Статті в журналах: "Linguistic and cultural diversity diversity"

1

Lahey, Margaret. "Linguistic and Cultural Diversity." Journal of Speech, Language, and Hearing Research 35, no. 3 (June 1992): 638–39. http://dx.doi.org/10.1044/jshr.3503.638.

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2

Maffi, Luisa. "LINGUISTIC, CULTURAL, AND BIOLOGICAL DIVERSITY." Annual Review of Anthropology 34, no. 1 (October 2005): 599–617. http://dx.doi.org/10.1146/annurev.anthro.34.081804.120437.

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3

Crowell, Caryl Gottlieb, Sandra Costell, Carol Cribett-Bell, Kathy Lohse, Carmen Martinez, Liz Redondo, Tracy Smiles, Katrina Smits, and Kathy G. Short. "Celebrating Linguistic Diversity." Language Arts 75, no. 3 (March 1, 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.

4

Trabant, Jürgen. "Linguistic Justice vs. Linguistic Diversity." Philological Encounters 1, no. 1-4 (January 26, 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.

5

Chu, Xiaoquan. "Linguistic Diversity in Trans-cultural Communication." Fudan Journal of the Humanities and Social Sciences 7, no. 4 (September 25, 2014): 525–36. http://dx.doi.org/10.1007/s40647-014-0041-z.

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6

Sklyar, Natalia V. "Diversity of the Concept «Cultural Person»." Proceedings of Southern Federal University. Philology 2020, no. 2 (June 22, 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.

7

Muhammad ISHAQ and Dr Naima Saeed. "INMATES, REPOSITORY OF LINGUISTIC DIVERSITY." Al-Burz 9, no. 1 (December 20, 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.

8

Shekar, Chandra, and M. N. Hegde. "Cultural and Linguistic Diversity Among Asian Indians." Topics in Language Disorders 16, no. 4 (August 1996): 54–64. http://dx.doi.org/10.1097/00011363-199608000-00007.

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9

Steele, James, Peter Jordan, and Ethan Cochrane. "Evolutionary approaches to cultural and linguistic diversity." Philosophical Transactions of the Royal Society B: Biological Sciences 365, no. 1559 (December 12, 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.

10

Reed, Paul E., and Melissa M. Baese-Berk. "Addressing diversity in speech science curricula." Journal of the Acoustical Society of America 153, no. 3_supplement (March 1, 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.

11

Kraus, Peter A. "Political unity and linguistic diversity in Europe." European Journal of Sociology 41, no. 1 (May 2000): 138–63. http://dx.doi.org/10.1017/s0003975600007918.

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The paper seeks to assess the consequences of cultural diversity for European polity-building by focusing on the language issue. What does the European Babel mean for the project of transnational political integration ? To what extent has the shaping of the European language regime become a declared goal on the agenda of the EU ? In contrast with precedent patterns of nation-state formation, the present situation in Europe offers only few reasons to believe that some cultural standardization could be achieved by putting major political restrictions on multilingualism. Deliberate attempts at setting the institutional foundations of a culturally integrated European public sphere may end up producing unintended outcomes and lead to anti- European mobilizations striving for the protection of cultural difference. Hence, a political community of Europeans will not be based on a unitary and homogeneous public sphere, but rather reflect a complex mosaic of different cultural identities with cross-cutting political loyalties. In this context, cultural and linguistic diversity will be institutionalized, institutionalized, but to varying degrees and with different implications at different political levels.

12

Roșca, Simion. "Cultural Diversity: Conceptual Approaches." Історико-політичні проблеми сучасного світу, no. 37-38 (December 18, 2018): 234–41. http://dx.doi.org/10.31861/mhpi2018.37-38.234-241.

