Relevant bibliographies by topics / Language and culture – Palau

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language and culture – Palau'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Language and culture – Palau"

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Denham, Tim. "Early farming in Island Southeast Asia: an alternative hypothesis." Antiquity 87, no. 335 (2013): 250–57. http://dx.doi.org/10.1017/s0003598x00048766.

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Several recent articles in Antiqui (Barker et al. 201 la; Hung et al. 2011; Spriggs 2011), discuss the validity of, and revise, portrayals of an Austronesian farming-language dispersal across Island Southeast Asia (ISEA) during the mid-Holocene (approximately 4000-3000 years ago) . In conventional portrayals of the Austronesian dispersal hypothesis (e.g. Bellwood 1984/85, 1997, 2002, 2005; Diamond 2001; Diamond & Bellwood 2003) , and its Neolithic variant (e.g. Spriggs 2003, 2007), farmer-voyagers migrated out of Taiwan approximately 4500-4000 cal BP to colonise ISEA from 4000 cal BP (Bellwood 2002) and the Mariana Islands and Palau by c. 3500-3400 cal BP (Hung et al. 201 1). The descendants of these voyagers subsequently established the Lapita Cultural Complex in the Bismarck Archipelago by c. 3470-3250 cal BP (Kirch 1997; Spriggs 1997) and became the foundational cultures across most of the Pacific from c. 3250-3100 cal BP (Kirch 2000; Addison & Matisoo-Smith 2010; dates for Lapita in Denham et al. 2012). A major problem with this historical metanarrative is the absence of substantial archaeological evidence for the contemporaneous spread of farming from Taiwan (Bulbeck 2008; Donohue & Denham 2010; Denham 2011 ).
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Mühlhäusler, Peter. "Claude Hagège: La langue palau: une curiosité typologique. (Forms of Language Structure, 1.) 140 pp. Munich: Wilhelm Fink Verlag, 1986. - Ger P. Reesink: Structures and their functions in Usan: a Papuan language of Papua New Guinea. (Studies in Language. Companion Series, 13.) xvi, 369 pp. Amsterdam and Philadelphia: John Benjamins, 1986." Bulletin of the School of Oriental and African Studies 52, no. 2 (1989): 397–98. http://dx.doi.org/10.1017/s0041977x00036119.

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Clark, Geoffrey. "Culture contact in the Palau Islands, 1783." Journal of Pacific History 42, no. 1 (2007): 89–97. http://dx.doi.org/10.1080/00223340701286867.

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Clark, Geoffrey R. (Geoffrey Richard). "A 3000-Year Culture Sequence from Palau, Western Micronesia." Asian Perspectives 44, no. 2 (2005): 349–80. http://dx.doi.org/10.1353/asi.2005.0020.

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Daris, Sergio. "Due noti a papiri Palau-Ribes." Emerita 64, no. 2 (1996): 289–94. http://dx.doi.org/10.3989/emerita.1996.v64.i2.231.

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Mahany, M., S. Kuartei, and P. Marumoto. "(A88) Public Health Consequences of Climate Change in the Republic of Palau: A Photojournalism Project." Prehospital and Disaster Medicine 26, S1 (2011): s25. http://dx.doi.org/10.1017/s1049023x1100094x.

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IntroductionThe Republic of Palau, like other small, island, developing states, is particularly vulnerable to climate change due to a number of factors, including: (1) small size; (2) remoteness; (3) limited natural resources; and (3) vulnerability to disasters and extreme weather events. Other factors include social and economic factors such as: (1) economies sensitive to external shocks; (2) high population growth rates and densities; (3) poorly developed infrastructure; (4) limited financial and human resources; and (5) emigration. The (US) Centers for Disease Control and Prevention (CDC) partnered with the Republic of Palau Ministry of Health (MoH) and Southern Illinois University (SIU) to investigate public health consequences in Palau. The goal of the project is to reduce morbidity and mortality due to climate change in Palau by improving awareness using three tools: (1) a photojournalism book to document the local experience in Palau; (2) a marketing campaign to increase awareness in Palau about climate change as it relates to human health; and (3) a Website to raise regional and international awareness of the findings, and act as a forum for discussion and resource-sharing.MethodsThe CDC, SIU, and Palau MoH conducted interviews with community members including government officials, traditional leadership, fishermen, gardeners, physicians, scientists and local residents to explore their experiences concerning climate change in their community. Photojournalists took thousands of images documenting locally identified effects of climate change that were perceived as having direct or indirect health consequences for the people of Palau.ResultsCoral bleaching, beach erosion, irregular rainfall, sea level rise, and salt water inundation directly impact food security and tourism in Palau, while other less obvious, but important consequences, such as potential loss of traditional practices and cultural identity were also identified.ConclusionsThe people of Palau reported significant impact from climate change on agriculture, economics, health, and culture.
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Black, Peter W., and Kevin Avruch. "Culture, Power and International Negotiations: Understanding Palau-US Status Negotiations." Millennium: Journal of International Studies 22, no. 3 (1993): 379–400. http://dx.doi.org/10.1177/03058298930220030701.

