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Journal articles on the topic 'Language and cultural diversity'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Konig, Matthias. "Cultural diversity and language policy." International Social Science Journal 51, no. 161 (1999): 401–8. http://dx.doi.org/10.1111/1468-2451.00208.

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Jules-Rosette, Bennetta. "Semiotics and Cultural Diversity." American Journal of Semiotics 7, no. 1 (1990): 5–26. http://dx.doi.org/10.5840/ajs199071/225.

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3

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

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The article deal with the linguo-communicative analysis of the transformation of the national-civil society under the influence of multiculturalism as a comprehensive legitimation of the cultural plurality practice. The study is based on a hypothesis of the complex and ambiguous nature of the language and culture interactions. «Language-culture» relations encompasses all the layers of the language system, all functions of the language, which leads to the heterogeneity of linguistic units marked by a cultural component. In the modern society, in the «language-culture» relations, the the nationa

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

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Nyati-Saleshando, Lydia. "Cultural Diversity and African Language Education: The Role of Urbanization and Globalization." Journal of Studies in Education 6, no. 1 (2016): 160. http://dx.doi.org/10.5296/jse.v6i1.8243.

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<p>The African Union has been committed to the development and promotion of African languages for a long time. This is in cognizance of the fact that, language is the DNA of culture and its vehicle of expression. The Languages Plan of Action which was first adopted in 1986 and reviewed in 2006 outlines clear goals to be achieved by member states in the promotion and recognition of African languages. The Plan for all its intents and purposes has good will for the development and use of African languages in critical social domains such as education, trade, government and media. The Policy

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Kitano, Margie K., and Ruben Espinosa. "Language Diversity and Giftedness: Working with Gifted English Language Learners." Journal for the Education of the Gifted 18, no. 3 (1995): 234–54. http://dx.doi.org/10.1177/016235329501800302.

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The challenge of serving gifted students from nonmainstream cultural backgrounds assumes greater complexity when accompanied by linguistic diversity. Gifted students with primary languages other than English, or English language learners, demonstrate wide within-group differences related to language of origin, level of first- and second- language proficiency, cultural background, and type and level of talent. While the majority of bilingual residents in the United States speak Spanish, some school district enrollments represent nearly 100 different language groups, some of very low incidence.

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Woll, Bencie. "Cultural and Language Diversity and the Deaf Experience." International Journal of Bilingualism 2, no. 1 (1998): 104–5. http://dx.doi.org/10.1177/136700699800200107.

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8

Myers, John, and Diane Boothe. "Cultural and Language Diversity in the Middle Grades." Clearing House: A Journal of Educational Strategies, Issues and Ideas 73, no. 4 (2000): 230–31. http://dx.doi.org/10.1080/00098650009600958.

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Taylor, Rosemarye T. "In My View: The Language of Cultural Diversity." Kappa Delta Pi Record 35, no. 3 (1999): 104–5. http://dx.doi.org/10.1080/00228958.1999.10518430.

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

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Vez López, Enrique. "Globalization, Cultural Diversity, Education." Enletawa Journal 10, no. 1 (2018): 13–24. http://dx.doi.org/10.19053/2011835x.8665.

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With the advent of globalization and an ever-growing widespread access to information and communication technologies (ICTs), the cultural minorities become increasingly involved in a process of cultural standardization at the expense of their own cultural identity and language. Different social, economic, and technological elements, together with mainstream education play a very important role in the negation of regional and local cultural identities. These factors lead minoritarian cultural groups to see the dominant culture as more attractive and modern, which often pushes them to abandon th

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12

Bantz, Charles R. "Cultural diversity and group cross‐cultural team research." Journal of Applied Communication Research 21, no. 1 (1993): 1–20. http://dx.doi.org/10.1080/00909889309365352.