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Cultural diversity is, as biodiversity, an element of the common heritage of humanity, whose defense is an ethical imperative inseparable from respect for the dignity of the human person. The concept of cultural diversity permits the existence of a variety of different cultures that are not, by far, isolated, but interact and intersect at all times. The UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expression of 2005 stated that cultural diversity is a defining feature of humanity and is aware of the fact that cultural diversity is a common heritage of humanity, being necessary for humanity just as biodiversity is necessary for nature . Everyone has the right to participate in cultural life, to have access to culture, has the right to respect for cultural identity and to identify with a cultural community, has the right to cultural, religious and linguistic diversity, the right to freely run cultural activities, etc. In this study the author will attempt to analyze and define the concept of "cultural diversity" as well as its basic culture component. Keywords: cultural diversity, culture, cultural heritage, cultural identity, European Union, humanity, cultural factor

13

Verdon, Sarah, Helen L. Blake, Suzanne C. Hopf, Ben Phạm, and Sharynne McLeod. "Cultural and linguistic diversity in speech-language pathology." International Journal of Speech-Language Pathology 18, no. 2 (February 16, 2016): 109–10. http://dx.doi.org/10.3109/17549507.2015.1122838.

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14

Comrie, Bernard. "Linguistic Diversity in the Caucasus." Annual Review of Anthropology 37, no. 1 (October 2008): 131–43. http://dx.doi.org/10.1146/annurev.anthro.35.081705.123248.

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15

Messelink, Annelies, and Jan D. ten Thije. "Unity in Super-diversity." Dutch Journal of Applied Linguistics 1, no. 1 (August 31, 2012): 80–101. http://dx.doi.org/10.1075/dujal.1.1.07mes.

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Vertovec (2007) discusses super-diversity with reference to technological developments and increasing migration patterns which increase exposure to cultural diversity. As a consequence, ‘the other’ becomes less predictable and assumptions regarding cultural and linguistic features are less easily made (Blommaert & Backus, 2011, pp. 2–4). This paper examines students and graduates living in Brussels who have obtained significant experience working and studying in foreign countries: the Erasmus generation 2.0. We analyse discourse strategies used by members of the Erasmus generation 2.0 coping with super-diversity. The aim is to give insight into how members manage cultural and linguistic differences in interaction, and how this enables them to achieve unity in diversity. Instead of speaking of a European identity, we introduce the notion of ‘European capacity’, which denotes the ability to manage differences and multiple identities in interaction. European capacity emphasises how communicative competencies allow interlocutors to successfully operate in European multicultural and multilingual groups.

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Baese-Berk, Melissa, and Paul E. Reed. "Addressing diversity in speech science courses." Journal of the Acoustical Society of America 154, no. 2 (August 1, 2023): 918–25. http://dx.doi.org/10.1121/10.0020613.

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The study of how speech is produced, transmitted, and perceived is a critical component in the curriculum of multiple disciplines—linguistics, communication science and disorders, cognitive science, and speech technology all rely on a fundamental understanding of speech science. Pedagogy in speech science across these disciplines has a rich history of experiential learning techniques. Despite being at the forefront of pedagogical innovations, speech science courses have lagged in terms of their representation of cultural and linguistic diversity in the classroom. Many speech scientists understand that linguistic diversity is a part of all human language systems. However, in our experience, relatively few courses involve the purposeful inclusion of multiple language varieties throughout the course across all topics. The goal of this paper is to highlight how to be more inclusive in teaching speech science.

17

Brisset, Annie, and Marielle Godbout. "Globalization, translation, and cultural diversity." Toward Comparative Translation and Interpreting Studies 12, no. 2 (October 25, 2017): 253–77. http://dx.doi.org/10.1075/tis.12.2.04bri.

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Abstract The share of the economy related to translation activities is growing steadily under the influence of the globalization of exchanges. Today it numbers dozens of billions of which an increasing share belongs to machine translation. Various factors, such as migratory flows or the propagation of mobile telephony, prompt new translation practices in a variety of languages with simultaneous coverage enabled by networks. Nevertheless, is it true as we intuitively believe that translation promotes linguistic and cultural diversity? This article originates from a study conducted for UNESCO’s world report on cultural diversity (2009). This study notably reveals that 75% of all books are translated from three languages with 55% being from English. On a planetary scale, translation is dominated by some twenty languages, primarily European. In the new world economic order, the urgent and paradoxical task is to “rebabelize” the world.

