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Journal articles on the topic 'Dzongkha language'
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1
Dhungyel, Parshu Ram, and Jānis Grundspeņķis. "Analysing the Methods of Dzongkha Word Segmentation." Applied Computer Systems 21, no. 1 (May 24, 2017): 61–65. http://dx.doi.org/10.1515/acss-2017-0008.
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Abstract In both Chinese and Dzongkha languages, the greatest challenge is to identify the word boundaries because there are no word delimiters as it is in English and other Western languages. Therefore, preprocessing and word segmentation is the first step in Dzongkha language processing, such as translation, spell-checking, and information retrieval. Research on Chinese word segmentation was conducted long time ago. Therefore, it is relatively mature, but the Dzongkha word segmentation has been less studied by researchers. In the paper, we have investigated this major problem in Dzongkha language processing using a probabilistic approach for selecting valid segments with probability being computed on the basis of the corpus.
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Wangchuk, Chencho, Kinley Namgay, and Nima Wangchuk. "College Students’ Attitudes Towards Reading Dzongkha and Its Implications on Bhutan." Bhutan Journal of Research and Development 12, no. 1 (June 11, 2023): 1–13. http://dx.doi.org/10.17102/bjrd.rub.12.1.0011.
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This study examined college students’ attitudes towards reading Dzongkha and the possible implications of the preferential choice of either English or Dzongkha as a language for reading may have on Bhutan. Using mixed-methods triangulation, the study examined college students’ attitudes toward reading Dzongkha. Data obtained from three data sources were merged and triangulated. Although the respondents showed a positive attitude towards reading Dzongkha, the majority of them, however, preferred English as a language for reading, which is deeply concerning for Bhutan. Based on the findings, the researchers have provided three recommendations, with the first being introducing additional but relevant Dzongkha modules for students pursuing higher degrees in English-medium colleges. Others include instituting mandatory DSTS test results for all opportunities and establishing Dzongkha medium preschools for preschoolers.
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Wangchuk, Karma, Subalalitha Chinnaudayar Navaneethakrishnan, Yeshi Jamtsho, and Yeshi Wangchuk. "Dzongkha to English translation using the neural machine translation approach." Indonesian Journal of Electrical Engineering and Computer Science 31, no. 2 (August 1, 2023): 885. http://dx.doi.org/10.11591/ijeecs.v31.i2.pp885-892.
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<span>In this era of technology, a communication barrier is a thing of the past. With each passing day, different types of language-based applications are being launched. There are 109 official languages Google has translated to date. However, the Dzongkha translation has not been studied. The purpose of this paper was to study Dzongkha to English translation. The parallel corpus was collected from the Dzongkha development commission of Bhutan. The dataset consisted of 53018 sentence pairs. Unique words in Dzongkha and English were 13,393 and 12,506 respectively. Different neural machine translation models were implemented. The experimental results show that the bleu score of Seq2Seq models followed a fluctuating trend. However, the bleu score of the transformer model increases gradually. It was observed that the transformer outperformed the Seq2Seq models. The highest accuracy and the lowest training loss obtained were 84.46% and 0.014858 respectively with a bleu score of 64.89.</span>
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Arun, P. V. "A semantic parsing approach for Bhutanese language of Dzongkha." International Journal of Speech Technology 17, no. 2 (December 5, 2013): 161–65. http://dx.doi.org/10.1007/s10772-013-9218-0.
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Tshering, Karma. "The Status and Role of English as a Language of Administration in Bhutan." Journal of World Englishes and Educational Practices 2, no. 4 (August 31, 2020): 31–43. http://dx.doi.org/10.32996/jweep.2020.2.4.4.
