de traducción. En mi larga experiencia por todo el mundo he llegado a esta convicción.

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12

Jungrye Chun. "Language and Culture". Korean Language Research ll, nr 24 (lipiec 2009): 195–217. http://dx.doi.org/10.16876/klrc.2009..24.195.

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Fulford, George. "Language and Culture". Ethnologies 25, nr 2 (2003): 5. http://dx.doi.org/10.7202/008045ar.

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Akramova, G., i N. Mullaeva. "Language and culture". ACADEMICIA: An International Multidisciplinary Research Journal 11, nr 4 (2021): 1212–15. http://dx.doi.org/10.5958/2249-7137.2021.01184.8.

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15

Salzmann, Zdenek, David L. Shaul i N. Louanna Furbee. "Language and Culture". Language 75, nr 3 (wrzesień 1999): 609. http://dx.doi.org/10.2307/417077.

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Leontiev, A. A. "Personality, Culture, Language". Journal of Russian & East European Psychology 44, nr 3 (czerwiec 2006): 47–56. http://dx.doi.org/10.2753/rpo10610405440304.

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17

Ponorac, Tatjana. "Culture and language". Defendology 9, nr 29-30 (2011): 85–88. http://dx.doi.org/10.5570/dfnd.201101085.

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18

Kashima, Emiko S., i Yoshihisa Kashima. "Culture and Language". Journal of Cross-Cultural Psychology 29, nr 3 (maj 1998): 461–86. http://dx.doi.org/10.1177/0022022198293005.

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19

Kramsch, Claire. "Language and Culture". AILA Review 27 (31.12.2014): 30–55. http://dx.doi.org/10.1075/aila.27.02kra.

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This paper surveys the research methods and approaches used in the multidisciplinary field of applied language studies or language education over the last fourty years. Drawing on insights gained in psycho- and sociolinguistics, educational linguistics and linguistic anthropology with regard to language and culture, it is organized around five major questions that concern language educators. The first is: How is cultural meaning encoded in the linguistic sign? It discusses how the use of a symbolic system affects thought, how speakers of different languages think differently when speaking, and how speakers of different discourses (across language or in the same language) have different cultural worldviews. The second question is: How is cultural meaning expressed pragmatically through verbal action? It discusses the realization of speech acts across cultures, culturally-inflected conversation analysis, and the use of cultural frames. The third question is: How is culture co-constructed by participants in interaction? It discusses how applied linguistics has moved from a structuralist to a constructivist view of language and culture, from performance to performativity, and from a focus on culture to a focus on historicity and subjectivity. The fourth question is: How is research on language and culture affected by language technologies? The print culture of the book, the virtual culture of the Internet, the online culture of electronic exchanges all have their own ways of redrawing the boundaries of what may be said, written and done within a given discourse community. They are inextricably linked to issues of power and control. The last section explores the current methodological trends in the study of language and culture: the increased questioning and politicization of cultural reality, the increased interdisciplinary nature of research, the growing importance of reflexivity, and the noticeable convergence of intercultural communication studies and applied language studies in the study of language and culture.

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20

Farrow, Steve. "Language and culture". Language & Communication 24, nr 3 (lipiec 2004): 269–74. http://dx.doi.org/10.1016/j.langcom.2003.11.001.

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21

Lazear, Edward P. "Culture and Language". Journal of Political Economy 107, S6 (grudzień 1999): S95—S126. http://dx.doi.org/10.1086/250105.

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22

Sack, Peter. "Law, Language, Culture". Journal of Legal Pluralism and Unofficial Law 30, nr 41 (styczeń 1998): 15–35. http://dx.doi.org/10.1080/07329113.1998.10756504.

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23

Bernárdez, Enrique. "Language and Culture". Review of Cognitive Linguistics 8, nr 2 (28.10.2010): 376–85. http://dx.doi.org/10.1075/rcl.8.2.07ber.

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Eastman, Carol M. "Language in Culture". Anthropology News 32, nr 3 (marzec 1991): 36. http://dx.doi.org/10.1111/an.1991.32.3.36.1.

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25

Shanahan, Daniel. "Culture, culture and “culture” in Foreign Language Teaching". Foreign Language Annals 31, nr 3 (październik 1998): 451–58. http://dx.doi.org/10.1111/j.1944-9720.1998.tb00588.x.

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Ortiz, Alba A., María E. Fránquiz i Gilberto P. Lara. "Co-editors’ introduction: Culture is language and language is culture". Bilingual Research Journal 43, nr 1 (2.01.2020): 1–5. http://dx.doi.org/10.1080/15235882.2020.1741303.