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Zhuravleva, Yevgeniya A., and Atirkul E. Agmanova. "Russian Language in Kazakhstan: Specific Learning and Functioning in the Context of Interlingual Interaction." Polylinguality and Transcultural Practices 18, no. 1 (2021): 20–28. http://dx.doi.org/10.22363/2618-897x-2021-18-1-20-28.

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The diversity and specificity of cultures and languages of ethnic groups, living on the territory of Kazakhstan, create a special socio-cultural context of the Eurasian space, demonstrating the model of modern interethnic linguistic and socio-cultural interaction. Uniqueness of social and communicative space of the country, characterized by the dominance of the state Kazakh and Russian languages - languages of two large ethnic groups - against a background of great linguistic diversity, determines the significance of the study of their interaction and mutual influence in the context of a multi

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14

Garcia, Ofelia, and Denise E. Murray. "Diversity as Resource. Redefining Cultural Literacy." Modern Language Journal 78, no. 3 (1994): 409. http://dx.doi.org/10.2307/330147.

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15

Cameron, Deborah. "Language: Diversity in danger." Critical Quarterly 44, no. 4 (2002): 135–39. http://dx.doi.org/10.1111/1467-8705.00462.

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16

Quach, Wendy, and Pei-Tzu Tsai. "Preparing Future SLPs for the Clinical World of Cultural-Linguistic Diversity." Perspectives of the ASHA Special Interest Groups 2, no. 14 (2017): 82–102. http://dx.doi.org/10.1044/persp2.sig14.82.

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Language use in the United States has become increasingly diverse. One in five U.S. residents speaks a language other than English at home, with over 350 languages spoken in the nation. There is a clear need for speech-language pathologists (SLPs) who are culturally and linguistically competent to serve this diverse population. We designed a specialized graduate training program, Project Tapestry, funded by the U.S. Department of Education, to meet this need in our community. The project includes workshops on cultures, languages, and counseling for graduate students to work with clients and fa

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17

Gibińska, Marta. "Shakespeare’s Cultural Diversity." Linguaculture 2017, no. 2 (2017): 18–30. http://dx.doi.org/10.1515/lincu-2017-0015.

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Abstract 400 hundred years of Shakespeare's presence in world-wide theatres, schools, literature, film, and even languages must give us pause. It is worth reflecting on what there is in the texts that have come down to us that answers this great and obviously most diversified horizon of reception. The paper will try to present Shakespearean plots, characters and themes and examine them for their potential to become appropriated into the very centres of multiple cultural polysystems.

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Corral Robles, Silvia, Daniel Madrid, and Gracia González Gijón. "Cultural Diversity and Its Implications for Second Language Writing." International Journal of Diversity in Education 17, no. 1 (2017): 1–19. http://dx.doi.org/10.18848/2327-0020/cgp/v17i01/1-19.

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

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20

Mischynska, I. V. "Sociolinguistic aspect of preserving cultural diversity by language means." Мовні і концептуальні картини світу, Вип. 57 (2016): 277–82.

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21

Goldsmith, Ben. "Cultural Diversity, Cultural Networks and Trade: International Cultural Policy Debate." Media International Australia 102, no. 1 (2002): 35–53. http://dx.doi.org/10.1177/1329878x0210200106.

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This article sketches some of the ways in which the language and concepts of cultural diversity are being taken up internationally. The debate has been driven in part by concerns about the treatment of cultural goods, services and knowledge in trade agreements. But it also involves larger questions about the role of the state, the role of non-state actors in domestic policy formation, and the shape and function of international policy communities comprising both state and non-state actors. The extent of the discussion of cultural diversity internationally is described through new formal and in

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22

Giri, Ram Ashish. "Languages and language politics." Language Problems and Language Planning 35, no. 3 (2011): 197–221. http://dx.doi.org/10.1075/lplp.35.3.01gir.