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Matsumoto, Kazuko. "A restudy of postcolonial Palau after two decades." Journal of Asian Pacific Communication 30, no. 1-2 (2020): 34–59. http://dx.doi.org/10.1075/japc.00044.mat.

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Abstract This paper reports results from a reinvestigation of multilingualism in postcolonial Palau, conducted twenty years after the first study. The first-ever ethnographic language survey conducted in 1997–1998 highlighted the diglossic nature of Palau where English replaced Japanese as the ‘high’ language, while indigenous Palauan remained as the ‘low’ spoken language. It indicated three possible future scenarios: (a) shift from multilingualism to bilingualism after the older Japanese-speaking generation passes away; (b) stability of diglossia with a clear social division between an English-speaking elite and a predominantly Palauan-speaking non-elite; (c) movement towards an English-speaking nation with Palauan being abandoned. The restudy conducted in 2017–2018 provides real-time evidence to assess the direction and progress of change, whilst the ethnographic analysis of recent changes in language policies and the linguistic analysis of teenagers’ narratives reveal the unpopularity of Palauan as a written language and the emergence of their own variety of English.
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Potet, Jean-Paul. "Lemaréchal Alain : Problèmes de sémantique et de syntaxe en palau." Cahiers de linguistique - Asie orientale 21, no. 1 (1992): 166–75. http://dx.doi.org/10.3406/clao.1992.1417.

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Ruiz Soriano, Francisco. "Josep Palau i Fabre, la voz subversiva del alquimista." Bulletin Hispanique 106, no. 2 (2004): 597–614. http://dx.doi.org/10.3406/hispa.2004.5204.

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Dissertations / Theses on the topic "Language and culture – Palau"

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Okayama, Yoko. "DECLINE OF A HERITAGE LANGUAGE, PALAUAN: THE INTERPLAY OF LANGUAGE POLICIES, PLANNING, PRACTICES AND OPINIONS IN PALAU." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/322863.

