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Journal articles on the topic 'Language and languages Culture'
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Omeri, Arti. "Teaching Foreign Languages Through Culture." European Journal of Multidisciplinary Studies 1, no. 2 (2016): 42. http://dx.doi.org/10.26417/ejms.v1i2.p42-46.
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The word is becoming globalized in every aspect. As a result, people are encountering everyday many foreign languages and cultures either through mass media, social media, schools, books etc. Living in this type of environment gives us the opportunity to learn and study many foreign languages and cultures. The importance of the relation between language and culture has been studied and assessed since a long time. This study is focused on how foreign languages are taught through culture. There can be raised several important question regarding the relation between language and culture. Is there any connection between language and culture? Do they influence one another? Can someone learn a language without knowing the culture and vice versa? In order to answers such questions there was revised the most modern literature on this topic. After revising the literature, a survey was also conducted to the lecturers and students of foreign languages faculty at “Aleksander Xhuvani” University in Elbasan. The purpose was to approach the topic from both perspectives and get the results and opinions from different point of views. The number of students participating in the survey was higher than lecturers, so percentages are given separately for both categories. Then the results were analyzed and compared with one another
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De Swaan, Abram. "Language and culture in Transnational society." European Review 7, no. 4 (1999): 507–18. http://dx.doi.org/10.1017/s1062798700004440.
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The modern world system also comprises a global constellation of languages, arranged in hierarchies and linked by multilingual individuals. The communication value of a language depends on the proportion of the people who speak it, multiplied by the proportion of multilingual speakers. The special characteristics of languages make them into hypercollective goods. In the West language is identified with state. A language of supercentral communication will permit the nations of the European Union to communicate and will exist in a dynamic, precarious balance with the indigenous languages.
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Chen, Shen. "Cultural components in the teaching of Asian languages." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 153–68. http://dx.doi.org/10.1075/aralss.12.10che.
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Abstract The importance of understanding target cultures is an increasingly acknowledged aspect in the teaching of Asian languages. Yet how to incorporate the teaching of cultures with languages remains controversial. This paper will discuss a number of main paradigms of teaching target culture employed in Asian language programs and propose a concept of capacity which relates target cultures with the language learners’ own culture.
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Sugiyanta. "PARENTS’ LANGUAGE ATTITUDES TOWARDS LANGUAGES AND MAINTENANCE OF HERITAGE LANGUAGE." Dialectical Literature and Educational Journal 5, no. 1 (2020): 43–52. http://dx.doi.org/10.51714/dlejpancasakti.v5i1.13.pp.43-52.
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This current research is to explore parents’ language attitudes towards languages and maintenance of heritage language and to find out the efforts of maintaining heritage language and its supporting and inhibiting factors. In this research, a questionnaire and semi-structured interview were employed to collect data. There were 62 respondents, consisting of 37 males and 25 females coming from eleven provinces in Indonesia. Questionnaires were distributed to the respondents by both electronic and direct systems. Respondents were asked to fill in the questionnaires. Interviews were conducted to some respondents. The findings of this current research reveal that most parents show positive attitudes towards languages and the maintenance of heritage language. The results also indicate that there were some factors supporting the maintenance of heritage language, including parents’ attitudes and roles, community, school, family, daily practices, and culture. In addition, there were a number of factors inhibiting to the maintenance of heritage language such as parents’ attitudes and roles, community, school, family, external culture, and technological advancements. In terms of the efforts to maintain the heritage language, the results show that the language should be taught in the families and at schools, and should be used for social interactions and in traditional and ceremonial events.
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Lin, Wen Yue, Lay Hoon Ang, Mei Yuit Chan, and Shamala Paramasivam. "Analysing Cultural Elements in L2 Mandarin Textbooks for Malaysian Learners." Journal of Language and Education 6, no. 4 (2020): 121–37. http://dx.doi.org/10.17323/jle.2020.10332.
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Culture is an important aspect of foreign or second language education as the teaching of foreign languages straddles two languages, the learner’s first language and the target/foreign language, and the different cultures associated with them. Textbooks for the teaching of foreign languages must inevitably orient to cultural elements from at least two cultural practices and environments. In this study, cultural elements in four Mandarin as a second language textbooks written by Malaysian authors were examined using content analysis. The conception of cultural elements proposed by Zhang and Chen and the categorizations of types of culture proposed by Cortazzi and Jin and Chao were employed to investigate the extent to which cultural elements (knowledge-culture or communicative-culture) and types of culture (source, target, international cultures or intercultural interaction) are represented in these textbooks. The analysis found that both knowledge-culture and communicative-culture are embodied in the textbooks. Furthermore, most of the cultural elements identified in the textbooks represent source and target cultures which refer to learners’ own culture and culture of the target language. The presence of international cultures and intercultural interaction, on the other hand, is lower in these textbooks. This study contributes towards a better understanding of how Malaysian authors of Mandarin as a second language textbooks for Malaysian learners incorporate cultural elements in the books they write. It highlights the importance of integrating cultural elements and representing a diversity of cultures in textbooks for teaching Mandarin as a second language.
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Ong, Teresa Wai See. "Family Language Policy, Language Maintenance and Language Shift: Perspectives from Ethnic Chinese Single Mothers in Malaysia." Issues in Language Studies 10, no. 1 (2021): 59–75. http://dx.doi.org/10.33736/ils.3075.2021.
