Auswahl der wissenschaftlichen Literatur zum Thema „Namibian National Language Policy“
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Zeitschriftenartikel zum Thema "Namibian National Language Policy":
Woltersdorf, L., A. Jokisch und T. Kluge. „Benefits of rainwater harvesting for gardening and implications for future policy in Namibia“. Water Policy 16, Nr. 1 (14.10.2013): 124–43. http://dx.doi.org/10.2166/wp.2013.061.
Baxter, Craig, William R. Beer und James E. Jacob. „Language Policy and National Unity.“ Pacific Affairs 59, Nr. 2 (1986): 287. http://dx.doi.org/10.2307/2758942.
XueMin Shen und TSENG TIEN FU. „Taiwan's Language Policy and National Language Education Status“. Journal of Korean Language Education ll, Nr. 28 (Dezember 2011): 269–94. http://dx.doi.org/10.17313/jkorle.2011..28.269.
양명희 und Ge-Soon Moon. „Language Awareness and National Language Policy in Korea“. Journal of Social Science 41, Nr. 3 (Dezember 2015): 317–39. http://dx.doi.org/10.15820/khjss.2015.41.3.013.
Selvaratnam, Viswanathan. „Malaysia: National Language Policy and Employability“. International Higher Education, Nr. 96 (05.12.2018): 16–18. http://dx.doi.org/10.6017/ihe.2019.96.10776.
AL–BATAL, MAHMOUD. „Arabic and National Language Educational Policy“. Modern Language Journal 91, Nr. 2 (Juni 2007): 268–71. http://dx.doi.org/10.1111/j.1540-4781.2007.00543_10.x.
Chandler, David P. „Report on a national language policy“. Asian Studies Association of Australia. Review 9, Nr. 1 (Juli 1985): 34–36. http://dx.doi.org/10.1080/03147538508712376.
Kar Sharma, Dr Jayanta. „National Education Policy 2020: Language Perspective“. International Journal of Management Research and Social Science 8, Nr. 1 (23.02.2020): 7–15. http://dx.doi.org/10.30726/ijmrss/v8.i1.2021.81003.
Davis, Diana. „National policy on languages“. Australian Review of Applied Linguistics 12, Nr. 1 (01.01.1989): 18–35. http://dx.doi.org/10.1075/aral.12.1.02dav.
Niipare, Alina Kakunde. „Preparing Namibian Student Teachers to Teach Literacy in Mother Tongue“. African Journal of Teacher Education 8 (01.04.2019): 25–52. http://dx.doi.org/10.21083/ajote.v8i0.4095.
Dissertationen zum Thema "Namibian National Language Policy":
Wolfaardt, Ddolores. „Facilitating learning: An investigation of the language policy of Namibian schools“. University of the Western Cape, 2001. http://hdl.handle.net/11394/8452.
This research has sought to investigate the language policy of Namibian schools against the background of international literature on the advantages of mother tongue as medium of instruction during the initial years of school. The historical background of the formulation and implementation of the current policy is dealt with in Chapter 2. The theoretical aspects of language planning as explained in the literature will focus on aspects like the underlying principles for language planning. This chapter will furthermore discuss information regarding the status and the use of the mother tongue as medium of instruction in Namibia during the first three years of school. In Chapter 4 a literature review of Cummins's linguistic interdependence principle, as well as the different options or models for a bilingual language approach in education, is discussed in detail and compared to the Namibian situation to find the best possible model which could be adapted for Namibia. Chapter 5 investigates the results of a survey that has been conducted in Namibia to determine the level of English language proficiency of teachers. These findings are compared to find a relation between repetition rates of learners, Grade 10 examination results per region, as well as the teacher qualifications per region. Chapter 6 proposes a gradual bilingual language model for Namibia. First the rationale will be dealt with, followed by a detailed description of the model and how it is to be implemented. Chapters 7 and 8 deal with the research methodology that was undertaken in the form of a questionnaire and interviews with educationists regarding the use of the real medium of instruction, the perceptions of educationists on the language policy, and their proposals to change the language policy. Their perceptions of the proposed language model are discussed in order to identify ideas on how to streamline it. In Chapter 9 questions concerning the implications of implementing a bilingual language policy with regard to what is possible, practicable, and affordable will be dealt with. The last chapter, Chapter 10, will compare the current language policy, a policy proposed by NIED, and the model proposed here, before a number of recommendations are made.