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One of the most linguistically and culturally diversified countries in the world, Nepal is in the midst of linguistic and cultural chaos. Linguistic and cultural diversity itself is at its centre. One explanation for the sad situation is that the ruling elites, who have held power since Nepal’s inception in the eighteenth century, have conducted an invisible politics of privileging languages and of deliberately ignoring issues related to minority and ethnic languages to promote the languages of their choice. While this invisible politics of ‘unplanning’ of languages has been responsible for th

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23

Al-Mubarak, Tawfique. "Commemorating the International Mother Language Day: Resisting "Banglish"." ICR Journal 6, no. 2 (2015): 257–60. http://dx.doi.org/10.52282/icr.v6i2.337.

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21 February marks the International Mother Language Day (IMLD). The day was first recognised as an international day for celebration in November 1999 by the United Nations Educational, Scientific and Cultural Organization (UNESCO). Since February 2000, International Mother Language Day is being observed globally to recognise and promote cultural and linguistic diversity. In 2007, the UN General Assembly called upon its member states “to promote the preservation and protection of all languages used by peoples of the world.” This resolution was followed by a proclamation designating the year 200

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Bhatnager, J., and L. Prochner. "Cultural Diversity and Canadian Education." Journal of Language and Social Psychology 6, no. 2 (1987): 149–54. http://dx.doi.org/10.1177/0261927x8700600210.

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25

Sklyar, Natalia V. "Diversity of the Concept «Cultural Person»." Proceedings of Southern Federal University. Philology 2020, no. 2 (2020): 78–86. http://dx.doi.org/10.18522/1995-0640-2020-2-78-86.

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The concept of «cultural person» is studied from the point of view of various scientific areas. Its interpretation is considered in the framework of philosophy, sociology, cultural studies and linguistics. The concept of «cultural person» is presented as complex and diverse. Important features are highlighted: the translation of the specific characteristics of verbal and non-verbal behavior, synonymy in the gender-specific relationship with the concept of «elitist linguistic personality», possession and transmission of the norms of the literary language.

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Harley, Debra A., Reginald J. Alston, and Tyra Turner-Whittaker. "Social Justice and Cultural Diversity Issues." Rehabilitation Research, Policy, and Education 22, no. 4 (2008): 237–48. http://dx.doi.org/10.1891/2168-6653.22.4.237.

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Early definitions of cultural diversity focused primarily on race/ethnicity, with subsequent inclusion of age, gender, sexual orientation, class, religion, geography, and a combination of positionalities. More recently, social justice has resurfaced as a component of cultural diversity to explain experiences of people of color, women, and marginalized groups. This article examines the movement to include cultural diversity and social justice in rehabilitation education, and offers a model for curriculum development in light of the new CORE standards.

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27

Taylor, Mary N. "Intangible heritage governance, cultural diversity, ethno-nationalism." Focaal 2009, no. 55 (2009): 41–58. http://dx.doi.org/10.3167/fcl.2009.550104.

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Since the early 1990s, language used to speak of cultural practices once thought of as "folklore" has become increasingly standardized around the term intangible heritage. Supranational intangible heritage policies promote a contradictory package that aims to preserve local identity and cultural diversity while promoting democratic values and economic development. Such efforts may contribute to the deployment of language that stresses mutual exclusivity and incommensurability, with important consequences for individual and group access to resources. This article examines these tensions with et

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28

Korobeynikova, Larisa A., and Elena V. Vodopiyanova. "CULTURAL DIVERSITY AND GLOBALTITY." Vestnik Tomskogo gosudarstvennogo universiteta. Kul'turologiya i iskusstvovedenie, no. 40 (2020): 80–91. http://dx.doi.org/10.17223/22220836/40/7.

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The paper is aimed to present a concept of globalization in the of contemporary discourse of cultural diversity. It is argued here that the conditions of contemporary multiethnic and multicultural world do not require any unification in the form of universalistic globalization, but instead the development of modern globalization process in form of cultural diversity. In most recent theoretical debates, depending on the character of the process of globalization (homogeneous or fragmentary), two trends of investigation of this process arise: (i) globalization on the basis of the idea of progress

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29

Pacheco Coelho, Marco Túlio, Elisa Barreto Pereira, Hannah J. Haynie, et al. "Drivers of geographical patterns of North American language diversity." Proceedings of the Royal Society B: Biological Sciences 286, no. 1899 (2019): 20190242. http://dx.doi.org/10.1098/rspb.2019.0242.