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Teaching & Learning<br>Ed.D.<br>This case study investigates the language policies and planning (LPP) implemented in Palau since the occupation by Japan before and during World War II, and by the United States of America under the United Nation's Trusteeship after the war. Palau is an island country in the Pacific with a population of 17,500, including 4,600 foreign-born citizens. The society is multilingual as a result of a 150-year occupation by other countries, including Japan and the United States, before its independence in 1994. In this study I also explore the effects of LPP during that time, including the policy regarding a standard writing system, practices at pedagogical institutions, and Palauans' opinions about languages, especially the two official languages, Palauan and English. Data were gathered through interviews, historical document study, observations of classes, and a questionnaire administered in Palau, by visiting the country more than 20 times, for one- to two-week stays beginning in 2001. Hornberger (2006) stated that the terms language policy and language planning have been used interchangeably or as a single concept in many previous studies. Her suggestion was to use the two terms as a set, as the relationship between them has been ambiguous in the past (p. 25). I agree with Hornberger that the two terms fundamentally form a single concept, and therefore, they are used as a set in this study. The theoretical framework proposed by Taylor (2002) is used to analyze the current LPP in Palau: that is, (1) language planning composed of (1.1) status planning, (1.2) corpus planning, and (1.3) acquisition planning; (2) language-in-education policy; and (3) aspects of language-in-education implementation program that consist of (3.1) curriculum policies, (3.2) personnel policies, (3.3) material policies (methods, content), (3.4) community policies, and (3.5) evaluation policies (p. 318). He stated, "[t]he process of devising a new national language policy" affects "language-in-education implementation programs" (p. 318). Major LPP studies were reviewed chronologically based on three phases suggested by Ricento (2000, pp. 10-22). It was helpful to consider the history of LPP "as a dynamic interplay between academic concerns... and political/bureaucratic interests" (Wee, 2011, p. 11). Also, some previous researchers have noted that localized studies of language goals, language use, and language change are needed. According to Kaplan and Baldauf (2003), who studied languages and language-in-education planning in the Pacific Basin, it is rare for Pacific Basin countries to have a language policy: "... [L]anguage planning is frequently undertaken by the education sector in the absence of any such higher-level policy or in the light of such a policy so vaguely articulated as to be quite incapable of implementation" (p. 6). Although their study provided a great deal of valuable information, they did not investigate the language policies of Palau. In this study I describe the government's policies, and real life situation of the policies. To describe the real life situation of the policies, interviews, and a questionnaire survey were used. I interviewed Palauans, such as those who had experienced the occupation(s) and postwar period to better understand the historical background of the current LPP. I also interviewed incumbent teachers after observing their classes. Most of them described various problems in teaching the compulsory Palauan Studies Course, on Palauan language, history, tradition, and culture. I also interviewed officials of the Ministry of Education, who provided a great deal of information about the educational system in Palau and the curriculum of the Palauan Studies Course. The 62-item questionnaire provided data concerning people's language use in various social contexts, as well as the effects of language policies and planning on people's opinions about languages. The 137 respondents were divided into five groups according to their year of birth, considering the years when important transitions had occurred in the LPP. Their responses were compared, and some of the respondents were interviewed to illuminate the questionnaire results. I interviewed eight Palauans in March and September 2012 and asked why they had selected certain responses to the questionnaire items. The questionnaire results indicated that there is a tendency for the younger generation to use English more than the older generations in various contexts, and that the efforts Palauans have made, such as making the new writing system a compulsory part of the school curriculum, have yielded positive effects on the opinions of the younger generation, who learned the Palauan writing system at school. Overall, the results showed that Palauan is not in danger of extinction at present, but it might lose its status as the primary language in the future. I suggest strategies for preserving Palauan as the primary language.<br>Temple University--Theses
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Matsumoto, Kazuko. "Language contact and change in Micronesia : evidence from the multilingual Republic of Palau." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327065.

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Goldstein, Julie. "Language and Culture in Perception." Thesis, Goldsmiths College (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499207.

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Brown and Lenneberg (I954) and Rosch Heider (1972) were among the first to conduct psychological investigations to test the Whorfian view that language affects thought. They both asked about colour categories. The debate has continued with some research supporting a relativist (Whorfian) account (Davidoff, Davies & Roberson, I999; Borodistsky, 200I), and some supporting a universalist account (e.g., Kay & Regier, 2003; Spelke & Kinzler, 2007). The present thesis adds to the debate by taking three different approaches i.e., cross-cultural, ontogenetic and phylogenetic frames in which to carry out investigations of categorization of various perceptual continua. Categorical Perception's hallmark is the effect of mental warping of space such as has beenfoundfor phonemes (Pisani & Tash, I974) and colour (Bornstein & Monroe, I980; Bornstein & Korda, I984). With respect to colours, those that cross a category boundary seem more distant than two otherwise equally spaced colours from the same category. Warping is tested using cognitive methods such as two-alternative:forced-choice and matching-to-sample. Evidence is considered for the continua under investigation i.e. colour and animal patterns. Experiments I and 2 find evidence of categorical perception for human-primates and not for monkeys. Experiment 3 finds that Himba and English human adults categorize differently, particularly for colours crossing a category boundary, but also show broad similarity in solving the same matching-to-sample task as used with the monkeys (experiment I) who showed clear differences with humans. Experiment 4 and 5 tested Himba and English toddlers and found categorical perception of colour mainly for toddlers that knew their colour terms despite prior findings (Franklin et al., 2005) indicative of universal colour categories. In experiment 6, Himba and English categorical perception of animal patterns was tested for the first time, and result indicate a cross-category advantage for participants who knew the animal pattern terms. Therefore, a weak Whorfian view of linguistic relativity's role in obtaining categorical perception effects is presented. Although there is some evidence of an inherent human way of grouping drawn from results of experiment I and 3, results in all experiments (1,2,3,4,5,and 6) show that linguistic labels and categorical perception effects go handin- hand; categorization effects are not found when linguistic terms are not acquired at test and have not had a chance to affect cognition. This was true for all populations under observation in this set of studies, providing further support for effects of language and culture in perception. 4
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Ilieva, Roumiana. "Conceptualizations of culture, culture teaching, and culture exploration in second language education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24163.pdf.