18

Furu, Adél. "Maintaining linguistic diversity through multilingual education." Romanian Journal for Baltic and Nordic Studies 6, no. 1 (August 15, 2014): 97–106. http://dx.doi.org/10.53604/rjbns.v6i1_5.

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This paper focuses on the educational system of two states with different cultural backgrounds. On the one hand, this paper examines the current situation of Sami teaching in Finland and on the other hand, it describes the development of Kurdish education in Turkey. Through this paper I point out how education in minority languages can contribute to the maintenance of linguistic diversity in the above mentioned multilingual societies. In the multilingual Sápmi area the existing linguistic relationships are constantly changing, while the concept of linguistic diversity is redefined. In the last half decade, Turkey began taking into account the reality of multilingualism of the linguistically heterogeneous state. Today there are several possibilities to study the Kurdish language as a mother tongue.

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Jaszczolt, Kasia M. "Flowing Time: Emergentism and Linguistic Diversity." Philosophies 8, no. 6 (December 4, 2023): 116. http://dx.doi.org/10.3390/philosophies8060116.

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Humans are complex systems, ‘macro-entities’, whose existence, behaviour and consciousness stem out of the configurations of physical entities on the micro-level of the physical world. But an explanation of what humans do and think cannot be found through ‘tracking us back’, so to speak, to micro-particles. So, in explaining human behaviour, including linguistic behaviour on which this paper focuses, emergentism opens up a powerful opportunity to explain what it is exactly that emerged on that level, bearing in mind the end product in the form of the intra- and inter-cultural diversity. Currently there is a gap in emergentism research. On one hand, there are discussions in philosophy of the emergent human reality; on the other, there are discussions of social, cultural, or individual variation of these emergent aspects of humanity in the fields of anthropology, sociology, linguistics or psychology. What I do in this paper is look for a way to ‘trace’ some such diversified emergents from what is universal about their ‘coming to being’, all the way through to their diversification. My chosen emergent is human time, my domain of inquiry is natural-language discourse, and the drive behind this project is to understand the link between ‘real’ time of spacetime on the micro-level from which we emerged and the human time devised by us, paying close attention to the overwhelming diversity in which temporal reference is expressed in human languages. The main question is, where does this diversity fit in? Does understanding of this diversity, as well as of what lurks under the surface of this diversity, aid the emergentism story? My contribution to this volume on ‘the nature of structure and the structure of nature’ thus takes the following take on the title. The structure of human communication is at the same time uniform, universal, and relative to culture, in that it is emergent as a human characteristic, and as such compatible with the micro-level correlates in some essential ways, but also free to fly in different directions that are specific to societies and cultures. I explore here the grey area between the micro-level and the linguistic reflections of time—the middle ground that is emergent itself but that tends to be by-passed by those who approach the question of human flowing time from either end: metaphysics and the philosophy of time on the one hand, and contrastive linguistics, anthropological linguistics and language documentation on the other. I illustrate the debate with examples from tensed and tenseless languages from different language families, entertaining the possibility of a conceptual universal pertaining to time as degrees of epistemic modality. Needless to say, putting the question in this way also sets out my (not unassailable) methodology.

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Peck, Jeffrey M., and Carol Aisha Blackshire-Belay. "The Germanic Mosaic: Cultural and Linguistic Diversity in Society." German Quarterly 69, no. 1 (1996): 77. http://dx.doi.org/10.2307/408598.

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21

Vázquez-Montilla, Elia, Megan Just, and Robert Triscari. "Teachers' Dispositions and Beliefs about Cultural and Linguistic Diversity." Universal Journal of Educational Research 2, no. 8 (October 2014): 577–87. http://dx.doi.org/10.13189/ujer.2014.020806.