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Although many hypotheses have been proposed to explain why humans speak so many languages and why languages are unevenly distributed across the globe, the factors that shape geographical patterns of cultural and linguistic diversity remain poorly understood. Prior research has tended to focus on identifying universal predictors of language diversity, without accounting for how local factors and multiple predictors interact. Here, we use a unique combination of path analysis, mechanistic simulation modelling, and geographically weighted regression to investigate the broadly described, but poorl

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30

Rudzinska, Ieva, and Buratin Khampirat. "CULTURAL DIVERSITY IN ENGLISH LANGUAGE LEARNING IN THAILAND AND LATVIA." Journal of Education Culture and Society 10, no. 1 (2019): 219–33. http://dx.doi.org/10.15503/jecs20191.219.233.

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Aim. The article examines the characteristics of learning English in students from different cultural backgrounds – Thailand and Latvia. We aimed to gain empirical evidence of how the cultural background influences student leisure time English language learning habits and their English language learning anxiety.  Concept and Methods. In the study two questionnaires were used: leisure time use of reading and writing activities in English (RWA), and English language learning anxiety scale (ELLAS). RWA included five areas of leisure time use of reading and writing activities: using Internet

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31

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

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32

Lo Bianco, Joseph. "The importance of language policies and multilingualism for cultural diversity." International Social Science Journal 61, no. 199 (2010): 37–67. http://dx.doi.org/10.1111/j.1468-2451.2010.01747.x.

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33

GOUJON, Jonathan. "Congrès CAP-Kyoto2017 : la place de la diversité des langues en didactique du français." FRANCISOLA 3, no. 1 (2018): 54. http://dx.doi.org/10.17509/francisola.v3i1.11891.

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RÉSUMÉ. Vingt ans après la signature du protocole de Kyoto de 1997, le 4ème congrès régional de la Commission Asie-Pacifique de la Fédération Internationale des Professeurs de Français s’est tenu à Kyoto même, afin de promouvoir le français dans un souci de préserver l’environnement linguistique, voire de faire de celui-ci, via la francophonie, un garant de la protection de la diversité des langues et des cultures. Bien que l’intention soit louable et sa franchise indiscutable, il est difficile de cerner concrètement les pourtours de cette démarche. Nous présentons dans cet article une recherc

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

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35

Stanton, P. J., and J. Lee. "Australian cultural diversity and export growth." Journal of Multilingual and Multicultural Development 16, no. 6 (1995): 497–511. http://dx.doi.org/10.1080/01434632.1995.9994620.

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36

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

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Vertovec (2007) discusses super-diversity with reference to technological developments and increasing migration patterns which increase exposure to cultural diversity. As a consequence, ‘the other’ becomes less predictable and assumptions regarding cultural and linguistic features are less easily made (Blommaert & Backus, 2011, pp. 2–4). This paper examines students and graduates living in Brussels who have obtained significant experience working and studying in foreign countries: the Erasmus generation 2.0. We analyse discourse strategies used by members of the Erasmus generation 2.0 copi

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37

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

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Abstract The share of the economy related to translation activities is growing steadily under the influence of the globalization of exchanges. Today it numbers dozens of billions of which an increasing share belongs to machine translation. Various factors, such as migratory flows or the propagation of mobile telephony, prompt new translation practices in a variety of languages with simultaneous coverage enabled by networks. Nevertheless, is it true as we intuitively believe that translation promotes linguistic and cultural diversity? This article originates from a study conducted for UNESCO’s

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38

Durand, Charles X. "CULTURAL DIVERSITY AS AN ENGINE FOR KNOWLEDGE DEVELOPMENT." Critical Inquiry in Language Studies 5, no. 3 (2008): 149–64. http://dx.doi.org/10.1080/15427580802068704.

