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Relevant bibliographies by topics / English language in Zambia

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Academic literature on the topic 'English language in Zambia'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "English language in Zambia"

1

John Barton, Stuart. "Sino-substitution: Chinese foreign direct investment in Zambia." Journal of Chinese Economic and Foreign Trade Studies 7, no. 2 (May 27, 2014): 90–109. http://dx.doi.org/10.1108/jcefts-08-2013-0025.

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Purpose – This paper aims to establish the level (if any) of Chinese State influence on setting the terms of Foreign Direct Investment in Zambia, specifically their influence on improving access for Chinese investors through the establishment of Special Economic Zones. Design/methodology/approach – The paper presents a process trace to test primary archival data and elite interviews against growing academic and popular “China in Africa” literature. Findings – After examining primary data, existing academic and popular literature is found to poorly describe China’s economic influence in Zambia, primarily by largely speculating on non-evident coercive investment practices. Instead, the paper concludes that similarities between new Chinese investment and retreating Western sources in Africa can better be described as “Sino-Substitution”. Research limitations/implications – The primary research has focused on English language Zambian sources; access to further Chinese sources would improve the breadth of the study. Practical implications – The study has found the terms of new Chinese investment in Zambia to be far more calculated, consensual and symbiotic than described in the existing literature. This more balanced view of Chinese investment is important if other foreign investors are to retain or regain competitive advantage in the region. Originality/value – No existing research has traced empirically the process through which the Zambian Government developed Special Economic Zones into the country’s largest investment vehicle, or how Chinese investment came to dominant capital flows within them. As investment in these zones grows, a better understanding of the Zambia–China relationship should help other investors compete, and improve Zambia’s access to capital.

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Mpepo, Musonda. "Teaching communicative skills in English in Zambia." Language Learning Journal 4, no. 1 (September 1991): 75–78. http://dx.doi.org/10.1080/09571739185200571.

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Kalinde, Bibian, and Dorette Vermeulen. "Fostering children’s music in the mother tongue in early childhood education: A case study in Zambia." South African Journal of Childhood Education 6, no. 1 (December 3, 2016): 9. http://dx.doi.org/10.4102/sajce.v6i1.493.

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The influence that the use of a familiar language has on learning has long been explored with suggestions that a child’s mother tongue is the most suited initial language of instruction in school. In Zambia, however, this is not the case as the majority of people think that young children should learn to speak in English as soon as possible because this is the language of education. As a result, songs in English dominate the singing repertoire in pre-schools even when children have not mastered sufficient English vocabulary. Singing songs in English, just as teaching children in a language they do not understand, has been shown to hamper learning. The theoretical lens of indigenous African education underpins the study in order to investigate how music in the mother tongue in a cultural context can foster educational aims. Research participants included an expert in Zambian indigenous children’s songs who also acted as resource person and led 18 children aged between 5 and 6 years in sessions of music in their mother tongue. The findings of the study revealed that educational implications of children’s participation in music in the mother tongue can be found in the way in which they are organised, the activities they involve and in the music elements that characterise them.

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Hassan, Waïl S. "Oyono in Arabic." PMLA/Publications of the Modern Language Association of America 128, no. 1 (January 2013): 127–32. http://dx.doi.org/10.1632/pmla.2013.128.1.127.

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A rendition by nayif kharma of michael etherton's theatrical adaptation of john reed's english translation, the arabic version of Ferdinand Oyono's novel Une vie de boy is at three removes from the original French. Under the title Al-khādim (“The Servant”), the play appeared in 1982 in the series Min al-masrah al-'ālami (“From World Theater”), published by Kuwait's Ministry of Culture. Since to all effects and purposes Etherton's theatrical adaptation is Kharma's original, it is necessary to begin by describing how the Zambian-born British writer who taught drama at the University of Zambia in the 1960s adapted his source, Reed's Houseboy, before discussing how the play was later Arabized.

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Simwinga, John. "From Languages in Competition to Languages in Complementation: Accounting for Language-in-Education Policy Formulation and Implementation in Zambia 1964 - 2014." Journal of Law and Social Sciences 2, no. 1 (March 31, 2014): 1–20. http://dx.doi.org/10.53974/unza.jlss.2.1.436.