Haingura, Paulinus. „A critical evaluation of the development of Rumanyo as a national language in Namibia“. University of the Western Cape, 2017. http://hdl.handle.net/11394/6302.
Among others, the current study had been conceived due to the fact that, although Namibia is endowed with multiple languages, their development throughout the long colonial history, had been unequal. That is, some languages received more attention than others and some were hardly developed at all. After independence, Namibians had legitimate expectations that all their (different) languages would be developed equitably throughout all the regions, and among all ethnic groups or speech communities. In the post-apartheid era, however, Namibians have been subjected to a limited and unequal language and literacy development which encouraged me to conduct a research to critically evaluate the development of Rumanyo or lack of thereof. The focus of this study is on understanding the disparities in language and literacy development in Namibia with particular emphasis on ethno-regional disparities and what precipitates these inequalities. The reason for the emphasis on region and ethnicity in researching language and literacy development was due to Namibia's multi-ethnicity and the over-lapping of regions and ethnic groups.
Amirejibi-Mullen, Rusudan. „Language policy and national identity in Georgia“. Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/2679.
Mensah, Henry Amo. „Language policy and practice in a multilingual classroom : managing linguistic diversity in a Namibian high school“. Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86615.
ENGLISH ABSTRACT: This study examines the language policy and implementation outside and inside the classroom in a multilingual and multicultural international school. Specifically, it aims at giving an insight into how linguistic and cultural diversity is managed at Windhoek International School (WIS). It takes a specific interest in the kinds of language policy that determine which languages are used in education in a context where both teachers and learners are L1 speakers of a considerable number of different languages. The participants in this study are multilingual learners and teachers of WIS. The study uses data from the school records, a questionnaire, interviews and observation. The analysis of the data is descriptive, interpretive and explanatory. The findings of the study are that the language policy at WIS is articulated in such a manner that it encourages monolingual norms although the school’s community is multilingual. English is the MoI, used in official communication across the school and also as a language of communication with the school’s stakeholders. Other European languages, namely- French, German and Portuguese are officially taught as modern foreign languages. Significantly, none of the local Namibian languages are taught in the school. However, the school does not bar its learners and teachers from using their LotE especially outside of the classroom. The study also shows that the language ecology at WIS demonstrates a situation of polyglossia where English is on top of the language hierarchy. From the findings, it is suggested that since WIS recognises the multilingual and multicultural composition of its learners and teachers, its whole school policy should be looked at again to reflect current thinking in language-in-education policy. The policy should place emphasis on dynamic bilingualism by supporting and encouraging the teaching and learning of LotE, including local indigenous languages, as a means of scaffolding and as a means of bridging knowledge development in the school. However, for purposes of examination, the school should place emphasis on the extensive use of English to enable its learners to meet the requirements of external examiners.