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Lu, Lucia Y. "MOVIES: THE AESTHETIC INTERDISCIPLINARY DEVICE BRIDGING THE DIVERSITY GAP." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 1 (2015): 886–94. http://dx.doi.org/10.24297/jal.v6i1.5178.

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In the course of Exploring Social and Cultural Perspectives on Diversity, a course required for all students of education major, to enhance the teaching of the concepts of multicultural education, and the differentiation of culturally responsive strategies, the author as teacher educator and her students as teacher candidates supplement movies in this course conceptualizing pragmatics, semiotics and aesthetics into literacy education by inviting students of diversity to watch movies, talk about movies, write movies, and act movies. Pragmatics is the study of how language is used for communicat

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40

Ogunyemi, Kehinde Olufemi, and Abiodun Emmanuel Bada. "Ecolinguistics in a Multilingual Society: A Case Study of Adekunle Ajasin University, Nigeria." American International Journal of Social Science Research 4, no. 2 (2019): 145–52. http://dx.doi.org/10.46281/aijssr.v4i2.377.

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Language, biology, and culture have been intimately related throughout human history. We cannot dispute the fact that we live in an ecolinguistic world, where human beings relate with at least one language. Language has pioneered many interracial relationships and historical milestones. Language is a necessity for basic communication and cultural diversity in human society. In dealing with linguistic aspect of acculturation in a multilingual society, it is pertinent to trace the ecology of language from an individual point of view. This study examined ecolinguistics in a multilingual society u

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Alhendi, Osama, József Tóth, Péter Lengyel, and Péter Balogh. "Tolerance, Cultural Diversity and Economic Growth: Evidence from Dynamic Panel Data Analysis." Economies 9, no. 1 (2021): 20. http://dx.doi.org/10.3390/economies9010020.

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This study aims to examine the impact of social tolerance of cultural diversity, and the ability to speak widely spoken languages, on economic performance. Based on the literature, the evidence is still controversial and unclear. Therefore, the study used panel data relating to (99) non-English speaking economies during the time period between 2009 and 2017. Following the augmented Solow model approach, the related equation was expanded, in this study, to include (besides human capital) social tolerance, the English language (as a lingua franca) and the level of openness. The model was estimat

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42

Freeman, Rich. "Cultural Ideologies of Language in Precolonial India: A Symposium." Journal of Asian Studies 57, no. 1 (1998): 2–5. http://dx.doi.org/10.2307/2659021.

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The intensity of cultural investment that South Asian societies have channeled into their languages and literatures, whether gauged in a globally comparative perspective or in absolute terms, is truly remarkable. The intellectual energies poured into linguistic and aesthetic expositions, the assiduous maintenance and temporal depth of written and oral traditions, or the complexity and consequence of sociolinguistic relations, both locally and in interactions of regional diversity, would each suffice on its own to underscore South Asia's marked preoccupation with language. Their combined effect

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Musgrave, Simon, and Julie Bradshaw. "Language and social inclusion." Australian Review of Applied Linguistics 37, no. 3 (2014): 198–212. http://dx.doi.org/10.1075/aral.37.3.01mus.

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Social inclusion policy in Australia has largely ignored key issues of communication for linguistic minorities, across communities and with the mainstream community. In the (now disbanded) Social Inclusion Board’s reports (e.g., Social Inclusion Unit, 2009), the emphasis is on the economic aspects of inclusion, while little attention has been paid to questions of language and culture. Assimilatory aspects of policy are foregrounded, and language is mainly mentioned in relation to the provision of classes in English as a Second Language. There is some recognition of linguistic diversity but the

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Evans, Nicholas, and Stephen C. Levinson. "The myth of language universals: Language diversity and its importance for cognitive science." Behavioral and Brain Sciences 32, no. 5 (2009): 429–48. http://dx.doi.org/10.1017/s0140525x0999094x.

