Impacts of global climate change, habitat loss, and other environmental changes on the world's biota and peoples continue to increase, especially on islands and in high elevation areas. Just as floristic diversity...Impacts of global climate change, habitat loss, and other environmental changes on the world's biota and peoples continue to increase, especially on islands and in high elevation areas. Just as floristic diversity is affected by environmental change, so too are cultural and linguistic diversity. Of the approximately 7000 extant languages in the world, fully 50% are considered to be at risk of extinction, which is considerably higher than most estimates of extinction risks to plants and animals. To maintain the integrity of plant life, it is not enough for botanic gardens to consider solely the effects of environmental change on plants within the context of major conservation strategies such as the Global Strategy for Plant Conservation and the Convention on Biological Diversity. Rather, botanic gardens should actively engage in understanding and communicating the broader impacts of environmental change to biological and cultural diversity.展开更多
This paper makes the case that education aimed at Hispanic or Latino children in the United States needs to recognize both their linguistic and cultural roots （raices） as well as the educational wings （alas）. The ...This paper makes the case that education aimed at Hispanic or Latino children in the United States needs to recognize both their linguistic and cultural roots （raices） as well as the educational wings （alas）. The reason the author believes dual language programs could benefit all is due to the fact that if done properly, it should promote bilingualism, respect, and equity for all students in the school. Dual language programs are relatively new in the United States. These programs aim to create bilingual, bicultural students without sacrificing these students＇ success in school or beyond. The goals of dual language are to provide high-quality instruction for language-minority students and to provide instruction in a second language for English-speaking students. Schools teach children through content, with teachers adapting their instruction to ensure children＇s comprehension and using content lessons to convey vocabulary and language structure. Striving for a balance of half language minority students and half English speaking students in each classroom, dual language programs also aim to teach cross-cultural awareness. Programs vary in terms of the amount of time they devote to each language, which grade levels they serve, how much structure they impose for the division of language and curriculum, and what populations they serve.展开更多
The purpose of this study was to investigate college students’ use of impoliteness expressions in WeChat diction and what factors influence college students’ use of impoliteness expressions. In-depth interview was u...The purpose of this study was to investigate college students’ use of impoliteness expressions in WeChat diction and what factors influence college students’ use of impoliteness expressions. In-depth interview was used. The chatting records of a large WeChat group with 134 members—Hubin 12 Housings’ 2021 graduate Management group in a comprehensive university in Wuhan in the latest month were analyzed. 10 college students who were members of that WeChat group were interviewed. The interview was related to their inner activities when using impoliteness expressions and what factors could influence their use of impoliteness expressions. The results showed that college students were more likely to use motivated impoliteness, informational impoliteness and strategic impoliteness. College students’ use of impoliteness expressions were influenced by gender, social status and the relationship between the speaker and the hearer. The paper could provide a new study area for researchers. It will attract researchers’ attention on the use of impolite language, especially among different roles of people in society.展开更多
More than ever before, multilingualism is a key resource that opens the doors for participation in internationalisation and in the globalization process and participation in the knowledge society. As such, it is of ou...More than ever before, multilingualism is a key resource that opens the doors for participation in internationalisation and in the globalization process and participation in the knowledge society. As such, it is of outmost importance that governments consider language learning as an educational priority. Mozambique is no exception to this rule, as it has also already acknowledged the need not only to teach languages of wider communication such as English, French, and Portuguese, but also the Mozambican national languages. The present paper discusses the importance and value that is attached to multilingualism in Mozambique and focuses particularly on Foreign Language Teaching and Learning at tertiary level. This paper reports specifically on data collected through a questionnaire given to first year university students at Universidade Pedag6gica in Maputo, in June, 2008. In addition, it examines the university＇s language policy of providing English language teaching to first year students, focuses on some of the constraints that presently affect the development of productive and receptive multilingualism, and suggests ways of making foreign language learning more effective展开更多
This study investigates the impact of bilingual education on the language skills and cultural identity of minority students.Through a mixed-methods approach,combining quantitative proficiency tests and qualitative int...This study investigates the impact of bilingual education on the language skills and cultural identity of minority students.Through a mixed-methods approach,combining quantitative proficiency tests and qualitative interviews,the research provides a comprehensive analysis of the effects of bilingual education.The results indicate that bilingual education significantly enhances students’proficiency in both their native and second languages,while also fostering a strong sense of cultural identity and pride.The qualitative data reveal that bilingualism serves as a bridge between cultures,allowing students to integrate elements from both cultures into their identities.Despite the observed benefits,challenges such as language attrition and societal pressures towards assimilation are discussed.The study concludes with recommendations for policy and educational practices to maximize the potential of bilingual education,emphasizing the importance of linguistic and cultural diversity in fostering inclusive educational environments.Future research directions are suggested to explore long-term outcomes and the role of technology in bilingual education.展开更多