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Family language policy comprises three components, namely, ideology, practice, and management. Using the conceptual framework of family language policy, this study draws on data from semi-structured interviews and participant observation to explore the role of mothers in the process of language maintenance and language shift in Malaysia. First, it investigates the language choices and ideologies of four Chinese single mothers from Penang that lead to speaking heritage languages and/or dominant languages with their children. Second, it examines the strategies for heritage culture maintenance adopted by these mothers. The study found that two of the mothers speak Chinese heritage languages with their children to reinforce emotional attachment and family cohesion. Conversely, two other mothers face socioeconomic and educational pressures in relation to maintaining Chinese heritage languages, which trigger a shift to using dominant languages such as Mandarin Chinese and English with their children. Nevertheless, all four mothers made efforts in exposing their children to ethnic Chinese cultures. The findings indicate that maintaining heritage languages in the current era has become a challenge for many families in Malaysia while speaking dominant languages is becoming a necessity.
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Donskikh, Oleg A. "The value of the national language of science (part no. 1)." Science management: theory and practice 2, no. 2 (2020): 189–208. http://dx.doi.org/10.19181/smtp.2020.2.2.9.
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The article examines the history of the formation of several languages of science – Ancient Greek, Sanskrit, Arabic and Latin - relating to the material of four languages and corresponding cultures. Several considerations are given in favor of the need to preserve the national languages of science. The stages of formation of languages of science in the system of culture are traced. There are two types of languages that are used by scientific communities: 1) languages that are rooted in the national culture and remain firmly linked with the natural language community; 2) languages that are reserved for performing a certain function, while in parallel, national languages are fully functioning in society. The first type includes the Greek and Arabic, the scientific languages of the second type are Sanskrit and Latin. The key role of the humanitarian, in particular poetic, philological and philosophical culture for the formation of the language of science is shown. Based on the material of the Ancient Greek language, the stages of its development over several centuries are traced, which resulted in such linguistic tools that allowed not only to use abstract conceptual concepts, but also to organize the vocabulary hierarchically, and this as a result allowed to form any needed generic chains. The importance of the appearance of impersonal texts that comes with collections of written documents alienated from a particular teacher is emphasized.
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Spanu, Michael. "Sacred Languages of Pop: Rooted Practices in Globalized and Digital French Popular Music." Open Cultural Studies 3, no. 1 (2019): 195–206. http://dx.doi.org/10.1515/culture-2019-0018.
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Abstract Nowadays, popular music artists from a wide range of cultures perform in English alongside other local languages. This phenomenon questions the coexistence of different languages within local music practices. In this article, I argue that we cannot fully understand this issue without addressing the sacred dimension of language in popular music, which entails two aspects: 1) the transitory experience of an ideal that challenges intelligibility, and 2) the entanglement with social norms and institutions. Further to which, I compare Latin hegemony during the Middle Ages and the contemporary French popular music, where English and French coexist in a context marked by globalisation and ubiquitous digital technologies. The case of the Middle Ages shows that religious control over Latin led to a massive unintelligible experience of ritual singing, which reflected a strong class divide and created a demand for music rituals in vernacular languages. In the case of contemporary French popular music, asemantical practices of language are employed by artists in order to explore alternative, sacred dimensions of language that challenge nationhood.
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Liddicoat, Anthony J. "Culture for language learning in Australian language-in-education policy." Australian Review of Applied Linguistics 28, no. 2 (2005): 28–43. http://dx.doi.org/10.1075/aral.28.2.03lid.
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Abstract Australia’s language-in-education policy documents have consistently included references to the place of ‘culture’ in language teaching. This paper seeks to examine how the major national policies conceptualise culture and interculturality in relation to languages education. For each policy, this study will analyse the language focus, the conceptualisation of the relationship between language and culture, the contexts in which the policy envisages cultural knowledge will be relevant, and the overall educative vision for language and culture learning. From these analyses it can be seen that successive policy documents have shifted the domain and purpose of interculturality and have constructed views of interculturality that are increasingly instrumentaly focused. The policies show a transformation from a humanistically focused construction of education and a view of languages as relevant to diversity, to an economically focused construction of education and a view of languages as capital for economic deployment. At the same time, they have preserved a largely static, information-focused construction of culture which is not consistent with the user-oriented policy goals.
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Gyanwali, Gokarna Prasad. "Language Endangerment in South Asia." Patan Pragya 5, no. 1 (2019): 63–74. http://dx.doi.org/10.3126/pragya.v5i1.30437.
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Language endangerment is the very critical issues of 21st century because the extinction of each language results in the irrecoverable loss of unique expression of the human experience and the culture of the world. Every time a language dies, we have less evidence for understanding patterns in the structure and function of human languages, human prehistory and the maintenance of the world’s diverse ecosystems. Language is thus essential for the ability to express cultural knowledge, the preservation and further development of the culture. In the world, 500 languages are spoken by less than 100 peoples and 96% of the worlds languages are spoken only 4% of the world’s population. Data shows that all most all the minority languages of world are in endangered and critical situation and not becoming to the culture transmitter. This paper will explain the process, stages, paradigms, as well as the language endangerment in global and in South Asian context.
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Bayramova, Ayten Mahammad. "Interrelation of Language and Culture." Theory and Practice in Language Studies 6, no. 10 (2016): 1940. http://dx.doi.org/10.17507/tpls.0610.07.
