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Статті в журналах з теми "Glossodiversity":
Dalgalian, Gilbert. "La Glossodiversité, prolongement de la biodiversité chez Homo Sapiens." Éducation et sociétés plurilingues, no. 35 (December 1, 2013): 81–85. http://dx.doi.org/10.4000/esp.2786.
Дисертації з теми "Glossodiversity":
Lhachmi, Rachid. "Enseignement de la langue et de la culture berbères aux écoles nomades dans la vallée du M’Goun, dans le Haut Atlas marocain : une étude de cas en didactique des langues-cultures. Tensions, réalités et aménagement." Electronic Thesis or Diss., Bordeaux, 2023. http://www.theses.fr/2023BORD0455.
The Universal Declaration of Linguistic Rights asserts imperatively that education must be an essential vehicle for the preservation and flourishing of the language spoken by the linguistic community of the territory in which it is imparted. It postulates, unequivocally, that education must always serve linguistic and cultural diversity, thereby contributing to the establishment of harmonious interactions among different linguistic communities. In Morocco, a linguistic framework is marked by a hierarchical and cultural structure, where the “high official, institutional/constitutional culture,” embodied by an “Arab-Muslim identity” and predominant “linguistic authority regimes,” imperiously impose themselves on a “vernacular language” and a subordinate culture, marked by periods of colonization and Islamization. The unanimous observation among researchers is that Amazigh culture has been systematically marginalized throughout history. This consensus is based on the perception that Amazigh heritage, identity, knowledge, and memory are currently in serious jeopardy. Thus, the primary objective is to preserve this cultural heritage. This preservation involves a reform of Amazigh language education, both on a general scale and specifically in the M'Goun Valley, located in the Moroccan High Atlas. To achieve this goal, it is essential to establish new standardization, normalization, and adaptation mechanisms for non-standardized languages, as well as mechanisms to transfer new theories in education and linguistics to Amazigh. This includes introducing heritage education, integrating sustainable development education and territory education in the programs. These innovative approaches strengthen the preservation of Amazigh culture by firmly anchoring it in contemporary educational practices. A crucial step in this process is the didacticization of traditional and local knowledge. This approach creates an essential link between the Amazigh language, culture, and environment, ensuring that future generations understand the importance of this heritage and develop a sense of belonging to their culture. The current context proves particularly conducive to the implementation of these initiatives. Nomadic and semi-nomadic schools emerge as an ideal pedagogical vector for this project. Their flexibility and adaptation to the challenges of education and sustainable development make them particularly suitable for preserving Amazigh culture while contributing to a sustainable and inclusive educational model. In summary, the preservation of Amazigh culture, through the revitalization of the language, the transmission of heritage, and the valorization of cultural identity, becomes an essential component of contemporary educational and environmental challenges. This is achieved by adopting a modern didactic methodology based on an action and project-oriented approach. Our undertaken study is characterized by an exploratory dimension of the linguistic ecology of the Berber language. This thesis can be succinctly summarized as an endeavor aiming to “heal the school through a return to the land” (Roué, 2006), a quest for a return to identity, tradition, and indigeneity through education. In this perspective, our work is anchored in an ethnolinguistic and sociolinguistic framework and relies on interdisciplinary investigations that involve participant observation, questionnaires addressed to education supervisors in the valley, and interviews with practitioners and members of the targeted population (…)
Частини книг з теми "Glossodiversity":
"Glossodiversität." In Sprachdämmerung, 167–73. C.H.Beck, 2020. http://dx.doi.org/10.2307/j.ctv180h39f.26.
"Glossodiversität als Chance:." In Sprachdämmerung, 183–89. C.H.Beck, 2020. http://dx.doi.org/10.2307/j.ctv180h39f.28.
"Europäische Glossodiversität – europäische Mehrsprachigkeit." In Sprachdämmerung, 174–82. C.H.Beck, 2020. http://dx.doi.org/10.2307/j.ctv180h39f.27.