Linguistics and anthropology have much in common in terms of research category and methodology. Whereas the ＂emic/etic＂ approach in linguistics distinguishes between the social/psychological qualities of the sound s...Linguistics and anthropology have much in common in terms of research category and methodology. Whereas the ＂emic/etic＂ approach in linguistics distinguishes between the social/psychological qualities of the sound system of a specific language and the physical/ physiological qualities of supra-language sounds, the ＂emic/etic＂ approach in anthropology attempts to make a distinction between the ＂inside＂ view and the ＂outside＂ view of culture. Both approaches involve a set of dualistic relationships between linguistic and cultural relativity and linguistic and cultural universality, as well as between linguistic/ cultural diversity and genetic diversity. Due to validation difficulties, ＂linguistic relativity＂ has received a cold welcome in the field of linguistics. However, ＂cultural relativity＂ now constitutes the core of modem anthropology. The inherent links and near identity of functions between linguistic/cultural diversity and biological diversity render possible methodological exchanges across the disciplines.展开更多
Nigeria is home to over 500 languages(Lewis,2009),accounting for 25%of languages spoken in Africa.Most have never been documented.28 languages are listed in the UNESCO Atlas of Endangered Languages as endangered.In ad...Nigeria is home to over 500 languages(Lewis,2009),accounting for 25%of languages spoken in Africa.Most have never been documented.28 languages are listed in the UNESCO Atlas of Endangered Languages as endangered.In addition to these indigenous languages,there are three other foreign languages:English,French and Arabic,which have become part of the system over the years.English as the language of official communication,has a prominent place in the system.French was made Nigeria’s second official language since 1996 by General Sani Abacha’s regime,even though this has not been duly implemented.Arabic is connected to Islamic education,and it is used extensively in the northern parts of the country.Nigeria also has recognized three languages:Hausa,Yoruba and Igbo as‘major’languages,which attract a lot of government patronage,as opposed to the‘minor’languages,which have not attracted much government attention as they are very many.The Nigerian linguistic situation is therefore diverse,fragmented and chaotic.This linguistic situation has created a complex system which has engendered varied identities,leading to several crises in different areas.How can‘Unity in Diversity’be achieved in Nigeria?This paper explores the role of Nigerian languages in identity formation and the crises arising in different sectors of the Nigerian society.The identity crises explored here are:linguistic,political,ethnic and educational;and these are addressed within the framework of Social Identity Theory(SIT)proposed by Tajfel and Turner(1979,2004).These crises marginalize,exclude and disempower certain groups and individuals in the society.A dual model of language programme is proposed for the Basic level of education to deal with these issues.展开更多
文摘Impacts of global climate change, habitat loss, and other environmental changes on the world's biota and peoples continue to increase, especially on islands and in high elevation areas. Just as floristic diversity is affected by environmental change, so too are cultural and linguistic diversity. Of the approximately 7000 extant languages in the world, fully 50% are considered to be at risk of extinction, which is considerably higher than most estimates of extinction risks to plants and animals. To maintain the integrity of plant life, it is not enough for botanic gardens to consider solely the effects of environmental change on plants within the context of major conservation strategies such as the Global Strategy for Plant Conservation and the Convention on Biological Diversity. Rather, botanic gardens should actively engage in understanding and communicating the broader impacts of environmental change to biological and cultural diversity.
文摘This paper makes the case that education aimed at Hispanic or Latino children in the United States needs to recognize both their linguistic and cultural roots （raices） as well as the educational wings （alas）. The reason the author believes dual language programs could benefit all is due to the fact that if done properly, it should promote bilingualism, respect, and equity for all students in the school. Dual language programs are relatively new in the United States. These programs aim to create bilingual, bicultural students without sacrificing these students＇ success in school or beyond. The goals of dual language are to provide high-quality instruction for language-minority students and to provide instruction in a second language for English-speaking students. Schools teach children through content, with teachers adapting their instruction to ensure children＇s comprehension and using content lessons to convey vocabulary and language structure. Striving for a balance of half language minority students and half English speaking students in each classroom, dual language programs also aim to teach cross-cultural awareness. Programs vary in terms of the amount of time they devote to each language, which grade levels they serve, how much structure they impose for the division of language and curriculum, and what populations they serve.