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The present article deals with the mutual influence of constituent components of language - culture interrelation. It also studies the revealing of the forms and principles of occurrence of cultural factors in the language and provides a short insight into the history and setting of the problem. The attitude of a human being towards reality phenomena as well as to the realization of time, quantity, gender, and case categories depend on the life style, daily routine, customs / traditions and mentality of the ethnos. The ways of defining common and distinguishing features of expressing the linguo- cultural factors in multi – system languages are investigated in the paper. It is stated in the research that cultural factors are reflected not only in the lexical and phraseological units of the language system, but also in its grammatical categories. Being a bearer and a transmitter of information, language is a specific means of realization of the culture.Accordinly, cultural factors are encoded and decoded in the language depending on the mentality and outlook of the ethnos. The mutual influence of language and culture occurs in communication process between the bearers of multi – system languages and evinces quite differently.
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Mazlaveckiene, Gerda. "CONCEPTUALISATION OF CULTURE PHENOMENA BY PRE-SERVICE TEACHERS OF FOREIGN LANGUAGES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2017): 271. http://dx.doi.org/10.17770/sie2017vol1.2330.
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Cultural awareness has become the centre of modern language education that reflects a greater understanding of the inseparability of language and culture, as well as the need to train students for intercultural communication in the globalised world. Realising it or not, language teachers cannot avoid conveying impressions of another culture: language cannot be separated from the culture in which it is embedded\. Therefore, while training a future teacher of a foreign language it is essential to develop his/her cultural awareness, i.e. the knowledge and understanding of the conventions, customs and beliefs of another culture, as well as abilities to interpret, relate and provide critical judgement of one’s native and foreign cultures. Hence, the current article focuses on the conceptualisation of culture phenomena of pre-service teachers of foreign languages. It presents the results of a questionnaire survey conducted at five universities of Lithuania in 2014. The research sample involved 504 pre-service teachers of foreign languages (English, German, French, Polish and Russian), who completed a questionnaire survey consisting of both closed-ended and open-ended questions. The future teachers’ conceptualisation of culture was analysed as twofold: perception and awareness of culture forms of the countries of the native and target languages, as well as their involvement in cultural activity.
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Dоmina, Victoriia. "BILINGUALISM OF FUTURE FOREIGN LANGUAGE TEACHER AS REQUIREMENT OF MODERN EUROPEAN HIGHER EDUCATION." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 90–95. http://dx.doi.org/10.51706/2707-3076-2019-1-10.
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Cultural globalization of different countries, extended social circle of future teachers, exchange programs, emigration, scientific and professional contacts with representatives of other cultures call for the need to study foreign languages. Current changes pose new pedagogical challenges for scholars in terms of instilling communication culture while preparing future teachers of foreign languages. The article studies the concept of bilingualism, bilingual communication culture and its specifics, scope and relations with other concepts. The author argues that bilingualism is an essential component of general communication culture of future teachers, crucial for them to exchange information and share experience by means of their mother and foreign tongues. Specifics of professional training for future foreign language teachers implies the need for bilingual communication, the effectiveness of which depends on the mastery of languages as well as ability to organize language interaction and communication skills. One possible way to develop bilingual communication culture in the process of preparing future foreign language teachers to their professional activity is engaging the model of developing linguistic and communication skills of bilinguality. It is this bilingual training system that allows students to perceive general aspects of communication culture and its fundamental principles, determins the specifics of bilingual communication and features of professionally oriented expression in the process of comprehending bilingual communication culture as a whole. Integration of languages and cultures contributes to identification, classification, organization and evaluation of objects of the world around us, facilitates adaptation to new cultural environment, helps organize and coordinate activities, encourage other participants of language groups to act correctly.
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Niu, Zhenyu. "Learning a New Language, Taking up a New Culture: Language and Culture Differences between Scottish Highland and Lowland in the 18th Century Reflected in R. L. Stevenson’s Kidnapped." Studies in English Language Teaching 4, no. 4 (2016): 573. http://dx.doi.org/10.22158/selt.v4n4p573.
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<p><em>R. L. Stevenson’s novel Kidnapped takes Scottish Jacobite rebellions as its background and reflects resistance of Scottish people under British rule in the first half of the 18th century. Though within the same Scottish nation, the two heroes, Lowland boy David and Highland rebel Alan, have shown sharp contrasts in languages, political stands, moral standards and cultural values. Their contrasts reveal the binary opposition of Lowland and Highland cultures in the 18th century and can be explained by Fanon’s theory about language and culture differences within the same nation. In Kidnapped, the Lowland characters despise their own native culture, and regard the Highlanders who still keep traditional Scottish culture and language as “savage”. Therefore, they reject their own native culture and language, and have to completely depend on the English language and culture. The main goal of this article is to illustrate that learning a language also means taking up a culture, and it is essential to cultivate cultural awareness for English language teaching and culture teaching for foreign languages learners.</em></p>
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Sabaliauskienė, Rima, Gintarė Gelūnaitė-Malinauskienė, and Jūratė Andriuškevičienė. "Advertising As A Reflection of Culture in Foreign Language Teaching." Sustainable Multilingualism 14, no. 1 (2019): 160–95. http://dx.doi.org/10.2478/sm-2019-0008.