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Jansen, Richo. "The language of arts and culture." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2362.

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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2007.<br>Arts and Culture is one of the new learning areas in the grade 8 and 9 school curriculum. To understand and then express themselves in a correct and confident manner, learners need the correct terminology for Arts and Culture. The learners need more than the day to day terminology in order to participate in conversations focussing on specialised subjects such as music, dance, drama and visual arts. It is important to note that the idea is not to develop expert academics but it is an attempt to enrich children for life and give them more self confidence. The aim of this computer project is to provide an information website to assist the grade 9 learners in the Arts and Culture domain to develop the appropriate language needed in the learning area.
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Bird, Angela. "The emotions : biology, language and culture." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7596/.

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Philosophers, and theorists in other disciplines, have disagreed over the character, function and mechanisms of emotions. Amongst the persistent issues that have arisen is the question of what exactly emotions are. Are they a vivid perceptual awareness of physiological processes? Evaluative judgments? Dispositions? Neurophysiological states? Or perhaps an aggregate of some or all of the above? Typically, theorists who study the emotions have tended to divide into two camps. On the one hand there are those who adopt a broadly biological / adaptationist perspective, which emphasises the corporeal nature of emotions. On the other side of the divide are those who adopt a socio-constructivist perspective, which emphasises the cognitive nature of emotions. Proponents of the biological stance have tended to favour universal, basic emotions whilst socio-constructivists tend to favour the more exotic. In support of the latter approach a significant literature has emerged from ethnography, anthropology and cognitive linguistics. This literature adopts a “lexicocentric” perspective on the emotions. The biological/adaptationist perspective seems to capture something important and right about the essential nature of emotions. However, the aim of my thesis is to demonstrate that the basic emotions theory, as characterised by Ekman, is weakened by its failure to pay attention to, and fully to engage with, the literature regarding the effect of language on our emotional landscape, an area which has ostensibly been the domain of the social constructionist. I argue that what is required is a linguistically inclusive theory of emotion. Such a theory acknowledges that any coherent and comprehensive theory of emotion must include a robust linguistic and cultural element.
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Perez, Ambar A. "LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/577.

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This thesis investigates the intertextuality of language policy, K-12 TESL pedagogies, and EL identity construction in the perpetuation of unjust TESL practices in these contexts. By examining the power structures of English language ideology through critical discourse analysis of recent California language policy, this thesis demonstrates English language teaching’s intrinsically political nature in K-12 education through negotiations and exchanges of power. Currently, sociolinguistic approaches to TESL and second language acquisition acknowledge the value of language socialization teaching methods. This requires the acceptance of cognition, not as an individual pursuit of knowledge containment and memorization, but cognition as a collaborative and sociohistorically situated practice. Thus, this project also examines the power structures in place that negotiate and enforce these ideologies and how these practices influence pedagogy and EL identity construction. Many English users are second language (L2) users of English yet authorities of English use tend to consist of homogenous, monolingual English users, or English-sacred communities, not L2 users of English. Often, this instigates native speaker (NS) vs. non-native speaker (NNS) dichotomies such as correct vs. in-correct use, and us vs. them dichotomies. These are the same ideologies that permeate the discourse of California’s Proposition 227 and some pedagogies discussed in the data of this research perpetuating culture wars between monolingual and multilingual advocates and users.
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Andersson, Josefin, and Emma Gregmar. "Culture in Language Education; Secondary Teachers’ and Pupils’ Views of Culture." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29803.

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Prior research in the field of culture and language education depicts the close relation between language and culture. Furthermore, such research emphasises that in order to understand and to be able to use a language properly, one needs to acknowledge that language is culture. Today English is a global language and a tool for communication in working life, in studies and when travelling. Hence, to be able to communicate in English one needs to know the cultural codes in these specific settings. Moreover, language teaching has many dimensions and according to the curriculum, teachers have an obligation to raise cultural awareness amongst pupils as well as teach fundamental values. The purpose of this paper is therefore to investigate how secondary teachers and pupils view and work with culture and how these views can be connected to the curriculum and to the syllabus of English Lgr.11. Through interviews with secondary pupils we found that their view of culture to an extent connects to the cultural content of the curriculum for Swedish compulsory school, Lgr.11. Through teacher interviews, we additionally found that even if the teachers had a broad view of culture that was connected to the curriculum, they did not always manage to convey their cultural teaching to their pupils.
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久保, 萬里子, and Mariko Kubo. "[III]TEACHING CONTENTS IN LANGUAGE EDUCATION : MODULETTE MATERIALS: LANGUAGE AND CULTURE." 名古屋大学教育学部附属中学校 : 名古屋大学教育学部附属高等学校, 1985. http://hdl.handle.net/2237/4804.