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English as a language of the world has reached into the tiny Himalayan Kingdom of Bhutan from the time of the colonisation of India by the British and this paper examined the status and role of English as a language of administration in the country. English in Bhutan is regarded as EFL while Nepal and Bangladesh has the status of L2. Therefore, why not the status of English in Bhutan is L2 as the country lies in the same geographical zone- sharing boarders with India and Nepal. The results presented in this paper accounts with various views and opinions given by 104 respondents from different organisations. The data obtained were analysed using descriptive statistics and the study found out that English in Bhutan has the status of L2 by having adopted it as a language of administration, education, media, businesses, etc. The findings revealed that English is used more than the national language Dzongkha with more than (80%) of the tasks being performed in English in various domains. The study also showed 100% English usage in banking, communication outside the country and 90-100% in e-communication, confirming the fact that English is used as a language of administration. Interestingly, this study reported that English language is preferred in the families as a language of convenience.
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Segawa, Hiromi Kohori, Hironori Uematsu, Nidup Dorji, Ugyen Wangdi, Chencho Dorjee, Pemba Yangchen, Susumu Kunisawa, Ryota Sakamoto, and Yuichi Imanaka. "Gender with marital status, cultural differences, and vulnerability to hypertension: Findings from the national survey for noncommunicable disease risk factors and mental health using WHO STEPS in Bhutan." PLOS ONE 16, no. 8 (August 31, 2021): e0256811. http://dx.doi.org/10.1371/journal.pone.0256811.
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Cardiovascular disease is the leading cause of death in the Kingdom of Bhutan. Thus, the early detection and prevention of hypertension is critical for reducing cardiovascular disease. However, the influence of sociocultural factors on vulnerability to hypertension needs further investigation. This study performed secondary data analysis on 1,909 individuals in a cross-sectional study (the National survey for noncommunicable disease risk factors and mental health using World Health Organization (WHO) STEPS approach in Bhutan– 2014). Multivariate logistic regression demonstrated a significant association between gender with marital status and hypertension. Women had a higher odds ratio than men (Ref) when married (AOR: 1.27, 95% confidence intervals (CI): 1.23–1.31), and when separated, divorced, or widowed (AOR: 1.18, 95% CI: 1.12–1.26). People who speak the Tshanglakha language scored the highest odds (AOR: 1.24, 95% CI: 1.20–1.27), followed by Lhotshamkha (AOR: 1.09, 95% CI: 1.06–1.12) and Dzongkha (Ref) after adjusting for various social and biomedical factors. Additionally, tobacco use displayed decreased odds for hypertension. To promote the early detection and prevention of hypertension, these cultural factors should be considered even within small geographic areas, such as Bhutan. It is necessary to strengthen hypertension preventive strategies for people who speak Tshanglakha and Lhotshamkha. Furthermore, careful consideration should be given to preventing hypertension among adults aged 40 years or more, women who are married, separated, divorced, or widowed, and men who never married in Bhutan.
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Baloyi, Magezi Elijah. "Ku tshikileriwa ka ririmi ra Xitsonga eAfrica-Dzonga." South African Journal of African Languages 41, no. 3 (September 2, 2021): 278–86. http://dx.doi.org/10.1080/02572117.2021.2010920.
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Dema, Damchu. "Learners’ Preference: A Reason to Use Code-Switching in Teaching and Learning Short Stories in Grade X English." Educational Innovation and Practice 5 (September 9, 2022): 36–60. http://dx.doi.org/10.17102/5.3.eip.2022.
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Code-switching is a phenomenon where there is an alternation between two or more languages or dialects within a sentence in a conversation. It can be used as one of the strategies of teaching short stories in the Bhutanese classrooms. However, in Bhutan, English being the medium of instruction, teachers and students are obliged to communicate only in English in the class. This impedes students reasoning, critical thinking skills and the overall learning process both within the classroom and outside the learning environment. Impacts and factors leading to code-switching in teaching literary texts has been widely explored in other countries. However, very little research has been carried out in Bhutan. Hence, this study explored the factors leading to code-switching in L2 classrooms to teach short stories to grade X students of one of the higher secondary schools in Trongsa dzongkhag. It also attempted at examining the perception and attitudes of English teachers and learners towards code-switching in the teaching and learning of short stories. The study was conducted using mixed methods: integrating structured survey questionnaires and semi-structured interview and the data were analyzed using descriptive analysis. Thus, the researcher found the significant factors such as, difficulty in comprehending the new concepts, new vocabularies and pronunciation and to encourage students’ participation in the class which leads to the use of L1. Further, it also found that both teachers and students have positive attitudes towards the use of code-switching as a technique to teach short stories to grade X students in English as a Second Language classroom but not to use as frequently as they wished to.