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Summary The ability to communicate in several foreign languages, recognize and understand cultural differences and effectively interact in a multicultural environment has become vital in the modern world that faces intense globalization processes. Linguistic and intercultural competences are essential not only for establishing personal relationships with foreigners but also for developing successful business relationships. At the Institute of Foreign Languages at Vytautas Magnus University (hereafter - VMU IFL), Spanish and German languages remain in the top five of the most popular languages among 30 languages available to students. These languages are chosen not only by Lithuanian students but also by foreign students who come to study in Lithuania. Most exchange students who come to study at VMU choose to study the Lithuanian language as well. In addition to the development of language skills in a learning process, the new concept of language teaching / learning, market trends and the great interest of students and the public in languages lead to the development of topics related to culture and intercultural communication and efforts to reveal peculiarities of the new culture in the common European and native country context. Based on the theories of different authors on the connection between culture and language and intercultural differences, the article discusses the possibilities of using commercials (video recordings of advertisements) to get acquainted with the culture in foreign language lectures. A comparative analysis of examples selected from commercials available online and revealing certain cultural aspects of the three countries (Spain, Lithuania and Germany) that allow to understand the target culture better is presented in this article. The aim is to reveal how a teacher, knowing the theories of cultural differences, can use commercials for the development of students’ linguistic and also cultural and intercultural competences.
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Leitch, David. "Canada’s Native Languages: The Right of First Nations to Educate Their Children in Their Own Languages." Constitutional Forum / Forum constitutionnel 15, no. 1, 2 & 3 (2011): 2006. http://dx.doi.org/10.21991/c9d093.
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Canada used to consider itself not only a bilingual, but also a bicultural country.1 Biculturalism was based on the idea that Canada had two founding cultures, the French-language culture dominant in Quebec and the English-language culture dominant everywhere else, with French and English minorities scattered across the country. This view of Canada obviously failed to recognize both the Aboriginal cultures that existed prior to European contact and the cultures of those immigrants who came to Canada with no knowledge of French or English or with knowledge of those languages but otherwise distinguishable culture.
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Hiddinga, Anja, and Onno Crasborn. "Signed languages and globalization." Language in Society 40, no. 4 (2011): 483–505. http://dx.doi.org/10.1017/s0047404511000480.
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AbstractDeaf people who form part of a Deaf community communicate using a shared sign language. When meeting people from another language community, they can fall back on a flexible and highly context-dependent form of communication calledinternational sign, in which shared elements from their own sign languages and elements of shared spoken languages are combined with pantomimic elements. Together with the fact that there are few shared sign languages, this leads to a very different global language situation for deaf people as compared to the situation for spoken languages and hearing people as analyzed in de Swaan (2001). We argue that this very flexibility in communication and the resulting global communication patterns form the core of deaf culture and a key component of the characterization of deaf people as “visual people.” (Globalization, sign language, international sign, Deaf culture, language contact, multilingualism)*
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Nepochatova, Valeria M. "THE UNITY OF LANGUAGE AND CULTURE IN TEACHING FOREIGN LANGUAGES." Scholarly Notes of Komsomolsk-na-Amure State Technical University 2, no. 36 (2018): 13–15. http://dx.doi.org/10.17084/i-2(36).3.
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Muhammad Shakeel Ur Rehman, Dr. Ihsan Ullah Khan, and Dr. Abdul Karim Khan. "Ahmed Indigenization of English Language in Ahmed Ali’s Twilight in Delhi." Research Journal of Social Sciences and Economics Review (RJSSER) 2, no. 1 (2021): 338–42. http://dx.doi.org/10.36902/rjsser-vol2-iss1-2021(338-342).
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The study employed the theoretical approach of indigenization by Kachru in Ahmed Ali’s Twilight in Delhi. Indigenization is one of the fundamental components of decolonization adopted by post-colonial linguists to familiarize a local language in a race against the dominant language of colonizers (Kilickaya, 2009). Through this tool of indigenization, post-colonial writers and more specifically, Ahmed Ali represented the native culture, flora, and fauna of the sub-continent in the selected work to bring about a reconciliatory approach between the languages of the colonizer (English) with the language of inhabitants of the sub-content (Urdu). Therefore, the novelist indigenized the English language by weaving and embedding indigenous figures of speech, local terminologies, idioms, proverbs, and translation of compacted concepts of English and Urdu languages into each other in an endeavor to combat with the western thought. Hence, the article delves into the novel to unfold the multicultural reconciliatory approach that is possible only at the time when the voices of the indigenous language and culture are accommodated by the dominant language and culture of the colonizers. Arguably, the portrayal of reconciliation of the two languages and cultures in the sub-continent during the rule of the British in the novel may introduce a more pluralistic approach to survive in the modern world of globalization. The findings may help reach a better understanding between an indigenous language and an international language in the same culture in which local culture and language get equal manifestation.
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Scarino, Angela. "Community and culture in intercultural language learning." Australian Review of Applied Linguistics 31, no. 1 (2008): 5.1–5.15. http://dx.doi.org/10.2104/aral0805.
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This paper addresses changing meanings attached to the concept of “community” in languages education in the school setting in Australia. The change consists of a shift from “community” as a necessary definitional category, created in the mid 1970s to mark the recognition of languages other than English used in the Australian community, to a recognition, in the current context of increasing mobility of people and ideas, of the need to problematise the concept of “community” towards working with the complexity of the lived, dynamic languages and cultures in the repertoires of students. Intercultural language learning is discussed as a way of thinking about communities in languages education in current times.
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Scarino, Angela. "Community and culture in intercultural language learning." Australian Review of Applied Linguistics 31, no. 1 (2008): 5.1–5.15. http://dx.doi.org/10.1075/aral.31.1.03sca.
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This paper addresses changing meanings attached to the concept of “community” in languages education in the school setting in Australia. The change consists of a shift from “community” as a necessary definitional category, created in the mid 1970s to mark the recognition of languages other than English used in the Australian community, to a recognition, in the current context of increasing mobility of people and ideas, of the need to problematise the concept of “community” towards working with the complexity of the lived, dynamic languages and cultures in the repertoires of students. Intercultural language learning is discussed as a way of thinking about communities in languages education in current times.