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Chang, Lu. "Language, culture and ethnicity in Chinese language schools in northern California." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2624.

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The purpose of this study was to investigate the role of Chinese language schools in Northern California in maintaining the Chinese language, culture and ethnicity in a multilingual/multicultural society. The study examined: (1) goals and characteristics of the Chinese schools; (2) curriculum and extracurricular activities; (3) sociocultural and demographic characteristics of principals, teachers, parents, and students; (4) perceptions of these groups about the success of the schools; and (5) problems and difficulties facing the Chinese schools. The sample of the study consisted of 800 principals, teachers, parents and students in five schools. Across all schools, it was found that the majority of the participants perceived the goals of these schools to be teaching the Chinese language and culture, and they were generally satisfied with the schools. It was also found that there was a lack of appropriate teaching materials; that the emphasis of instruction was on the Chinese language; and that the actual classroom teaching was normally teacher-centered. Significant differences among the schools were found in the background characteristics of participants, including their educational level, teaching experience, language usage and length of residence in the United States. The parents' reasons for sending their children to the school, their views of children's motivation to attend the school, and their engagement in Chinese school activities varied significantly across the schools. A significant difference was also found among student groups in their attitudes toward the schools. The findings of this study suggest that ethnic language schools can be valuable resources for multicultural/multilingual education; hence, an exchange of resources between the public schools and the community language schools would be desirable. Recommendations for future research include: (1) a longitudinal study of Chinese language school graduates to determine important elements that contribute to long term language and cultural maintenance; and (2) a study of the communication and partnership arrangements between ethnic language schools and public schools to determine policy implications for bilingual and cross-cultural education.
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Books on the topic "Language and culture – Palau"

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La langue palau: Une curiosité typologique. Fink, 1986.

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Deichmann, Gunther. Micronesia Palau dive sites, history & culture. Dream Time, 2001.

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Lemaréchal, Alain. Problèmes de sémantique et de syntaxe en Palau. Editions du Centre national de la recherche scientifique, 1991.

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Language and culture. Oxford University Press, 1998.

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Shaul, David Leedom. Language and culture. Waveland Press, 1998.

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Lazear, Edward P. Culture and language. National Bureau of Economic Research, 1995.

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Elnashar, Narymane A. Language, culture & education. Anglo-Egyptian Bookshop, 1988.

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Elnashar, Narymane A. Language culture & education. Anglo-Egyptian Bookshop, 1988.

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Poškienė, Audronė. Language and culture: Language studies as academic culture : monografija. Technologija, 2004.

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Daris, Sergio. Papiri documentari greci del fondo Palau-Ribes (P. Palau Rib.). Institut de teologia fonamental, seminari de papirologia, 1995.

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Book chapters on the topic "Language and culture – Palau"

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Black, Peter, and Kevin Avruch. "Culture, Power and International Negotiations: Understanding Palau—US Status Negotiations." In Culture in World Politics. Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26778-1_3.

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Sarangi, Srikant. "Culture." In Culture and Language Use. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/hoph.2.08sar.

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Weber, Jean-Jacques. "Language and Culture." In Language Racism. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_6.

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Goodson, A. C. "Language and Culture." In On Language. Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26900-6_3.

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Langacker, Ronald W. "Culture, cognition, and grammar." In Language Contact and Language Conflict. John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/z.71.02lan.

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Soh, Kaycheng. "Language Learning and Culture Teaching: Culture in Language." In Teaching Chinese Language in Singapore. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1149-3_1.

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Spring, Joel. "Culture and Language." In Global Impacts of the Western School Model. Routledge, 2018. http://dx.doi.org/10.4324/9781351002745-4.

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Stewart, Pamela J., and Andrew J. Strathern. "Language and Culture." In Breaking the Frames. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47127-3_8.

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Kreiner, David S. "Language and Culture." In Cross-Cultural Psychology. John Wiley & Sons, Ltd, 2019. http://dx.doi.org/10.1002/9781119519348.ch17.