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22

Bădulescu, Dana Janeta, and Oana-Maria Franțescu. "Editors' foreword - Embracing Linguistic and Cultural Diversity Through English." Linguaculture 10, no. 1 (June 10, 2019): 6–10. http://dx.doi.org/10.47743/lincu-2019-1-0130.

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23

Tyler, Naomi C., Zina Yzquierdo, Norma Lopez-Reyna, and Susan Saunders Flippin. "Cultural and Linguistic Diversity and the Special Education Workforce." Journal of Special Education 38, no. 1 (May 2004): 22–38. http://dx.doi.org/10.1177/00224669040380010301.

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24

Cheng, Li-Rong Lilly. "Immigration, Cultural–Linguistic Diversity, and Topics in Language Disorders." Topics in Language Disorders 30, no. 1 (January 2010): 79–83. http://dx.doi.org/10.1097/tld.0b013e3181d0a11f.

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25

Stokes, Jane. "Book Review: Speech pathology in cultural and linguistic diversity." Child Language Teaching and Therapy 19, no. 3 (October 2003): 369–70. http://dx.doi.org/10.1177/026565900301900309.

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26

Cummins, Jim. "Cultural and Linguistic Diversity in Education: a mainstream issue?" Educational Review 49, no. 2 (June 1997): 105–14. http://dx.doi.org/10.1080/0013191970490202.

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27

Tindale, Jen. "Responding to Linguistic and Cultural Diversity in Higher Education." International Journal of Knowledge, Culture, and Change Management: Annual Review 6, no. 7 (2007): 29–36. http://dx.doi.org/10.18848/1447-9524/cgp/v06i07/49533.

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28

Olateju Temitope Akintayo, Chima Abimbola Eden, Oyebola Olusola Ayeni, and Nneamaka Chisom Onyebuchi. "Cross-cultural instructional design: A framework for multilingual and interdisciplinary education." International Journal of Applied Research in Social Sciences 6, no. 5 (May 4, 2024): 785–800. http://dx.doi.org/10.51594/ijarss.v6i5.1101.

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This review paper presents a comprehensive framework for cross-cultural instructional design, aiming to seamlessly integrate multilingual education with interdisciplinary teaching approaches. With globalization fostering diverse classroom demographics, educators face the challenge of creating inclusive learning environments that cater to students from various cultural and linguistic backgrounds. Recognizing the importance of addressing cultural and linguistic diversity in education, this framework explores strategies for curriculum designers to incorporate these elements into lesson plans and learning materials effectively. Drawing upon insights from both the humanities and STEM fields, the review elucidates how educators can harness cultural and linguistic diversity to enrich students' learning experiences. By infusing cross-cultural perspectives into educational content, curriculum designers can foster critical thinking, creativity, and global awareness among learners. The paper emphasizes the inherent benefits of exposing students to diverse cultural viewpoints, thereby promoting a more holistic understanding of the subject matter. Furthermore, the review discusses best practices for creating culturally responsive educational content that resonates with learners from diverse backgrounds. It advocates for the development of instructional materials that not only accommodate linguistic variations but also celebrate cultural nuances. Through the incorporation of authentic cultural artifacts, texts, and examples, educators can cultivate a deeper appreciation for cultural diversity while enhancing students' engagement and learning outcomes. Overall, this review underscores the significance of adopting a cross-cultural instructional design framework in contemporary education. By embracing cultural and linguistic diversity as integral components of the learning process, educators can empower students to navigate an increasingly interconnected world with sensitivity, empathy, and proficiency. This framework serves as a roadmap for educators seeking to create inclusive learning environments that foster cross-cultural understanding and collaboration. Keywords: Cross-Cultural, Instructional Design, Multilingual Education, Interdisciplinary Approaches, Cultural Diversity, Linguistic Diversity.