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Moore, Paul J., and Adriana Díaz. "Conceptualizing language, culture and intercultural communication in higher education languages programs." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (2019): 192–213. http://dx.doi.org/10.1075/aral.00024.moo.
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Abstract Languages curricula are an important, yet underutilized, site for students’ development of intercultural knowledge, awareness and skills in higher education, though there has been little related empirical research. Given the key role teachers play in student learning, in the context of two Australian universities, this study explores language teaching academics’ perspectives on language, culture and intercultural communication, and how these are reflected in their teaching approaches. As part of a larger needs analysis project into the teaching of languages and intercultural communication, this article reports on semi-structured interviews with ten academic staff engaged in teaching and/or researching languages, and one study abroad coordinator with a language teaching background. Interpretations of the key concepts varied, as did participants’ reported approaches to teaching, from critical to instrumental. Teachers’ interpretations and approaches were influenced by their teaching and learning histories, and while there were a range of approaches to the incorporation of the (inter)cultural in the teaching of languages, this was approached more critically than reported in previous studies. Contextual features which may limit such integration of language and culture are discussed, as is the contribution of languages teachers to students’ development of intercultural competence.
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Abdalla, Adil Elshiekh. "AL-MUSYKILÂT AL-TSAQÂFIYAH ALLATÎ TUJÂBAHU MUTA’ALLIMI AL-LUGHAH AL-‘ARABIYAH BI WASHFIHÂ LUGHAH TSÂNIYAH FÎ BILÂD AL-MALÂYÛ." Arabi : Journal of Arabic Studies 3, no. 2 (2018): 196. http://dx.doi.org/10.24865/ajas.v3i2.98.
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The Arabic language that Malay learns as a second language belongs to a language group other than that of the Malay language, which is the mother tongue of the Arabic language learners in the Malay archipelago. It is well known that the Linguistic Library was filled with many studies comparing the two languages at the linguistic level, and no study compares them to the cultural level. Therefore, this pioneering study was concerned with a comparison between the two cultural languages. The study adopted a descriptive analytical approach; comparing the Malay and Arabic cultures and describing the differences between them in this field. The method of interviewing Malay students who represented the archipelago region and Arab Arabic teachers was also used to identify the most important problems arising from the different cultures that confront the two parties in Arabic teaching. The findings show that the Malay culture was greatly influenced by the Arab-Islamic culture. But there are differences between cultural manifestation in Arabic and Malay languages that, in turn, give some problems in Arabic teaching and learning in the Malay Archipelago.
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Hartanti, Ade Eka Julia, Lena Lisviyana, Ulfi Yanti, and Dina Ayu Krisdayanti. "PEMERTAHANAN DAN PERGESERAN BAHASA DAERAH PADA MASYARAKAT DESA PENTINGSARI-YOGYAKARTA." Caruban: Jurnal Ilmiah Ilmu Pendidikan Dasar 1, no. 2 (2019): 100. http://dx.doi.org/10.33603/.v1i2.2313.
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Abstrak. Indonesia sebagai bangsa yang beranekaragam mulai dari suku, ras, agama, bahasa dan adat istiadat. Karena dari hal tersebutlah muncul kebudayaan-kebudayaan yang diciptakan oleh masyarakat indonesia itu sendiri, bahasa memiliki jalinan yang sangat erat dengan budaya sehingga keduanya tidak dapat dipisahkan, karena begitu eratnya jalinan antara bahasa dan budaya. Tanpa bahasa, budaya kita pun akan mati. Hal ini bisa terjadi karena, sebagaimana dikatakan oleh Purwo (2000:3) bahasa adalah penyangga budaya, sebagian besar budaya terkandung di dalam bahasa dan diekspresikan melalui bahasa, bukan melalui cara lain. Ketika kita berbicara tentang bahasa, sebagian besar yang kita bicarakan adalah budaya. Ketika seseorang menggunakan bahasa untuk berkomunikasi dengan orang sekelilingnya, dan kemungkinan orang lain yang berbeda bahasa juga. Ada dua kemungkinan yang terjadi yaitu yang apakah seseorang itu mempertahankan bahasanya atau bahasa yang digunakannya mulai bergeser dengan bahasa lain. Banyak sekali faktor penyebab pergeseran dan pemertahanan bahasa.Kata Kunci : Pemertahanan, Pergeseran Bahasa Daerah Masyarakat Pentingsari Abstract. Indonesia as a diverse nation ranging from ethnicity, race, religion, language and customs. Because of the emergence of cultures created by Indonesian society itself, language has a very close relationship with culture so that they cannot be separated, because so closely the relationship between language and culture. Without language, our culture will die. This can happen because, as Purwo (2000: 3) says, language is a support for culture, most cultures are contained in language and expressed through language, not through other means. When we talk about language, most of what we talk about is culture. When someone uses language to communicate with people around him, and possibly other people with different languages too. There are two possibilities that occur, which is whether someone maintains his language or the language he uses begins to shift with other languages. There are many factors that cause shifting and language retention.Keywords: Defense, Shifting Regional Languages of the Pentingsari Society
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Hartanti, Ade Eka Julia, Lena Lisviyana, Ulfi Yanti, and Dina Ayu Krisdayanti. "PEMERTAHANAN DAN PERGESERAN BAHASA DAERAH PADA MASYARAKAT DESA PENTINGSARI-YOGYAKARTA." Caruban: Jurnal Ilmiah Ilmu Pendidikan Dasar 1, no. 2 (2019): 100. http://dx.doi.org/10.33603/cjiipd.v1i2.2313.