AFRIKAANSE OPSOMMING: Hierdie studie bestudeer die taalbeleid en implementering daarvan binne en buite klaskamerverband, by ‘n veeltalige en multikulturele internasionale skool. Spesifiek, is die doel om insae te gee in hoe talige en kulturele diversiteit by Windhoek Internasionale Skool (WIS) hanteer word. Dit stel belang in die verskillende soorte taalbeleid wat bepaal watter tale in onderrig en leer gebruik word in ‘n konteks waar sowel die onderwysers as die leerders eerstetaalsprekers is van ‘n aansienlike aantal verskillende tale. Die deelnemers in hierdie studie is veeltalige leerders en onderwysers aan die WIS. Die studie gebruik data wat bekom is uit skoolrekords, vraelyste, onderhoude en deur waarneming. Die analise van die data word gedoen in die vorm van beskrywing, interpretasie en verduideliking. Die bevindinge van die studie hou in dat die taalbeleid aan die WIS so geartikuleer is dat dit eentalige norme ondersteun, alhoewel die gemeenskap wat deur die skool bedien word, veeltalig is. Engels is die medium van onderrig (MvO/MoI) aan die skool, word in amptelike kommunikasie binne die skool gebruik, en is ook die kommunikasietaal by alle belanghebbendes van die skool (ouers, borge, ens.). Ander Europese tale, naamlik Frans, Duits en Portugees, word as moderne vreemde tale binne die skool se leerplan aangebied. Heel opvallend, word geeneen van die plaaslike Namibiese tale in die skool aangebied nie. Ten spyte van hierdie taalreëlings word leerders en onderwysers van die skool nie beperk in die gebruik van ander tale as Engels (LotEs) nie, veral buite die klaskamers. Die studie toon aan dat die taalomgewing by WIS tekenend is van ‘n sg. poliglossiese gemeenskap waar Engels in die taalhiërargie bo-aan te staan kom. Die bevindinge suggereer dat die WIS, in die lig van hulle erkenning van die veeltalige en multikulturele samestelling van die leerders en onderwysers, sy skoolbeleid in die geheel behoort te heroorweeg, sodat dit belyn word met die mees resente denke oor taal-in-onderrig-beleid. Die beleid behoort op dinamiese tweetaligheid klem te lê deur die onderrig en leer van ander tale as Engels (LotEs), ook plaaslike inheemse tale, aan te moedig en te ondersteun. Dit moet so gedoen word dat dit as “steierwerk”kan dien in die oorbrugging wat nodig is vir leer deur medium van ‘n tweede of vreemde taal. Daarbenewens word aanbeveel dat die skool vir eksamineringsdoeleindes aandag skenk aan die uitgebreide gebruik van Engels, sodat leerders in staat is om aan die vereistes wat eksterne eksaminatore stel, te beantwoord.
Ngololo, E. N. (Elizabeth Ndeukumwa). „An evaluation of the implementation of ICT policy for education in rural Namibian schools“. Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24841.
Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
Tang, Wing-yu Mary. „Language policies, national development and the role of English in post-colonial Malaysia, Singapore and Hong Kong“. Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2116177X.
Fleming, Douglas. „Becoming Canadian : Punjabi ESL learners, national language policy and the Canadian language benchmarks“. Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31080.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Strode, Louise. „Language, cultural policy and national identity in France, 1989-97“. Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/7187.
Torgersen, Dale G. „KTO I KUDA? Russia, language, and national identity“. Thesis, Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/Dec/09Dec%5FTorgersen.pdf.
Thesis Advisor(s): Tsypkin, Mikhail ; Keyser, Boris. "December 2009." Description based on title screen as viewed on January 27, 2010. Author(s) subject terms: Russian Language, Language Policy, Russification, Russia, Russian Federation, Soviet Union, Former Soviet Union, Identity, Nationalist, Nationalism, russkie, rossiianne, Baltic States, Ukraine, Georgia, Moldova, Pushkin, Lermontov, Tolstoy, Romanov Dynasty, Bolsheviks, Communist Party, Lenin, Stalin, Khrushchev, Brezhnev, Gorbachev, Yeltsin, Putin. Includes bibliographical references (p. 31-33). Also available in print.
Kientz, Eglantine. „Europeanization, language and national identity: the case of France“. Thesis, Uppsala universitet, Teologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-194284.
Bücher zum Thema "Namibian National Language Policy":
Namibia National Conference on the Implementation of the Language Policy for Schools (1992 Ongwediva Training Centre). Namibia National Conference on the Implementation of the Language Policy for Schools: Ongwediva Training Centre, 22-26 June 1992. Windhoek: Longman Namibia, 1993.
Zaman, Mukhtar. Thoughts on national language policy. Islamabad: National Language Authority, 1985.
Education, Australia Dept of. National policy on languages. Canberra: Australian Govt. Pub. Service, 1987.
Bianco, Joseph Lo. National policy on languages. Canberra: Australian Govt. Pub. Service, 1987.
Bianco, Joseph Lo. National policy on languages. Canberra: Australian Government Pub. Service, 1987.
Wrigley, Heide Spruck. A national language policy for ESL. [Washington, DC]: National Clearinghouse for ESL Literacy Education, 1995.