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Vangsnes, Øystein Alexander, and Curt Rice. "Introduction." Nordic Journal of Linguistics 28, no. 2 (November 21, 2005): 149–52. http://dx.doi.org/10.1017/s033258650500140x.

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Investigations of linguistic variation are interesting and important both from the point of view of theoretical linguistics and from that of social and cultural studies. This special issue of the Nordic Journal of Linguistics focuses on linguistic diversity from a theoretical perspective and presents five selected papers that combine the study of dialect data with linguistic theorizing.

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Nistor-Gâz, Roxana-Maria, and Delia Pop-Flanja. "Multilingualism and the Ideal of Unity in Diversity in the European Union. Key Concepts and Context." Studia Universitatis Babeș-Bolyai Studia Europaea 65, no. 2 (December 30, 2020): 265–82. http://dx.doi.org/10.24193/subbeuropaea.2020.2.12.

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"In a world challenged by cultural diversity, this article aims to look at the great diversity of languages and cultures that coexist within the European Union. Building on the story of the Tower of Babel that explains, from a religious point of view, the cultural and linguistic diversity existing in the European Union, the authors tried to contextualize EU’s motto of “unity in diversity”, interpreted as an ideal involving a lot of effort and sometimes even many conflicts, but one that we should all fight for and strive to maintain. Keywords: linguistic diversity, ethnicity, nation, minority, majority, communication, unity in diversity"

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Abysova, Maria, and Tetiana Shorina. "LINGUO-COMMUNICATIVE DIMENSION OF CULTURAL DIVERSITY." Psycholinguistics in a Modern World 15 (December 25, 2020): 12–15. http://dx.doi.org/10.31470/10.31470/2706-7904-2020-15-12-15.

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The article deal with the linguo-communicative analysis of the transformation of the national-civil society under the influence of multiculturalism as a comprehensive legitimation of the cultural plurality practice. The study is based on a hypothesis of the complex and ambiguous nature of the language and culture interactions. «Language-culture» relations encompasses all the layers of the language system, all functions of the language, which leads to the heterogeneity of linguistic units marked by a cultural component. In the modern society, in the «language-culture» relations, the the national-civil culture dominated, unambiguously affecting the language system. However, in the conditions of multiculturalism and the rupture of the national-civil system, traditions and norms of civil culture are weakened, the linguo-cultural balance is being violated, which becomes an open problem of the post-modern society.

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Abysova, Maria, and Tetiana Shorina. "LINGUO-COMMUNICATIVE DIMENSION OF CULTURAL DIVERSITY." Psycholinguistics in a Modern World 15 (December 25, 2020): 12–15. http://dx.doi.org/10.31470/2706-7904-2020-15-12-15.

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The article deal with the linguo-communicative analysis of the transformation of the national-civil society under the influence of multiculturalism as a comprehensive legitimation of the cultural plurality practice. The study is based on a hypothesis of the complex and ambiguous nature of the language and culture interactions. «Language-culture» relations encompasses all the layers of the language system, all functions of the language, which leads to the heterogeneity of linguistic units marked by a cultural component. In the modern society, in the «language-culture» relations, the the national-civil culture dominated, unambiguously affecting the language system. However, in the conditions of multiculturalism and the rupture of the national-civil system, traditions and norms of civil culture are weakened, the linguo-cultural balance is being violated, which becomes an open problem of the post-modern society.

33

Löwstedt, Anthony. "Rights versus Diversity? The Accelerated Extinction of Languages and Cultures as an Aspect of Current Globalization Trends." International Review of Information Ethics 7 (September 1, 2007): 202–8. http://dx.doi.org/10.29173/irie22.