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Abstrak. Indonesia sebagai bangsa yang beranekaragam mulai dari suku, ras, agama, bahasa dan adat istiadat. Karena dari hal tersebutlah muncul kebudayaan-kebudayaan yang diciptakan oleh masyarakat indonesia itu sendiri, bahasa memiliki jalinan yang sangat erat dengan budaya sehingga keduanya tidak dapat dipisahkan, karena begitu eratnya jalinan antara bahasa dan budaya. Tanpa bahasa, budaya kita pun akan mati. Hal ini bisa terjadi karena, sebagaimana dikatakan oleh Purwo (2000:3) bahasa adalah penyangga budaya, sebagian besar budaya terkandung di dalam bahasa dan diekspresikan melalui bahasa, bukan melalui cara lain. Ketika kita berbicara tentang bahasa, sebagian besar yang kita bicarakan adalah budaya. Ketika seseorang menggunakan bahasa untuk berkomunikasi dengan orang sekelilingnya, dan kemungkinan orang lain yang berbeda bahasa juga. Ada dua kemungkinan yang terjadi yaitu yang apakah seseorang itu mempertahankan bahasanya atau bahasa yang digunakannya mulai bergeser dengan bahasa lain. Banyak sekali faktor penyebab pergeseran dan pemertahanan bahasa.Kata Kunci : Pemertahanan, Pergeseran Bahasa Daerah Masyarakat Pentingsari Abstract. Indonesia as a diverse nation ranging from ethnicity, race, religion, language and customs. Because of the emergence of cultures created by Indonesian society itself, language has a very close relationship with culture so that they cannot be separated, because so closely the relationship between language and culture. Without language, our culture will die. This can happen because, as Purwo (2000: 3) says, language is a support for culture, most cultures are contained in language and expressed through language, not through other means. When we talk about language, most of what we talk about is culture. When someone uses language to communicate with people around him, and possibly other people with different languages too. There are two possibilities that occur, which is whether someone maintains his language or the language he uses begins to shift with other languages. There are many factors that cause shifting and language retention.Keywords: Defense, Shifting Regional Languages of the Pentingsari Society
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Onishchuk, Iryna, Anastasiia Petrova, Nataliia Tonkonoh, Neonila Partyko, Diana Kochmar, and Oleksandra Vanivska. "The development of future teachers’ foreign language education in the context of the European Council strategic documents." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(133) (March 22, 2021): 88–95. http://dx.doi.org/10.31392/npu-nc.series15.2021.3(133).18.
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Among the main tasks of higher education defined by the National Doctrine for the Development of Education of Ukraine in the 21st century are the following: to form the necessary intellectual and moral basis necessary for future professional activities in the fields of education, science, culture and to form the qualities necessary for further professional development. Such qualities include global thinking; professional values and morals; cultural competence; functional literacy and professional universality; culture of communication; ability to apply knowledge in professional situations; responsibility, the culture of group interaction, social and professional mobility, ability to study for a lifetime, foreign language and sociocultural competence in a foreign language among students of humanities. Now foreign-language education in Ukraine is being reformed taking into account the achievements of European countries by such documents of the Council of Europe as: “Bilingual education: the main strategic tasks”, “All-European competencies in foreign language proficiency: study, teaching, evaluation”, “European language portfolio”, “Aligning language exams with All-European recommendations on language education”, “Strategic development program for Multilingual Europe 2020”, “Recommendations on pluralistic approaches to languages and cultures”, requirements for Euro-exams, etc. The ideas of the language policy of the Council of Europe are increasingly being implemented in our country: the number of languages is increasing; there is an increasing number of people who speak at least one foreign language; several foreign languages were started in secondary schools; the number of academic hours for learning a foreign language is increasing in universities; in some institutions of higher education, foreign languages are considered the second working language.
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Votruba, Martin. "Herder and Modernity: From Lesser-Taught Languages to Lesser-Taught Cultures." East/West: Journal of Ukrainian Studies 4, no. 1 (2017): 95. http://dx.doi.org/10.21226/t2zp4f.
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The typical North American curriculum of a lesser-taught Slavic language implicitly relies on the legacy of Johann Gottfried von Herder’s interpretation that language in and of itself contains national (ethnic) culture. At the same time, enrolments are dwindling even in courses in the most commonly taught Slavic languages. Millennials’ understandable focus on the practicality of the courses they take make it unlikely for the lesser-taught languages to survive the slump. On the other hand, foreign culture courses are appearing to hold their ground more successfully. Slavic departments may reconsider Herder’s dictum as they try to maintain or establish programs in lesser-taught languages and cultures.
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Kolbina, Tetyana. "FORMATION of STUDENTS' "WORLD VIEW” of ANOTHER CULTURE in PROCESS of STUDYING FOREIGN LANGUAGE." Research Bulletin Series Philological Sciences 1, no. 193 (2021): 306–12. http://dx.doi.org/10.36550/2522-4077-2021-1-193-306-312.