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Dorji, Leki. "Impact of Mass Media in Teaching and Learning English in Higher Secondary Schools in Bhutan." International Journal for Research in Applied Science and Engineering Technology 9, no. 9 (September 30, 2021): 1584–610. http://dx.doi.org/10.22214/ijraset.2021.38082.
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Abstract: The development of Mass Media in the first decade of twenty first century influenced the lives of Bhutanese in various fields such as mass communication, entertainment, and teaching-learning processes. The proficiency of English language is an indispensable tool for students in the academic journey, and thus, the creative teaching-learning process of English is necessary to adopt in the classroom. Hence, this study explored the Impact of Mass Media in Teaching and Learning English in Higher Secondary Schools in Bhutan. The researcher conducted a Mixed Method Survey comprising questionnaire and interview to collect data and information from one hundred thirty five, twelfth-grade students and six English teachers from three schools under Tashigang Dzongkhag. The study used Simple Random Sampling to select the target population, which involved individuals that represent unbiased population. The study used descriptive analysis to interpret and analyze the collected data with graphical representations. The study presented the implications of Mass Media in teaching and learning English to the young minds. Further, the study recommended the use of Mass Media with accessibility and awareness to enhance the teaching and learning process of English. Keywords: impact, quota-sampling, accessibility, learning strand, teaching aid,
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Naveed, Ayesha, and Damber Kumar Nirola. "Mental health in Bhutan." International Psychiatry 9, no. 1 (February 2012): 11–12. http://dx.doi.org/10.1192/s1749367600002915.
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The Kingdom of Bhutan lies in the folds of the eastern Himalayas, sandwiched between India to the south and China to the north. It has a total area of 38394 km2, which is roughly the size of Switzerland, and a population of a little over 70 0000 (Royal Government of Bhutan, 2002). It is a mountainous country, except for a small flat strip in the southern foothills. The official language is Dzongha, but English is widely spoken. English is the medium of instruction from pre-primary level onwards. In 1999 Bhutan allowed viewing of television and use of the internet, as a step towards modernisation. In the early 20th century, Bhutan came into contact with the British Empire; Bhutan maintains strong bilateral relations with India. Business Week magazine in 2006 rated Bhutan the happiest country in Asia and the eighth happiest in the world, based on a global survey. Bhutan is in fact the only country where happiness is measured in the form of an index, ‘Gross National Happiness’. The main religion practised in the country is Buddhism, with Hinduism as the second most prevalent. The capital and largest city is Thimphu. In 2007, Bhutan made the transition from absolute monarchy to constitutional monarchy, and held its first general election in 2008. Bhutan is a member of the United Nations and of the South Asian Association for Regional Cooperation (SAARC); it hosted the 16th SAARC summit in April 2010.
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Phurpa, Sigay. "Technical Writing Difficulties Faced by High School Students in Dzongkha Subject." Asian Journal of Education and Social Studies, September 30, 2021, 1–15. http://dx.doi.org/10.9734/ajess/2021/v22i230525.