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This paper starts from the assumption that linguistic diversity, and more generally, cultural diversity, are intrinsically good. I will look at their opposites, linguistic and cultural poverty, and the current tendencies towards the latter within the globalization process. I will also briefly explore the relationship between human rights and cultural diversity, which may be viewed as somewhat problematic, but the emphasis will be on what I consider the essential aspect of that relationship, namely, the mutually reinforcing relationship be-tween rights and diversity, and between their opposites, human rights violations and cultural uniformity (cultural poverty). In this context, the issue of legislative protection and promotion of cultural diversity will be investigated from a global perspective. Finally, I wish to assess the roles of Africa and of Africanicity with regard to these issues.

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Volungevičienė, Skaistė, Jolanta Šinkūnienė, and Vita Valiukienė. "58. Linguistisches Kolloquium: Sprachenvielfalt in der Welt und für die Welt." Vilnius University Proceedings 36 (September 15, 2023): 1–93. http://dx.doi.org/10.15388/linguistisches_kolloquium_58.2023.

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The thematic area of this year’s Conference is linguistic diversity, which we understand as diversity of cultures, diversity of attitudes and values reflected in language, and opportunities for mutual understanding and cultural enrichment. Linguistic diversity is exciting not only as a phenomenon by itself, but also as an object of research, which makes it possible to draw interesting parallels from typological and comparative perspectives as well as to investigate individual languages and viewpoints expressed in them. Linguistic diversity is also closely connected with multilingualism, which emphasises the individual and communicative aspects of linguistic diversity. In many everyday situations people communicate in several languages. Multilingual individuals or groups are more the rule than the exception, which is especially relevant in the context of small countries and small languages. Multilingualism is a way to deal with linguistic diversity on an individual level, as linguistic diversity highlights the necessity of speaking more than one language in order to understand the world and human beings better. Therefore, the topic of linguistic diversity also embraces the possibilities of learning several languages.

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Lee, Seoyeon. "Domestic Linguistic Distance in China." International Journal of Science and Business 30, no. 1 (2023): 67–74. http://dx.doi.org/10.58970/ijsb.2266.

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This research delves into China's linguistic landscape, exploring the intricate relationship between language policies and diversity. Despite being home to a vast population and numerous ethnic groups, China exhibits comparatively low linguistic diversity. Through a comprehensive analysis, this study examines the impact of language policies, focusing on constitutional guarantees, language laws, and educational initiatives. The research utilizes metrics developed by scholars such as Fearon and Greenberg to measure linguistic diversity and assesses the effects of policies on dialects, Putonghua, and minority languages. The findings highlight complex outcomes, including bidialectalism, the vernacularization of Putonghua, and challenges faced by minority languages. This exploration contributes to a deeper understanding of China's linguistic dynamics and their implications for cultural diversity.

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Rajagukguk, Rosdiana, Tenang Malems, and Maya Ginting. "Preserving Linguistic Diversity: Strategies for Language Preservation and Cultural Heritage Safeguarding." Jurnal Ilmu Pendidikan dan Humaniora 11, no. 3 (September 30, 2022): 221–36. http://dx.doi.org/10.35335/jiph.v11i3.25.

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The Batak linguistic group in North Sumatra, Indonesia, encompasses a diverse array of languages, each representing a unique cultural identity. This research embarks on an in-depth comparative analysis of these languages to unveil their linguistic relationships and explore their cultural significance within their respective communities. The research employs a multi-faceted approach, involving data collection from native speakers, fieldwork in community settings, and collaboration with language experts. Linguistic data, including phonological, morphological, syntactic, and semantic features, are meticulously analyzed. Comparative methods are applied to elucidate linguistic bonds and distinctive nuances within these languages. Our analysis confirms the presence of strong linguistic bonds among the Mandailing Batak, Toba Batak, and Karo languages. Shared phonological features, agglutinative morphology, SVO word order, and culturally significant lexicons underscore their common Batak heritage. The existence of tonal patterns and tonal variations enriches the linguistic landscape. Simultaneously, distinctive linguistic nuances in each language highlight their unique identities and cultural significance. This research emphasizes the significance of preserving linguistic diversity and cultural heritage within the Batak communities. The findings provide valuable insights into the preservation of cultural practices, historical knowledge, and ancestral narratives. It serves as a call to action for the continued preservation and revitalization of these languages, recognizing their profound connections to culture and identity.