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A new view has been formed on studying foreign languages nowadays: the aim is to make students aware of peculiarities concerning consciousness and culture of another people, that is reflected in its language. The result of studying foreign languages is the acquired intercultural competence based on the formed «world view» of another people, that provides efficient interaction among communicators from various cultures. The article deals with the ways offorming students ’ «world view» of another people in the process of studying a foreign language on the grounds of the concept regarding a person’s cultural development and the theory of activity, that is worked out by representatives of cognitive psychology (L. Vygotsky, О. Leontiev, P. Galperin, І. Zymnia and others). The results of their scientific search have proved that that the language is inseparably connected with the people’s culture; its studying should be realised in a sociocultural context; a sufficient level of mastering a language, which allows using it as a means of communication, confirms the fact ofperceiving the peculiarities of culture reflected in the language. The main method of studying a foreign language is contrasting and comparing realia in a wide context of different cultures. The pedagogical practice justifies the scientists ’ conclusion: studying foreign languages should be built on culturological and communication- and activity approaches, and focused on formation of each student - a future participant of the process of intercultural communication. Students’ consciousness is enriched and their level of communicative culture is improved through perception of realia of another culture, peculiarities of its representatives ’ world outlook.
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Mizamkhan, B., and T. Kalibekuly. "THEORETICAL AND PRACTICAL PECULIARITIES OF TRANSLATING CULTURE-SPECIFIC TERMS." BULLETIN Series of Philological Sciences 74, no. 4 (2020): 494–97. http://dx.doi.org/10.51889/2020-4.1728-7804.97.
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The term “culture-specific vocabulary” appeared in the 1980s. Problems of translating culture-specific terms from one language to another have always been a serious issue for translators. It causes even more problems if the languages being compared belong to different language groups and represent different cultures. Nevertheless, the study of culture-specific vocabulary helps to achieve the adequacy of translation, which in turn helps speakers of different languages and cultures to achieve mutual understanding. The above emphasizes the relevance and timeliness of the study of translation from the point of view of cultural linguistics. This paper will examine the peculiarities of translating culture-specific terms from Kazakh into English. It provides different methods of translating cultural connotations, taking into account the ways of living and thinking, as well the historical and cultural backgrounds embedded in the source language (hereafter SL) and target language (hereafter TL). These methods will be analyzed using specific examples, originals and translations of such works as “The Path of Abai” by Mukhtar Auezov and “Nomads” by Ilyas Yessenberlin. Therefore, the main aim of the paper is to try to explain main approaches and theories needed for adequate understanding of different cultures through translation.
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Kristinsson, Ari Páll, and Amanda Hilmarsson-Dunn. "Unequal language rights in the Nordic language community." Language Problems and Language Planning 36, no. 3 (2012): 222–36. http://dx.doi.org/10.1075/lplp.36.3.02kri.
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The aim of this paper is to show the implications of using the notion of ‘common culture’ as a basis for a communication policy across language boundaries. There are eight different national languages in the Nordic area, from Greenland in the west to Finland in the east, from Sápmi — the traditional territories of the Sami people in Northern Scandinavia — in the north to Denmark in the south. Additionally, a dozen traditional minority languages and some two hundred immigrant languages are spoken in the area. Despite this linguistic diversity, a ‘Declaration on a Nordic Language Policy,’ signed in 2006 by ministers of education in the Nordic countries, recommends using one of the three ‘Scandinavian’ languages (Danish, Norwegian, or Swedish) for communication across language boundaries throughout the Nordic area, rather than using translation and interpretation, or speaking in English — which is common practice despite official policies. Moreover, recent empirical research indicates that there is good reason to seriously doubt that using a Scandinavian language is a practical communication solution for the Nordic peoples. For example, Greenlanders have poor skills in understanding Swedish. Similarly, Finnish-speaking Finns have poor skills in understanding Danish. Official Nordic language policy is based on an ideology of a common culture rather than linguistic practice. Thus, it appears that communication problems are seen as less important than the prevailing ideas of perceived common Nordic (linguistic) culture.
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Papa, Irena. "Culture and Language as Factors Related in the Process of Learning and Education." European Journal of Language and Literature 1, no. 1 (2015): 16. http://dx.doi.org/10.26417/ejls.v1i1.p16-19.
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Communicative language teaching has become a familiar part of the landscape of language teaching in the last three or four decades. Teachers who perceive the objectives of teaching foreign languages associated with learning intercultural competence will be more inclined to make the process of teaching foreign languages more intercultural than teachers who perceive objectives as related to the acquisition of communicative competence. In this paper the relationship between culture and language is going to be explored by focusing on their role and impact in the process of learning languages and education.
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Edwards, John. "Language Families and Family Languages." Journal of Multilingual and Multicultural Development 26, no. 2 (2005): 173–86. http://dx.doi.org/10.1080/01434630508668403.
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Alabdalla, Nada. "Formation of Arabic Theatrical Speech Culture in the Context of Language Situation." Observatory of Culture 15, no. 4 (2018): 436–43. http://dx.doi.org/10.25281/2072-3156-2018-15-4-436-443.
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The Arabic world’s language situation is characterized by bilingualism (diglossia), as alongside the written language (Fusha), there exist many spoken languages. This situation raises important theoretical and methodological issues before the theatre in general and theatrical pedagogics in particular. The article deals with the problem of orthoepic norms’ lacking in spoken Arabic, which affects both the teaching methods in theatrical high schools and the speech culture in general. In this context, the author gives a short review of language development in Arabic theatre and considers some points of view of Arabic theatrical directors and playwrights of different periods. The article represents a table of phonetics’ comparison of Arabic literary and spoken languages. Furthermore, the article raises the problem of spoken language codification and also considers the issue of theatre language. Emphasizing the importance of both the written and spoken languages, the article concludes on the ambivalent approach to forming the theatrical speech teaching methods in the Syrian theatrical school, provided that local dialects are standardized and actors-students master the capital dialect along with the literary language. In practice, teachers have to combine the written language acquisition basing on the rules, and that of the spoken language using audio samples.