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This paper outlines the history of language-in-education policy in Zambia from 1964 to 2014. It examines some of the major factors which informed language-in-education policy formulation and implementation in the country in relation to four landmark phases: the 1966 proclamation of English as sole official language at national level and as language of classroom instruction from Grade One to the highest level of education; the 1977 education reforms recommendations; the 1996 language-in-education policy; and, finally, the 2014 declaration and implementation of the policy prescribing the use of familiar languages for instruction in initial literacy and numeracy from Grade One to Grade Four. The paper concludes that though English has remained the sole official language at national level over the years, there has been increasing recognition of the role of local languages as languages of classroom instruction. As a result, the early top-down and monolingual approach to language-in-education policy formulation and implementation, premised on the principle of languages in competition, has since given way to the bottom-up and multilingual approach, guided by the principle of languages in complementation. In order to consolidate the gains scored over the years, the paper argues for a comprehensive operationalisation of the current language-in-education policy through formulation of a comprehensive language development plan and the production of sociolinguistic surveys at both national and community level to aid teachers in determining which language or languages to use as media of classroom instruction in a given locality.

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Kashina, K. "The dilemma of standard English in Zambia: Pedagogical, educational and sociocultural considerations1." Language, Culture and Curriculum 7, no. 1 (January 1994): 17–28. http://dx.doi.org/10.1080/07908319409525163.

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Sitali-Mubanga, Georgina Nandila. "Some Effects of English Loanword Adaptation into SiLozi." International Journal of Education 10, no. 4 (November 12, 2018): 1. http://dx.doi.org/10.5296/ije.v10i4.13422.

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This study under linguistics, sought to examine the Morphophonological effects of the English loanword adaptation into SiLozi a lingua franca of the Western province of Zambia which is a media of instruction in grades one to three for systematisation. Like many African languages, SiLozi does not have the potential to give equivalents to words of English origin unless through borrowing. Schools being the pivot of development, there was an inconsistency in the same education system concerning the adaptation of English loanwords. The study was carried out in selected primary schools of Mongu district in Zambia. The data were collected with the use of voice recorders during on-going lessons for grades one to three in Creative and Technology Studies, Mathematics, Science, Social Studies and in SiLozi subjects in order to capture all English loanwords used in the SiLozi medium of instruction. The main results revealed that feature changing, deletion, insertion and metathesis phonological rules were applied on the English terms in order to nativise them.

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Banja, Madalitso K., and Innocent Mutale Mulenga. "Teacher Education at the University of Zambia and Teacher Quality with Specific Reference to English Language." Makerere Journal of Higher Education 10, no. 2 (August 6, 2019): 171. http://dx.doi.org/10.4314/majohe.v10i2.13.

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Stevenson, Andrew. "Arrival Stories: Using Participatory, Embodied, Sensory Ethnography to Explore the Making of an English City for Newly Arrived International Students." Journal of Contemporary Ethnography 46, no. 5 (December 18, 2015): 544–72. http://dx.doi.org/10.1177/0891241615619994.

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Places are more than mere locations indicated by coordinates on a map. They are sites invested with meaning that arises out of mobile, embodied, sensuous experience. The construction of place is explored here in the context of participatory, embodied, sensory ethnographic research. I curated a series of ethnographic engagements with international students who were newly arrived in the city of Manchester, England. A participatory, embodied, sensory ethnographic method was used to explore ways in which meaningful places are constructed through the body and senses. This article reports on walking interviews with Tala (from Zambia), Ann (from Romania), Al (from Tunisia), Abbie (from Spain), and her guide dog Tori (from the U.S.), to explore their corporeal and sensuous engagements with their new city, using a combination of transcribed interviews and other, less language-based products of our engagements (photography, artifacts, soundscapes).

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Psaki, Stephanie R., Erica Soler-Hampejsek, Jyotirmoy Saha, Barbara S. Mensch, and Sajeda Amin. "The Effects of Adolescent Childbearing on Literacy and Numeracy in Bangladesh, Malawi, and Zambia." Demography 56, no. 5 (September 9, 2019): 1899–929. http://dx.doi.org/10.1007/s13524-019-00816-z.