文摘The purpose of this study was to investigate college students’ use of impoliteness expressions in WeChat diction and what factors influence college students’ use of impoliteness expressions. In-depth interview was used. The chatting records of a large WeChat group with 134 members—Hubin 12 Housings’ 2021 graduate Management group in a comprehensive university in Wuhan in the latest month were analyzed. 10 college students who were members of that WeChat group were interviewed. The interview was related to their inner activities when using impoliteness expressions and what factors could influence their use of impoliteness expressions. The results showed that college students were more likely to use motivated impoliteness, informational impoliteness and strategic impoliteness. College students’ use of impoliteness expressions were influenced by gender, social status and the relationship between the speaker and the hearer. The paper could provide a new study area for researchers. It will attract researchers’ attention on the use of impolite language, especially among different roles of people in society.
文摘More than ever before, multilingualism is a key resource that opens the doors for participation in internationalisation and in the globalization process and participation in the knowledge society. As such, it is of outmost importance that governments consider language learning as an educational priority. Mozambique is no exception to this rule, as it has also already acknowledged the need not only to teach languages of wider communication such as English, French, and Portuguese, but also the Mozambican national languages. The present paper discusses the importance and value that is attached to multilingualism in Mozambique and focuses particularly on Foreign Language Teaching and Learning at tertiary level. This paper reports specifically on data collected through a questionnaire given to first year university students at Universidade Pedag6gica in Maputo, in June, 2008. In addition, it examines the university＇s language policy of providing English language teaching to first year students, focuses on some of the constraints that presently affect the development of productive and receptive multilingualism, and suggests ways of making foreign language learning more effective
文摘This study investigates the impact of bilingual education on the language skills and cultural identity of minority students.Through a mixed-methods approach,combining quantitative proficiency tests and qualitative interviews,the research provides a comprehensive analysis of the effects of bilingual education.The results indicate that bilingual education significantly enhances students’proficiency in both their native and second languages,while also fostering a strong sense of cultural identity and pride.The qualitative data reveal that bilingualism serves as a bridge between cultures,allowing students to integrate elements from both cultures into their identities.Despite the observed benefits,challenges such as language attrition and societal pressures towards assimilation are discussed.The study concludes with recommendations for policy and educational practices to maximize the potential of bilingual education,emphasizing the importance of linguistic and cultural diversity in fostering inclusive educational environments.Future research directions are suggested to explore long-term outcomes and the role of technology in bilingual education.
文摘Linguistics and anthropology have much in common in terms of research category and methodology. Whereas the ＂emic/etic＂ approach in linguistics distinguishes between the social/psychological qualities of the sound system of a specific language and the physical/ physiological qualities of supra-language sounds, the ＂emic/etic＂ approach in anthropology attempts to make a distinction between the ＂inside＂ view and the ＂outside＂ view of culture. Both approaches involve a set of dualistic relationships between linguistic and cultural relativity and linguistic and cultural universality, as well as between linguistic/ cultural diversity and genetic diversity. Due to validation difficulties, ＂linguistic relativity＂ has received a cold welcome in the field of linguistics. However, ＂cultural relativity＂ now constitutes the core of modem anthropology. The inherent links and near identity of functions between linguistic/cultural diversity and biological diversity render possible methodological exchanges across the disciplines.
文摘Nigeria is home to over 500 languages(Lewis,2009),accounting for 25%of languages spoken in Africa.Most have never been documented.28 languages are listed in the UNESCO Atlas of Endangered Languages as endangered.In addition to these indigenous languages,there are three other foreign languages:English,French and Arabic,which have become part of the system over the years.English as the language of official communication,has a prominent place in the system.French was made Nigeria’s second official language since 1996 by General Sani Abacha’s regime,even though this has not been duly implemented.Arabic is connected to Islamic education,and it is used extensively in the northern parts of the country.Nigeria also has recognized three languages:Hausa,Yoruba and Igbo as‘major’languages,which attract a lot of government patronage,as opposed to the‘minor’languages,which have not attracted much government attention as they are very many.The Nigerian linguistic situation is therefore diverse,fragmented and chaotic.This linguistic situation has created a complex system which has engendered varied identities,leading to several crises in different areas.How can‘Unity in Diversity’be achieved in Nigeria?This paper explores the role of Nigerian languages in identity formation and the crises arising in different sectors of the Nigerian society.The identity crises explored here are:linguistic,political,ethnic and educational;and these are addressed within the framework of Social Identity Theory(SIT)proposed by Tajfel and Turner(1979,2004).These crises marginalize,exclude and disempower certain groups and individuals in the society.A dual model of language programme is proposed for the Basic level of education to deal with these issues.