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This study explores the technical difficulties and the causes of writing difficulties school students face in writing in Dzongkha. Using social constructivism, 16 participants (ten students and six teachers) were involved. In addition to document analysis, the participants were also interviewed to find the problems of writing in Dzongkha. The findings suggest that application of Dzongkha in its written form was one of the most difficult tasks among the four language skills. The writing difficulties faced by the students were the usage of correct spelling, grammar, vocabulary, word structure, sentence structure, paragraph structure, expression and handwriting. Among these, spelling was one of the most difficult parts while writing in Dzongkha. The causes of writing difficulties in Dzongkha were the poor foundation of Dzongkha writing and reading skills, low prestige of Dzongkha language/subject, time constraint, pronunciation related problems, limited resource/facility and professional support for the Dzongkha teachers, less career scope for Dzongkha background students and poor reading habit. It was also due to lack of additional Dzongkha medium based subject, inadequate modern ways of teaching learning strategies, and also because of minimal parents’ support, less personal interest and perseverance to learn and write in Dzongkha. The solutions to the writing problems were to give adequate time for Dzongkha subject, maintain reading and writing portfolios to enhance genres writing, teaching the clear meaning and concept of different words and terminologies having same pronunciation, and adequate teacher written response needs to be emphasized and implemented. Based on the findings of the study, recommendations to different stakeholders are also provided.
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Wangchuk, Karma, Tsheten Dorji, Parshu Ram Dhungyel, and Pema Galey. "Fruits and Vegetables Recognition System in Dzongkha Using Visual Geometry Group Network." Zorig Melong- A Technical Journal of Science, Engineering and Technology 8, no. 1 (August 22, 2023). http://dx.doi.org/10.17102/v8004.
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English speaking among the youth is gaining popularity in Bhutan. The Ministry of Education and Dzongkha Development Commission have been trying to promote the national language through different strategies. Furthermore, developed interesting learning materials in Dzongkha. However, youth find it difficult even to name common fruits and vegetables in Dzongkha, and this is an increasing concern. The purpose of this study was to develop an automatic fruit recognition system in Dzongkha using machine learning techniques. Ten classes of fruits and 17 classes of veg- etables that are found in Bhutan are considered for the study. The fruits and vegetable datasets were downloaded from Kaggle and Websites. Furthermore, images were augmented and rotated every 15 degrees. The dataset comprised 405000 images. The model was trained and deployed using customized VGGNet and Gradio. The training and vali- dation accuracy of the proposed model was 97.76% and 97.80% respectively.
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Wangdi, Pema. "Where have adjectives come from in Dzongkha?" Journal of South Asian Languages and Linguistics, September 18, 2023. http://dx.doi.org/10.1515/jsall-2023-1010.
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Abstract This paper provides a comprehensive analysis of adjectives in Dzongkha, a Trans-Himalayan (Tibeto-Burman) language spoken in Bhutan. Several syntactic and morphological properties serve to differentiate adjectives from other word classes. Syntactic properties include the ability of adjectives to directly modify the head noun in a noun phrase (NP), to be modified by an intensifier in the copula complement function, and to serve as the parameter of comparison in comparative constructions. They also include the inability of adjectives to form a complete NP or an intransitive predicate, to function as the possessor and the possessed in possessive constructions, and to occur in cleft-focus constructions. Morphological properties include comparative and superlative markings, as well as the inability of adjectives to take the markers of grammatical categories typically associated with verbs, such as tense, aspect, modality, causative derivation, imperative mood, and negation; or the markers of grammatical categories typically associated with nouns, such as gender, augmentative and diminutive, and case and number. This study is anticipated to cast light on the status of adjectives in other closely related Trans-Himalayan languages.
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Watters, Stephen. "The discourse functions of simple copulas in Dzongkha." Functions of Language, July 9, 2024. http://dx.doi.org/10.1075/fol.22056.wat.
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Abstract The marking on copular verbs in Tibetic languages is regarded as an exemplar of egophoricity, although the extent to which it has been grammaticalized varies between languages. Dzongkha, a southern Tibetic language, is somewhat atypical of the egophoric pattern in the sense that the basic opposition in copulas exhibits a mirative pattern, wherein the non-mirative (egophoric) copula occurs with all grammatical persons in declaratives and interrogatives, and the mirative (non-egophoric) occurs with the 3rd person and rarely with 1st and 2nd persons. The conversational data studied for this paper also show that the speaker need not take knowledge stances that bifurcate the world between objectively ‘old’ and ‘new’ knowledge and the attendant associations of knowledge with a particular grammatical person. Rather, the speaker’s representation of events is subjective, and dependent, in part, on the knowledge stances between speaker and respondent. What is in view in conversational interaction are the social goals of the conversation — assertions, face-saving strategies, and arriving at mutually shared knowledge — and the Dzongkha copulas are a manipulable linguistic resource in achieving these.