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Abstract Global investments in girls’ education have been motivated, in part, by an expectation that more-educated women will have smaller and healthier families. However, in many low- and middle-income countries, the timing of school dropout and first birth coincide, resulting in a rapid transition from the role of student to the role of mother for adolescent girls. Despite growing interest in the effects of pregnancy on levels of school dropout, researchers have largely overlooked the potential effect of adolescent childbearing on literacy and numeracy. We hypothesize that becoming a mother soon after leaving school may cause the deterioration of skills gained in school. Using longitudinal data from Bangladesh, Malawi, and Zambia, we test our hypothesis by estimating fixed-effects linear regression models to address the endogeneity in the relationship between childbearing and academic skills. To our knowledge, this is the first study to examine the effects of adolescent childbearing on academic skills in low- and middle-income countries. Our results indicate that among those with low levels of grade attainment, first birth has a negative effect on English literacy and numeracy. Among those with higher levels of grade attainment, we find little evidence of effects of childbearing on academic skills. Childbearing also has little effect on local language literacy. Beyond the immediate loss of English literacy and numeracy, if these skills lead to better health and more economic productivity, then adolescent childbearing may have longer-term repercussions than previously understood. In addition to ongoing efforts to increase educational attainment and school quality in low- and middle-income countries, investments are needed to strengthen the academic skills of adolescent mothers to secure the demographic and economic promise of expanded education for girls and women.

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Dissertations / Theses on the topic "English language in Zambia"

1

Chisanga, T. "An investigation into the form and function of educated English in Zambia as a possible indigenized non-native variety." Thesis, University of York, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379038.

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Komakoma, Leah. "An investigation into fan identity among supporters of the English soccer premier league in Lusaka, Zambia." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1002902.

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This study investigates Zambians’ construction of identities based on their following of the English soccer premier league. The study seeks to understand how Zambian supporters of this league construct their identities based on their encounter with foreign teams/players and how they appropriate the meanings obtained through such viewing in their daily lives. The study is informed by the theories of fandom. Using an ethnographic critique of the media imperialism thesis, the study attempts to explore the meanings that the fans of the English soccer league in urban Lusaka make of the mediated soccer games, while in and outside the viewing spaces – the bars – where the games are ritually watched in groups. Based on the qualitative methods of focus group discussions, individual in-depth interviews and observations, the study probes the phenomenon of the consumption of English premier league football in countries abroad, focusing specifically on the experiences of fans in Lusaka, Zambia. Observation of this phenomenon in Lusaka reveals that fans find pleasure in the tactics that the teams in the league display, the professionalism of the players, goal scoring and self-empowerment for the few women supporters. This study probes these issues in greater depth. The foremost conclusion of the research is that it neither completely rejects nor accepts the media imperialism thesis. Instead, meanings should be understood within the context of the lived experience and reality of the fans.

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Koc, Serdar Engin. "English Language Teachers." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610499/index.pdf.

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The purpose of this study was to explore the perceptions of teacher trainers and trainees about a web-support system and its components developed and implemented as an integral part of the in-service teacher training program entitled &ldquo
Certificate for Teaching English&rdquo
(CTE) program for the newly hired teachers in the two departments of the School of Foreign Languages at Middle East Technical University (METU). The overall design of this study was a case study which was conducted as action research within the qualitative research paradigm. Some participants&rsquo
perceived the file system as usable, reachable, and beneficial because the file types used in the web-support were in congruence with the CTE program. Some participants had difficulty finding files that they were looking for. The participants were not able to use the forum frequently enough because they did not have enough time and they were always in contact with each other during their work hours. However, they suggested the usage of compulsory activities that are separated to be used within the forum. The participants perceived the online tasks as beneficial in terms of retention and revision of sessions and showing examples of how to use video in class. The participants thought that the presence of the curriculum information on the web was essential as information. The participants perceived that the integration of web support and sessions was partial and they wanted to do some sessions online in the future. The participants perceived news section as beneficial in directing them but they thought it should be updated more often.

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Toivanen, Juhani H. "Perspectives on intonation English, Finnish, and English spoken by Finns /." Frankfurt am Main ; New York : Peter Lang, 2001. http://catalog.hathitrust.org/api/volumes/oclc/47142055.html.

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Rioux, Robyn. "English language learners and the development of the English language learner curriculum." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.

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Hart-Rawung, Pornpimon, and n/a. "Internationalising English language education in Thailand: English language program for Thai engineers." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.

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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.

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Estrada, Karla Vanessa. "Examining English Language Development among English Language Learners with Specific Learning Disability." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/214.

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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.

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Estrada, Karla V. "Examining English Language Development among English Language Learners with Specific Learning Disability." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.

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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.

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Fong, Wai-lin Yvonne. "Written English errors of eighth graders in an Anglo-Chinese school in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B31949022.

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Ackles, Nancy M. "Historical syntax of the English articles in relation to the count/non-count distinction /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/8405.

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Books on the topic "English language in Zambia"

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Kashoki, Mubanga E. The factor of language in Zambia. Lusaka: Kenneth Kaunda Foundation, 1990.