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Muhammad Asif, Naima Saeed, Alam Tareen, Muhammad Ishaq, and Ameer Ali Abro. "Coals Mines, Repository of Linguistic Diversity." Al-Burz 8, no. 1 (December 20, 2016): 9–18. http://dx.doi.org/10.54781/abz.v8i1.139.

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Balochistan is the largest province of Pakistan in terms of area , and it has long history behind it , the province is mostly mountainous the 70% of Baluchistan’s land is consist of mountains but the province is also rich in agriculture and livestock, the population is less as compare to its area or land and it has scattered population, it also has the world’s oldest civilization such as MHER Gard civilization historic and prehistoric evidences prove this statement, the land of Balochistan has seen several kind of invaders in the history, it is gate way to central Asia, the province is rich in archeological sites, the province is well famous regarding its fruits and natural minerals, 39 type of minerals has been exploited in province till 2008, this paper discuss the multiculturalism and bilingualism in especial context of Balochistan, as discussed Balochistan is bucket of several cultures and languages, it is very much rich in the context of culture, the vast area of Balochistan has huge and rich cultures inside it, the Pashtoon and Baloch are the two big nations who have been living on this land for centuries, and both nations have their rich culture in their daily life and both are very much cultural in their daily routine. The natural minerals have been mining before partition, the workers from all over the country are found on this land even large number of workers also come from the neighbor country Afghanistan, coal mining is carried out in six districts of Balochistan where workers have been mining , there major number of workers can be found from KPK province and also there is enough number of workers who belong to Hazara tribe who speak Hazargi language and they have their own language and culture, in Mach coal fields the several languages and cultures are found.

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Banting, Keith. "Accommodating cultural diversity." Journal of Multilingual and Multicultural Development 31, no. 1 (February 2010): 102–4. http://dx.doi.org/10.1080/01434630903251112.

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Bonotti, Matteo. "Political liberalism, linguistic diversity and equal treatment." Journal of Multilingual and Multicultural Development 38, no. 7 (June 8, 2016): 584–94. http://dx.doi.org/10.1080/01434632.2016.1192179.

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Baumgarten, Nicole, and Inke Du Bois. "Special issue: Linguistic discrimination and cultural diversity in social spaces." Journal of Language and Discrimination 3, no. 2 (December 18, 2019): 85–91. http://dx.doi.org/10.1558/jld.39977.

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Užpalienė, Daiva, and Vilhelmina Vaičiūnienė. "ERASMUS Students Experiences in Linguistic Diversity and Multicultural Communication." Verbum 3 (February 6, 2012): 101–13. http://dx.doi.org/10.15388/verb.2012.3.4973.

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The promotion of students’ mobility in the EU has had a huge impact in recent years in Lithuania, which has now become one of the countries with more students going abroad on an ERASMUS programme. Apart from being a means of studies and communication, languages offer access to cultural knowledge, diverse social and cultural identities and also contribute to cross-cultural communication both within Europe and with the rest of the world. The experiences gained while studying and living in another country give students a better sense of what it means to be a European citizen. The paper presents an analysis of the survey findings into MRU Erasmus Exchange students’ (20 respondents) reflections and communication experience through different languages in multicultural environment in host countries. The survey focuses both on students’ benefits and challenges they have encountered while applying their knowledge and language skills in the study process and everyday communication.

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Sharma, Narayan P. "Understanding Ethnic and Cultural Diversity: Evidence from Puma." Gipan 3, no. 2 (November 1, 2017): 175–99. http://dx.doi.org/10.3126/gipan.v3i2.48921.