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Monaghan, Leila. "Linguistic Culture and Language Policy.:Linguistic Culture and Language Policy." Journal of Linguistic Anthropology 7, nr 2 (grudzień 1997): 245–47. http://dx.doi.org/10.1525/jlin.1997.7.2.245.

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Badger, Richard, i Malcolm N. MacDonald. "Culture, language, pedagogy: the place of culture in language teacher education". Pedagogy, Culture & Society 15, nr 2 (lipiec 2007): 215–27. http://dx.doi.org/10.1080/14681360701403722.

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Sinha, Christopher Glyn. "Language, Culture and Mind". Revista da Universidade Federal de Minas Gerais 27, nr 1 (19.02.2021): 78–105. http://dx.doi.org/10.35699/2316-770x.2020.29173.

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I start by displaying a detail from a painting by Veronese, an Italian Renaissance painter. This painting has different titles if you look for it on the internet, but one of the titles is The Dialectic, and the detail that you see here represents one way of trying to depict the human understanding of the network of meaning within which we all live, and the way that as scientists and scholars we reflect upon language and meaning as a kind of web, which binds us together with each other, with other human beings, and a web which we can examine in order to foster our own cognitive creativity.

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Lambros, Anna V., Joel Walz i Jean-Pierre Piriou. "Rapports: Language, Culture, Communication". Modern Language Journal 75, nr 2 (1991): 258. http://dx.doi.org/10.2307/328857.

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Bergroth, Mari, i Katri Hansell. "Language-aware operational culture". Apples - Journal of Applied Language Studies 14, nr 1 (17.01.2020): 85–102. http://dx.doi.org/10.17011/apples/urn.202006043978.

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This study examines how practitioners of minority-medium Early Childhood Education and Care (ECEC) in Finland reflect on language awareness (LA) in their professional learning communities (PLCs). The study is conducted within in-service training for ECEC practitioners and it also highlights how these practitioner reflections can be of use and support developing future in-service training within the action research framework. The data include nine group discussions on a reflection task, with 41 primary participants and 165 secondary participants from each primary participant’s respective PLC. As a starting point, the researcher-trainers identified six language-policy themes on LA in national policy documents. These were presented for practitioners, who then discussed them both in their respective PLCs and within the in-service training. The in-service discussions were audio-recorded and transcribed for qualitative-content analysis. During the analysis, the focus was on the dynamics of minority-majority positions, with the following themes emerging: i) Language contacts; ii) bilingual children and multi-layered identity; and iii) developing multilingual pedagogies. The results showed that the same insights often were treated both as strengths and weaknesses, and that a need exists for support so that practitioners can implement language-aware educational policy into their operational cultures.

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Kövecses, Zoltán. "Metaphor, language, and culture". DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 26, spe (2010): 739–57. http://dx.doi.org/10.1590/s0102-44502010000300017.

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Culture and language are connected in a myriad ways. Proverbs, rules of turn-taking in conversations, pronouns of power and solidarity, background knowledge to the understanding of conversations, politeness, linguistic relativity, the principle of cooperation, metaphor, metonymy, context, semantic change, discourse, ideology, print culture, oral culture, literacy, sociolinguistics, speech acts, and so forth, are just some of the concepts in which we find obvious connections between culture and language. Several disciplines within the language sciences attempt to analyze, describe, and explain the complex interrelations between the two broad areas. (For a brief and clear survey, see Kramsch 1998). Can we approach this vast variety of topics from a more unified perspective than it is traditionally done and currently available? The present paper focus on such possibilities.

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Magne, Frank. "Language and Culture Debate". Anthropology Today 8, nr 4 (sierpień 1992): 17. http://dx.doi.org/10.2307/2783533.

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Seiitbekova, Surmakan Seiitbekovna, i Orozbubu Mirzakmatova. "LANGUAGE, CULTURE AND COMMUNICATION". Bulletin of Osh State University, nr 2 (2022): 200–206. http://dx.doi.org/10.52754/16947452_2022_2_200.

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Garcia, Eugene E. "Language, Culture, and Education". Review of Research in Education 19 (1993): 51. http://dx.doi.org/10.2307/1167340.

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Tornberg, Ulrika. "Culture in Language Learning". Sprogforum. Tidsskrift for sprog- og kulturpædagogik 13, nr 41 (1.12.2007): 51–54. http://dx.doi.org/10.7146/spr.v13i41.114641.

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Zygmunt, Tomasz. "Language and Culture Interconnectedness". Language, Culture, Politics. International Journal 1 (9.12.2021): 117–26. http://dx.doi.org/10.54515/lcp.2021.1.117-126.