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Mashiri, Pascal. Two friends: A story from Zambia. Braamfontein: READ Educational Trust, 1995.

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Sarvi, J. Zambia Educational Materials Project (ZEMP) field study: Impact of Zambia basic education course books in science, mathematics, and English at grade 8 level in basic and secondary schools of Zambia : final main report. Lusaka, Zambia: Curriculum Development Centre, Research and Evaluation Dept., 1992.

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Mashiri, Pascal. The village in the Valley of Darkness: A story from Zambia. Braamfontein: READ Educational Trust, 1995.

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Khozi, Mercy. Zambian phrase book. 2nd ed. [Zambia?]: Khozi-Grant, 2002.

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University of Zambia. Institute of Economic and Social Research., ed. Zambians talking: Twenty-five English conversations. 2nd ed. Lusaka, Zambia: Institute of Economic and Social Research, University of Zambia, 2001.

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Moody, James A. Zambians talking: Twenty-five English conversations. Lusaka, Zambia: Institute for African Studies, University of Zambia, 1985.

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Simukoko, Youngson T. Some aspects of developmental interlanguage continua in Zambian primary school learners of English. Lusaka, Zambia: Institute for African Studies, University of Zambia, 1987.

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Andrew, Gray. Town Nyanja: A learner's guide to Zambia's emerging national language. [Raleigh, NC: Lulu], 2013.

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Disease, illness and causation in traditional healing in Zambia: A Bemba-English dictionary of diseases and illness treated by traditional healers, including medical concepts and phrases used in healing. Lusaka: [s.n., 2007.

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Book chapters on the topic "English language in Zambia"

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Mukuka, Dominic Mulenga. "The Usage of English Language as a Challenge for Students to Access and Succeed in Zambian Higher Education." In The Education Systems of Africa, 1–15. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_51-1.

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Mukuka, Dominic Mulenga. "The Usage of English Language as a Challenge for Students to Access and Succeed in Zambian Higher Education." In The Education Systems of Africa, 799–813. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_51.

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Schmied, Josef J. "English in Zimbabwe, Zambia and Malawi." In Varieties of English Around the World, 301. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/veaw.g15.21sch.

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McEnery, Tony, and Robbie Love. "Bad Language." In English Language, 495–507. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_34.

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McEnery, Tony. "Bad Language." In English Language, 564–75. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_34.

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Hardie, Andrew. "Language Acquisition." In English Language, 609–24. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_37.

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Svartvik, Jan, and Geoffrey Leech. "The Standard Language Today." In English, 195–209. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-16007-2_10.

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Chilton, Paul. "Text Linguistics." In English Language, 170–85. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_9.

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Culpeper, Jonathan, Ruth Wodak, and Paul Kerswill. "Studying the English Language." In English Language, 3–7. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_1.

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Culpeper, Jonathan, and Gila A. Schauer. "Pragmatics." In English Language, 146–63. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_10.

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Conference papers on the topic "English language in Zambia"

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Sumarni, Sumarni, and Farida Kartini. "Experience of Adolescent Mothers During Pregnancy: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.28.

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Background: Every year, around 14 million women and girls aged 15 to 19 (both married and unmarried) give birth. This age group might lead to negative outcomes of pregnancy and childbirth. This scoping review aimed to identify the outcomes of adolescent pregnancy and its contributing factors. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included Wiley Online Library, EBSCO, ProQuest, and PubMed databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 307 articles were obtained by the searched database. After the review process, seven articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Six articles from developing countries (Brazil, Mexico, Zambia, Malawi, and Romania) and one report from developed countries (Australia) met the inclusion criteria with qualitative, quantitative (cross-sectional), and descriptive studies. The existing studies stated that adolescent pregnancy had adverse effects on both mother and babies’ health and well-being. Young maternal age is associated with low parity, lack of prenatal care, premature, and low birth weight. Factors contributed to the increased adolescent pregnancy rate were early sexual initiation, low use of contraception, low educational level, low socioeconomic status, inadequate knowledge about sexual and reproductive health, and gender disparity. Conclusion: Young maternal age contributes to adverse pregnancy outcomes of both mothers and babies. Early sexual health education and health promotion on teenage girls may reduce the risk of adolescent pregnancy rates. Keywords: adolescent pregnancy, birth outcome, maternal age Correspondence: Sumarni. Universitas ‘Aisyiyah Yogyakarta. Jl. Siliwangi (Ringroad Barat) No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: sumarnipino21@gmail.com. Mobile: +6282346354512. DOI: https://doi.org/10.26911/the7thicph.02.28

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Petrova, Marina G., and Mwanza Makina Dean. "LANGUAGE POLICY AND MULTICULTURAL TEACHING IN ZAMBIA." In CURRENT ISSUES IN MODERN LINGUISTICS AND HUMANITIES. RUDN University, 2020. http://dx.doi.org/10.22363/09835-2020-305-313.