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Gyeltshen, Dawa. "Why Aren’t Children in Bhutan Reading?" Asian Journal of Education and Social Studies, October 7, 2021, 4–9. http://dx.doi.org/10.9734/ajess/2021/v22i330532.
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This micro study aimed to explore, “Why aren’t children in Bhutan reading?” For the purpose of this study, I have chosen students of two primary schools and one central school. I did case study with 20 students of class IV to VI from each school. I focused my study on reading in both the languages taught in Bhutanese schools: Dzongkha, the national language, and English, as a second language. I collected my data using semi structured interview with students. I also talked informally with some of the students. This small study has led me to my current interest of finding out the main reasons why children are not reading in Bhutan.
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Phuentsho. "Action Research on Use of Bilingualism (English & Dzongkha) as Medium of Educational Instruction for Teaching Social Studies in Grade Six Students." South Asian Journal of Social Studies and Economics, September 17, 2022, 45–59. http://dx.doi.org/10.9734/sajsse/2022/v15i330409.
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The Education System of our country, Bhutan has initiated for intersection of Geography and History curricula as Social Studies in lower classes for providing opportunities to explore students’ prior learning with historical and geographical content designed to support in acquisition goals of learning History and Geography as segregated subjects in higher classes. Such integration of subject is deemed as socio-cultural, geographical and historical knowledge are gathered and accumulated from home and community settings.
Therefore, to instill concepts and facts in the children at early stage, bilingual educational instruction has felt very necessary for primary students so that they can grasp the essential and core concept of subjects to determine for enhancing their cultural and historical facts. This miniature action research will evaluate the outcome of using bilingualism as an educational instruction for imparting concept of social studies contents. The targeted population for this action research was grade VI children studying in Dangchu Primary School under Wangduephodrang Dzongkhag.
This study will also explore the benefits of using bilingualism as an educational instruction for teaching social studies by adopting National Language (Dzongkha) as an alternative medium of instruction for explaining and discussing for clarifying contents in subject. The Scaffolding and Trans-language strategies were applied during the social studies teaching periods and positive results were recorded after the intervention strategies were used and the academic performance was drastically improved with intervention strategies and also encouraged students for more classroom participation and concepts were clarified. Bilingualism as medium of educational instructions proved to be the best teaching strategies to improve herself/herself in teaching in turn it enhances learning outcome of the students.
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Dhital, Tanka Nath. "Social and Cultural Impacts of Resettlement Programme: Case study of Mendrelgang Gewog, Tsirang Dzongkhag." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267), March 17, 2019, 177. http://dx.doi.org/10.21013/jmss.v14.n2sp.p18.
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<p>This article will critically look at social and cultural impacts of resettlement programme, manifest and latent function of resettlement programme which has gradually helped in terms of diffusion of cultural and had let to the social integration of people of Mendrelgang geowg under Tsirang Dzongkhag. Previously Mendrelgang gewog have a dominant population of Lhotshampa speaking the Nepali language. Now with the introduction of resettlement programme we have almost people from twenty dzongkhag which comprise of Lhotshampas, Ngalops, sharshops, Kheng and Brokpa and all. This different ethnic population has its unique language, cultural, beliefs and practices. So because of this, we have heterogeneity of population in one particular gewog (District). This heterogeneity of population has slowly helped in terms of diffusion of different culture among the different ethnic people. So this diffusion of culture and cultural traits has reduced the sense of Ethnocentrism among different communities and brought cultural and social inclusiveness. Despite the difference that they have in terms of culture, beliefs, practice, race and ethnicity. People of Mendregang gewog are working together to maintain social solidarity through collective action. This in return helped them to understand and respect each other culture. So because of these people of Mendrelgang are having unity in diversity. This is how people of Mendrelgang are contributing towards building a happy nation and contributing to Gross National Happiness.</p>
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Maluleke, Nkhensani. "We want to teach translingually: The teachers' dilemma." Journal for Language Teaching 58, no. 1 (June 2024). http://dx.doi.org/10.56285/jltvol58iss1a6561.