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Numerous criticism directed at the Sapir-Whorf Hypothesis called forth the viewing of the hypothesis through the prism of language and culture interconnection and check to what extent the linguistic determinism is an applicable and useful tool in foreign language studies. For this reason, the present paper carries out a discussion to construct a somewhat modified version of the linguistic determinism idea by adding to the language–culture unit a third element such as expressiveness. To make the proposed here version of linguistic determinism comprehensible, it has been decided to describe and explain the notions of language, culture, and expressiveness to make them clear and digestible for the purpose of the present discussion. In the course of the discussion, strengthened by quotations from the literature, the main stress is put on the language-culture interconnectedness viewed as the key element determining successful language studies, especially in the foreign languages domain. Finally, the attention is directed at the role of creativity and expressiveness as factors responsible for the level of the language user’s competence, which, in turn, is viewed as creative communicative competence.

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Márquez, Ismael P. "Hispanic Language and Culture". World Literature Today 75, nr 3/4 (2001): 105. http://dx.doi.org/10.2307/40156759.

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Malavé, L. M., i G. Duquette. "Language, culture and cognition". Child Language Teaching and Therapy 8, nr 2 (czerwiec 1992): 223–24. http://dx.doi.org/10.1177/026565909200800215.

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Hanson, Marci J., Sonya Gutierrez, Maria Morgan, Elizabeth L. Brennan i Craig Zercher. "Language, Culture, and Disability". Topics in Early Childhood Special Education 17, nr 3 (lipiec 1997): 307–36. http://dx.doi.org/10.1177/027112149701700305.

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Kovács, Gabriella. "Culture in Language Teaching". Acta Universitatis Sapientiae, Philologica 9, nr 3 (1.12.2017): 73–86. http://dx.doi.org/10.1515/ausp-2017-0030.

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AbstractLearning a language means also the study of a different culture. This study focuses on the introduction of the topic of culture in language teaching into the curriculum of the subject Language Teaching Methodology for teacher trainees studying at Translation And Interpreting Studies, Sapientia Hungarian University of Transylvania, Faculty of Technical and Human Sciences, Târgu-Mureş. This topic has not been treated separately so far, it has only been discussed implicitly, included in other topics. But we believe that future teachers should have a more thorough theoretical and practical training in terms of what incorporating culture into language teaching implies. For this purpose, we are going to examine and discuss some of the recommendations and principles stated in the specialized literature regarding culture in foreign language teaching and reflect on what the ideal content of a course related to the teaching of this skill should be.

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Westby, Carol. "Language, Culture, and Literacy". ASHA Leader 10, nr 13 (wrzesień 2005): 16–30. http://dx.doi.org/10.1044/leader.ftr5.10132005.16.

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Dueck, Al. "Culture, Language, and Integration". Journal of Psychology and Theology 40, nr 2 (czerwiec 2012): 116–21. http://dx.doi.org/10.1177/009164711204000206.

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Kuhl, Patricia K., Feng-Ming Tsao, Huei-Mei Liu, Yang Zhang i Bart Boer. "Language/Culture/Mind/Brain". Annals of the New York Academy of Sciences 935, nr 1 (25.01.2006): 136–74. http://dx.doi.org/10.1111/j.1749-6632.2001.tb03478.x.

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Taylor, John R. "Language, thought and culture". South African Journal of Linguistics 10, nr 4 (listopad 1992): 185–86. http://dx.doi.org/10.1080/10118063.1992.9724458.

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Kagedan, Allen. "Nationalism, Language, and Culture". Nationalities Papers 19, nr 1 (1991): 59–62. http://dx.doi.org/10.1080/00905999108408182.

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I shall look at language legislation passed in the republics. The subject is not as dramatic as the actions of the Black Berets. It is not as obvious as empty shelves or economic crisis, but it is interesting because language legislation can effect all people in their everyday lives. It is also interesting because the Center has left language laws largely in the hands of the republics. So here is an area in which the republics are beginning to act as independent agents. And whether or not they become independent, they will have to grapple with language as a significant policy issue.

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Hassan, Zana Mahmood. "Language Contextualisation and Culture". Procedia - Social and Behavioral Sciences 136 (lipiec 2014): 31–35. http://dx.doi.org/10.1016/j.sbspro.2014.05.282.

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Roper, Jonathan. "Culture and Language Use". Folklore 123, nr 1 (kwiecień 2012): 122–23. http://dx.doi.org/10.1080/0015587x.2012.643647.

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Kroskrity, Paul V., i Mary R. Haas. "Language, Culture and History". American Indian Quarterly 9, nr 4 (1985): 461. http://dx.doi.org/10.2307/1183580.

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BUCHOLTZ, M. "LANGUAGE AND YOUTH CULTURE". American Speech 75, nr 3 (1.09.2000): 280–83. http://dx.doi.org/10.1215/00031283-75-3-280.

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