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Saiful, Jepri Ali, and Pratomo Widodo. "Indonesian English Teachersr Language Attitude towards the English Language." In International Conference of Communication Science Research (ICCSR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccsr-18.2018.10.

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Rui, Liu. "Language Attrition Theory on English Language Teaching." In 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.89.

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Thihlum, Zaitinkhuma, Vanlalmuansangi Khenglawt, and Somen Debnath. "Machine Translation of English Language to Mizo Language." In 2020 IEEE International Conference on Cloud Computing in Emerging Markets (CCEM). IEEE, 2020. http://dx.doi.org/10.1109/ccem50674.2020.00028.

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Геворгян, Ашот, and Анна Хаджи. "ENGLISH LANGUAGE AND INTERCULTURAL COMMUNICATION." In SPECIALIZED AND MULTIDISCIPLINARY SCIENTIFIC RESEARCHES. European Scientific Platform, 2020. http://dx.doi.org/10.36074/11.12.2020.v6.04.

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Korneshova, E. R., A. V. Porhunova, and N. A. Kopylova. "NEOLOGISMS IN THE ENGLISH LANGUAGE." In Modern Technologies in Science and Education MTSE-2020. Ryazan State Radio Engineering University, 2020. http://dx.doi.org/10.21667/978-5-6044782-7-1-159-161.

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Belova, Ekaterina. "Enantiosemy In English Language Teaching." In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.48.

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Wastie, Martin L. "English: The Language of Shakespeare." In 5th Regional Workshop on Medical Writing for Radiologists. Singapore: The Singapore Radiological Society, 2006. http://dx.doi.org/10.2349/biij.2.1.e14-67.

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Li, Xianwei, and Xin Wang. "Language Anxiety in English Performance." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.167.

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Reports on the topic "English language in Zambia"

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Chen, Aitao, Hailing Jiang, and Fredric Gey. English-Chinese Cross-Language IR Using Bilingual Dictionaries. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada456270.

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Blumenthal, Laura. Self-Efficacy in Low-Level English Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1621.

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NIKITINA, IRINA. THE LANGUAGE OF CORRUPTION IN ENGLISH BUSINESS DISCOURSE. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/2077-1770-2020-4-3-163-169.

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This article is devoted to identifying the patterns of the use of the language of corruption in English business discourse. In the course of the research, the author analyzes functional features of the language of corruption in English business discourse and describes in detail the various techniques underlying the replacement of the direct naming of “bribe, to give a bribe” to the euphemistic one in English. The analysis allows identifying language strategies characteristic of the modern English business communication.

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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2022.

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Long, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5489.

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Orrnert, Anna. Review of National Social Protection Strategies. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/k4d.2021.026.

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This helpdesk report reviews ten national social protection strategies (published between 2011-2019) in order to map their content, scope, development processes and measures of success. Each strategy was strongly shaped by its local context (e.g. how social development was defined, development priorities and existing capacity and resources) but there were also many observed similarities (e.g. shared values, visions for social protection). The search focused on identifying strategies with a strong social assistance remit from the Middle East and North Africa (MENA), Sub-Sarahan African and South and South-East Asian regions1 (Latin America was deemed out of scope due the advanced nature of social protection there). Examples from Sub-Saharan Africa are most widely available. Few examples are available from the MENA region2 – it may be that such strategies do not currently exist, that potential strategy development process are in more nascent stages or that those strategies that do exist are not accessible in English. A limitation of this review is that it has not been able to review strategies in other languages. The strategies reviewed in this report are from Bangladesh (2015), Cambodia (2011), Ethiopia (2012), Jordan (2019), Kenya (2011), Lesotho (2014), Liberia (2013), Rwanda (2011), Uganda (2015) and Zambia (2014). The content of this report focuses primarily on the information from these strategies. Where appropriate, it also includes information from secondary sources about other strategies where those original strategies could not be found (e.g. Saudi Arabia’s NSDS).

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Yücel Koç, Melike. Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.208.

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Vandehey, Daniel. Led Down the Garden Path: Cognitive Processing of English Language Idioms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7228.

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Perea-Hernandez, Jose. Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.436.

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