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This article critically analyses the implementation of the language policy in a South African school concerning Grade 3 reading instruction. The study employs a qualitative method, conducting classroom observations and semi-structured interviews with three Grade 3 teachers over five days. The findings offer insights into teachers' challenges in reconciling their language ideologies with the school's language policies. The teachers fluidly use both Xitsonga and English to explain concepts, disregarding the formal language of instruction. However, using Xitsonga and English in reading lessons conflicts with the school's language policy, leading to teacher guilt. This discrepancy between teachers' language practices and the school's policy highlights the dynamic nature of language use in the classroom. The study emphasises the need for a nuanced and context-sensitive approach to language use, considering learners' diverse language identities and experiences. The research contributes to the growing literature emphasising the vital role of language in shaping teaching and learning practices. It advocates for an inclusive pedagogy that embraces learners' linguistic and cultural diversity in rural contexts. In conclusion, this article makes a valuable contribution to the field of language education, emphasising the importance of critically examining language policies and practices for pedagogical effectiveness and social justice in rural contexts. XITSONGA NKOMISO Phepha leri ri hlela pholisi ya tindzimi eAfrika Dzonga, ri kongomisa swinene eka timhaka ta tidyondzo ta ku hlaya eka Gireyidi ya 3. Ndzavisiso lowu wu vikiwaka eka phepha leri wu tirhisile maqhinga ya khwalithethivhi ku kuxiyaxiya titlilasi na ku hlokisisa va vadyondzisi, masiku ma ntlhanu hi ku landzelelana. Phepha leri ri tisa vundzeni bya mitlhontlho leyi vadyondzisi va hlanganaka na yona loko va ringeta ku tirhisa mavonelo ya vona ya madyondzelo na madyondziselo ya tindzimi, na pholisi ya xikolo. Kahlekahle, vadyondzisi va katsakatsa tindzimi to hambanahambana etitlilasini, va ri karhi va tlula swipimelo swa pholisi ya tindzimi leyi yi lavaka leswaku va tirhisa ririmi rin’we ntsena. Tanihileswi pholisi ya xikolo yi nga pfumeriki leswaku tindzimi to hlaya ti tirhisiwa hi nkarhi wun’we, swi endla leswaku vadyondzisi va titwa nandzu. Ku hambana ka maendlelo ya vadyondzisi na swipimelo swa Pholisi ya Ririmi eswikolweni swi hi kombisa leswaku timhaka ta tindzimi ta nonoha swinene. Hikokwalaho, mbuyelo wa ndzavisiso lowu, wu ringanyeta leswaku hi fanele ku tekela enhlokweni mhaka ya matirhiselo ma tindzimi etitlilasini hi vukheta lebyikulu. Ngopfungopfu, yi lava leswaku hi nga languteli leswaku nhlampfi yi tsutsma, kumbe homu yi mila timpapa. Mbuyelo wa ndzavisiso lowu, wu na xiave eku hi dyondziseni leswaku tindzimi hi ku angarhela, ti na nkoka lowukulu eka tidyondzo. Phepha ri hlohlotela leswaku swi na nkoka ku tekela enhlokweni tindzimi na vutivi bya vana, leswaku tidyondzo ta vona ti nga tekeli ehansi ndhavuko wa vona, ngopfungopfu etindhawini ta le makaya. Hi ku katsakanya, mbuyelo wa ndzavisiso wu engetela vutivi bya nkoka eka swa tidyondzo ta ririmi, wu ri karhi wu tiyisisa leswaku tipholisi ta tindzimi ti fanele ku landzeleriwa hi vurhonwani ku endlela leswaku dyondzo ya xiyimo xa le henhla yi koteka eka tindzhawu ta le makaya, naswona timfanelo ta ku kuma dyondzo ti nga kandziyeriwi.