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Muñoz, Juan Sánchez, Victor Sáenz, and Daniel Villanueva. "Language and Culture." In Handbook of Latinos and Education, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9780429292026-18.

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Conference papers on the topic "Language and culture – Palau"

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Gamar, Mahfud M., and Haliadi-Sadi. "Structure of Informal Economy History of Palu City in Early 2000." In 4th International Conference on Arts Language and Culture (ICALC 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.064.

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Fikri, Aminah Suriaman, and Ferry Rita. "English Subtitle Video in Teaching Vocabulary to the Junior High School Students in Palu." In 5th International Conference on Arts Language and Culture (ICALC 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210226.050.

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Asrianti, Asrianti, and Eko Widianto. "Mora’akeke Ceremony as a Local Indigenous Material in Indonesian for Speakers of Other Language Class: an Autoethnography studies in Palu, Central Sulawesi." In Proceeding of the 2nd International Conference Education Culture and Technology, ICONECT 2019, 20-21 August 2019, Kudus, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.20-8-2019.2288125.

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Gao, Bei, Wei Zhou, and Wen Liu. "Politeness, Language and Culture." In 2020 International Conference on Language, Communication and Culture Studies (ICLCCS 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210313.039.

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Salim, Soran Karim. "Teaching Language and Teaching Culture." In 8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS. Ishik University, 2017. http://dx.doi.org/10.23918/vesal2017.a34.

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Brannen, Mary Yoko. "Language, culture and boundary-spanning." In the 5th ACM international conference. ACM Press, 2014. http://dx.doi.org/10.1145/2631488.2637430.

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"Language, Culture and Heritage (LCH)." In 2021 7th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2021. http://dx.doi.org/10.23919/ilrn52045.2021.9459366.

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Kitanova, Mariya. "Euphemisms in Bulgarian traditional culture." In Slavic collection: language, literature, culture. LLC MAKS Press, 2019. http://dx.doi.org/10.29003/m.slavcol-2018/55-63.

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Veljovic, Bojana. "Expressing habituality in Serbian language." In Slavic collection: language, literature, culture. LLC MAKS Press, 2019. http://dx.doi.org/10.29003/m.slavcol-2018/241-248.

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Nakaguchi, Takao, Yohei Murakami, Donghui Lin, and Toru Ishida. "Federation of Language Service Infrastructures for Global Collaboration." In 2017 International Conference on Culture and Computing (Culture and Computing). IEEE, 2017. http://dx.doi.org/10.1109/culture.and.computing.2017.39.

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Reports on the topic "Language and culture – Palau"

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Lazear, Edward. Culture and Language. National Bureau of Economic Research, 1995. http://dx.doi.org/10.3386/w5249.

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Ellis, Deborah M. Integrating Language and Culture. Defense Technical Information Center, 2005. http://dx.doi.org/10.21236/ada437562.

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Spolaore, Enrico, and Romain Wacziarg. Ancestry, Language and Culture. National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w21242.

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Bienkowski, Sarah, Reanna P. Harman, Ryan Phillips, Eric A. Surface, Stephen J. Ward, and Aaron Watson. Special Operations Forces Language and Culture Needs Assessment Project: Training Emphasis: Language and Culture. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada634227.

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SWA CONSULTING INC RALEIGH NC. Special Operations Forces Language and Culture Needs Assessment: Special Operations Forces Culture and Language Office (SOFCLO) Support. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada634222.

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Bienkowski, Sarah, Reanna Poncheri Harman, Kathryn Nelson, et al. Special Operations Forces Language and Culture Needs Assessment: Foreign Language Proficiency Bonus. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada634202.

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Rudolph, Mytzi. Spanish for Health Care Professionals: Language and Culture. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7167.

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Bhavsar, Kartik, Reanna Poncheri Harman, Amber Harris, Kathryn Nelson, Eric A. Surface, and Stephen J. Ward. Special Operations Forces Language And Culture Needs Assessment: Leader Perspectives On Language Resources. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada634193.

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Bhavsar, Kartik, Reanna Poncheri Harman, Kathryn Nelson, Amber Harris, Eric A. Surface, and Stephen J. Ward. Special Operations Forces Language and Culture Needs Assessment: Leader Perspectives on Language Issues. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada634194.

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Brandt, Lauren M., Milton V. Cahoon, Reanna Poncheri Harman, et al. Special Operations Forces Language and Culture Needs Assessment: Language Resources And Self-Study. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada634203.

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