Ike, Ndubuisi J. Language and national development: The Nigerian experience. Abuja, [Nigeria]: Wilbest Educational Publishers, 1998.
Richard, Mead. Malaysia's national language policy and the legal system. New Haven, Conn: Yale University Southeast Asian Studies, 1988.
Hutt, Michael. Nepali, a national language and its literature. New Delhi: Sterling Publishers, 1988.
Whiteley, Wilfred Howell. Swahili: The rise of a national language. Aldershot, Hampshire, England: Gregg Revivals, 1993.
Buchteile zum Thema "Namibian National Language Policy":
Pawłusz, Emilia. „Language as an Object of National Passion: Reflections from Estonia“. In Language Policy, 223–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52993-6_12.
Eggington, William. „9. The roles and responsibilities of ESL teachers within National Language Policies“. In Language Policy, 165. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/z.83.15egg.
Baker, Fiona S. „National Pride and the New School Model: English Language Education in Abu Dhabi, UAE“. In Language Policy, 279–300. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46778-8_16.
Stephens, Lisa Patel. „Early Literacy Policy: National and Local Instantiations“. In Language Planning and Policy: Issues in Language Planning and Literacy, herausgegeben von Anthony J. Liddicoat, 30–45. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781853599781-004.
Langston, Keith, und Anita Peti-Stantić. „Croatian Language Policy at the National Level and the Regulation of Public Language“. In Language Planning and National Identity in Croatia, 130–46. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137390608_6.
Tuin, Dirk, und Gerard Westhoff. „The Task Force of the Dutch National Action Programme as an Instrument for Developing and Implementing Foreign-Language Policy“. In Perspectives on Foreign Language Policy, 21. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/z.81.03tui.
Ozolins, Uldis. „Chapter 3. Language Policy and Smaller National Languages: The Baltic States in the New Millennium“. In Uniformity and Diversity in Language Policy, herausgegeben von Catrin Norrby und John Hajek, 37–52. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694478-007.
Slaughter, Yvette. „Chapter 10. Bringing Asia to the Home Front: The Australian Experience of Asian Language Education through National Policy“. In Uniformity and Diversity in Language Policy, herausgegeben von Catrin Norrby und John Hajek, 157–74. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694478-015.
Wee, Lionel. „9. Language Policy in Singapore: Singlish, National Development and Globalization“. In English and Development, herausgegeben von Elizabeth J. Erling und Philip Seargeant, 204–19. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781847699473-013.
Boyd, Sally. „Chapter 2. Do National Languages Need Support and Protection in Legislation? The Case of Swedish as the ‘Principal Language’ of Sweden“. In Uniformity and Diversity in Language Policy, herausgegeben von Catrin Norrby und John Hajek, 22–36. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694478-006.
Konferenzberichte zum Thema "Namibian National Language Policy":
Wuryanti, Sri. „INDONESIAN LANGUAGE NATIONAL EXAMINATION RESULTS FOR HIGH SCHOOL DEAF CHILDREN“. In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2019. http://dx.doi.org/10.26499/iceap.v0i0.225.
Fahmi, Royan Nur, Muawal Panji Handoko und Kurniawan. „BIPA (Bahasa Indonesia bagi Penutur Asing/Indonesian as a Foreign Language) Policy as the Implementation of National Language Politics“. In 1st International Conference on Folklore, Language, Education and Exhibition (ICOFLEX 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.053.
Liu, Zehai. „Analysis on the Characteristics of the Relationship Between Language Education Policy and National Construction in Southeast Asian Countries“. In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.319.
Wirza, Yanty. „Bahasa Indonesia, Ethnic Languages and English: Perceptions on Indonesian Language Policy and Planning“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-8.
Jugl, Sebastian, Aimalohi Okpeku, Brianna Costales, Earl Morris, Golnoosh Alipour-Harris, Juan Hincapie-Castillo, Nichole Stetten et al. „A Mapping Literature Review of Medical Cannabis Clinical Outcomes and Quality of Evidence in Approved Conditions in the United States, from 2016 to 2019“. In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.25.