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The most significant and most obvious factor behind the growth of ethnic and cultural diversity in Nepal, is of course, the country’s multilingual context. Multicultural context, in turn, reflects the cultural and linguistic diversity, and social thinking of the period during which the context came into existence. We can argue that cultural and ethnic diversity has always been a source of strength and unity in Nepali society. This article addresses the ethnic and cultural diversity of the Puma people. The future of Nepal will be even more ethnically and culturally diverse than it is today.

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Renfrew, Colin. "Before Babel: Speculations on the Origins of Linguistic Diversity." Cambridge Archaeological Journal 1, no. 1 (April 1991): 3–23. http://dx.doi.org/10.1017/s0959774300000238.

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Recent research in historical linguistics suggests that groups or ‘families’ of languages may be classed together into larger language units or ‘macrofamilies’, for which some community of origin has been argued. The Afro-Asiatic macrofamily, for instance, which includes the Semitic and Berber languages as well as Ancient Egyptian and many languages of North and East Africa, is widely accepted among linguists. More controversial is the Nostratic macrofamily (including the Indo-European, the Altaic, the Uralic languages, etc.). The implications for prehistoric archaeology of the existence of such large linguistic units is examined. It is suggested that processes of agricultural dispersal may account for the widespread distribution of some of these macrofamilies.

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Kerr, Ruth, Ilaria Merciai, and Maka Eradze. "Addressing cultural and linguistic diversity in an online learning environment." Educational Media International 55, no. 4 (October 2, 2018): 317–32. http://dx.doi.org/10.1080/09523987.2018.1547546.

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THOMAS, Penelope E., Michael BECKMANN, and Kristen GIBBONS. "The effect of cultural and linguistic diversity on pregnancy outcome." Australian and New Zealand Journal of Obstetrics and Gynaecology 50, no. 5 (August 5, 2010): 419–22. http://dx.doi.org/10.1111/j.1479-828x.2010.01210.x.

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Anderson, Raquel. "Cultural and Linguistic Diversity and Language Impairment in Preschool Children." Seminars in Speech and Language 15, no. 02 (May 1994): 115–24. http://dx.doi.org/10.1055/s-2008-1064137.

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ten Thije, Jan D., and Robert Maier. "Managing cultural and linguistic diversity in multiple organisational settings: editorial." Journal of Multilingual and Multicultural Development 33, no. 7 (December 2012): 629–41. http://dx.doi.org/10.1080/01434632.2012.713960.

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Flores, Belinda Bustos, and Howard L. Smith. "Teachers’ Characteristics and Attitudinal Beliefs About Linguistic and Cultural Diversity." Bilingual Research Journal 31, no. 1-2 (March 6, 2009): 323–58. http://dx.doi.org/10.1080/15235880802640789.

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Villarreal, Victor. "Cultural and Linguistic Diversity Representation in School Psychology Intervention Research." Contemporary School Psychology 18, no. 3 (July 25, 2014): 159–67. http://dx.doi.org/10.1007/s40688-014-0027-5.

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Anthonissen, Christine. "The Cultural and Linguistic Diversity of Migrants in South Africa." Interreligious Studies and Intercultural Theology 7, no. 1 (December 21, 2023): 335–51. http://dx.doi.org/10.1558/isit.26926.

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This article reflects on the position of migrants in a South African setting and on their integration in the host community, with attention paid to family religious affiliation. As an interdisciplinary contribution, it introduces the concepts of “language policy” and “family language policy” in reference to African migrants’ narratives of adults who recently moved to the Western Cape in search of security and better life chances. Multilingual repertoires shape social mobility options, and vulnerable people draw on religious ideas to interpret their life journeys while seeking a better future. Also, in maintenance of heritage languages, religion often plays a central role. The notion of “family” applied to migrant workers rarely fits traditional definitions. The paper attends to how migrants’ and refugees’ mobility affects their experiences in culturally, linguistically, and religiously diverse communities. Finally—mostly embedded in a discussion of other pertinent themes—the article indicates how migrants refer to the role of church and religion in their itineraries.

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