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AbstractTalk of linguistic universals has given cognitive scientists the impression that languages are all built to a common pattern. In fact, there are vanishingly few universals of language in the direct sense that all languages exhibit them. Instead, diversity can be found at almost every level of linguistic organization. This fundamentally changes the object of enquiry from a cognitive science perspective. This target article summarizes decades of cross-linguistic work by typologists and descriptive linguists, showing just how few and unprofound the universal characteristics of language ar

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Soukup, Barbara. "Language News in Review: UNESCO and the Quest for Cultural Diversity." Language Policy 5, no. 2 (2006): 209–18. http://dx.doi.org/10.1007/s10993-006-9003-x.

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Kirwan, Déirdre. "Multilingual environments: benefits for early language learning." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 38–57. http://dx.doi.org/10.35903/teanga.v10i0.69.

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Since the mid-1990s, Scoil Bhríde (Cailíní), a primary school in the suburbs of Dublin, has experienced an unprecedented increase in the level of linguistic and cultural diversity in its pupil body. This paper explains how, in responding to this new phenomenon, an integrated approach to language learning was developed in the school in cooperation with teachers, pupils and parents. The school’s language policy had two overarching goals:   To ensure that all pupils become proficient in the language of schooling To exploit the linguistic diversity of the school for the benefit o

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Holmen, Anne. "Additive Language Pedagogy." International Journal of Bias, Identity and Diversities in Education 3, no. 1 (2018): 1–9. http://dx.doi.org/10.4018/ijbide.2018010101.

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One of the strongholds of the philosophy of education in Danish primary schools is to build learning activities on students´ resources and knowledge base. This calls for a differentiated approach to learning in classrooms characterized by increased linguistic and cultural diversity. However, for students with language minority background this general principle is often superseded by a focus on homogenization and silencing of diversity. This article is based on Cummins´ distinction between additive and subtractive bilingualism, and it introduces the concept of additive language pedagogy and dis

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48

Fraisse, Amel, Zheng Zhang, Alex Zhai, et al. "A Sustainable and Open Access Knowledge Organization Model to Preserve Cultural Heritage and Language Diversity." Information 10, no. 10 (2019): 303. http://dx.doi.org/10.3390/info10100303.

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This paper proposes a new collaborative and inclusive model for Knowledge Organization Systems (KOS) for sustaining cultural heritage and language diversity. It is based on contributions of end-users as well as scientific and scholarly communities from across borders, languages, nations, continents, and disciplines. It consists in collecting knowledge about all worldwide translations of one original work and sharing that data through a digital and interactive global knowledge map. Collected translations are processed in order to build multilingual parallel corpora for a large number of under-r

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A, Najamuddin. "The Meaning of Gesture in Social Cultural Context." El-Tsaqafah : Jurnal Jurusan PBA 18, no. 1 (2019): 102–13. http://dx.doi.org/10.20414/tsaqafah.v18i1.1004.

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This articlces intents to describe the meaning of gestures in sosialcultural context, especially for students in language learning and generally forlanguage user which have different cultural background and to encouragean appreciation of cultural diversity and the process of interculturalcommunication.Students and people still find difficulties to learn, tounderstand the gestures and leaves them confused about what the meaningof gestures apply in context of situation and culture. This confusion is due tocountless rules governing proper of gestures.Based on the brief explanationabove, speakers

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Reboul, Anne. "Language." Social Science Information 50, no. 1 (2011): 128–41. http://dx.doi.org/10.1177/0539018410388836.

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Abstract:

The current state of the world requires changing cognition on several counts, and this necessarily involves efficient intercultural communication. It has often been thought that intercultural communication is problematical in itself due to linguistic and cultural diversity. The present article aims to show that this is not the case, but that what makes intercultural communication difficult are the universal rather than culture-specific features of humans, e.g. time preference (i.e. short-sighted decision-making) and group preference (a tendency to favor one’s own group over others).

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