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Sultana, Irem, Malik Adnan, and Muhammad Imran Mehsud. "Media, Culture and Indigenous Languages in Pakistan: A Critical Review." Global Language Review V, no. IV (2020): 27–33. http://dx.doi.org/10.31703/glr.2020(v-iv).04.
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This research paper inspected the role of Pakistani media to protect indigenous languages and culture in Pakistan. The study examined the situation; if Pakistani media outpours concern with the native languages or not. The article also checked the media landscape, its language-wise segregation and scenario of literacy in different areas of the country. The outcomes of the study showed that Pakistani media is neglecting the indigenous languages. The study results exhibited clearly that media houses’ focus on protecting native languages, is not profound. The findings also showed that foreign ownership of Media houses plays a role in neglecting indigenous language promotions. The current study presented that Pakistani mainstream media is damaging the local and native languages. The study was the outcome of qualitative content analysis and in-depth interviews of senior communication experts.
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Reboul, Anne. "Language: Between cognition, communication and culture." Pragmatics and Cognition 20, no. 2 (2012): 295–316. http://dx.doi.org/10.1075/pc.20.2.06reb.
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Everett’s main claim is that language is a “cultural tool”, created by hominids for communication and social cohesion. I examine the meaning of the expression “cultural tool” in terms of the influence of language on culture (i.e. the Sapir-Whorf hypothesis) or of the influence of culture on language (Everett’s hypothesis). I show that these hypotheses are not well-supported by evidence and that language and languages, rather than being “cultural tools” as wholes are rather collections of tools used in different language games, some cultural or social, some cognitive. I conclude that the coincidence between language and culture is due to the fact that both originate from human nature.
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Meifilina, Andiwi. "UPAYA KONVERGENSI TELEVISI LOKAL MELALUI PROGRAM BERITA BERBAHASA LOKAL ( Kajian Terhadap Program Berita JTV : Pojok Kampung, Pojok Medhureh, dan Pojok Kulonan menggunakanCommunication Accomodation Theory-CAT )." Translitera : Jurnal Kajian Komunikasi dan Studi Media 4, no. 2 (2018): 17–30. http://dx.doi.org/10.35457/translitera.v4i2.350.
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The phenomenon of the existence of the mass media through which the local television program for viewers to give plenty of options in accordance with the language and culture of each as well as a means of communication to understand the language of different cultures within a single province. JTV stands for Java Pos Television merpakan largest local television station in East Java Province and is the first local television in Indonesia which was established as a locally based broadcasters with the cultures of East Java are highly diverse. There are several languages used as languages of East Java community Suroboyoan wetanan inherent in citizens of Surabaya, Sidoarjo, Malang and Mojokerto. Further languages are attached to the Madurese community Pasuruan, Probolinggo, Jember and Lumajang and Mataraman Java language that is identical to the citizens of East Java Kulonan Blitar, Tulungagung, Kediri and Madiun.JTV accommodate the different variety of language through news programs' Corner Village (Suroboyoan language), corner Medhureh (Madura language), corner Kulonan (Javanese Kromo).
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Corson, David. "Norway's “Sámi Language Act”: Emancipatory implications for the world's aboriginal peoples." Language in Society 24, no. 4 (1995): 493–514. http://dx.doi.org/10.1017/s0047404500018996.
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ABSTRACTThe Sámi (formerly called Lapps) are the indigenous people of Arctic Scandinavia and northwest Russia. Legislation giving major language and cultural rights to Norway's Sámi people was enacted in 1992. As an introduction to discussion of the impact of the Sámi Language Act on Norwegian education, this article begins with an outline of the schooling system in Norway. Its review of the act itself covers the following topics: the Sámi culture and the Sámi languages, social and political problems that affect the Sámi, the place of the Sámi languages in education, and recent educational changes that flow from the Sámi Language Act. Three research questions, covering the practice and organization of bilingual aboriginal education in Norway, are then addressed at length. The article concludes by drawing emancipatory implications from the Sámi experience for members of aboriginal cultures and for the future of aboriginal education generally. (Power and culture, Sámi culture, minority education, native language education, bilingual education)
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Ebrahimi, Mohammad Amin. "Cultural value of translation of proverbs and synopsis." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 1, no. 1 (2020): 11484. http://dx.doi.org/10.20952/jrks1111484.
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Language is formed in the context of culture; on the other hand, the culture of a society is reflected in the language's mirror. Language has a cultural backbone as a communication tool. This cultural backing is in fact the basis for the emergence of vocabulary and its conceptual boundaries, as well as the decisive factor in the image and image reflected in the ords and proverbs. Because different ethnic groups have different cultures, there are problems on the path to the relationship between nations and the mutual understanding of languages. The methods of translating proverbs and synopsis as part of language and culture play a
 significant role in communicating, despite the fact that some cultural reflections sometimes apply in the above interpretations because of the inappropriateness of the methods of translating neglected. Since one of the goals of translation is to create and promote communication between cultures, ignoring the cultural aspects of texts in translation can reduce the scientific and cultural values of translated works. The present paper seeks to explain this problem and provide some solutions.
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Masorong, Sharifa Khalid. "Traces and Roots: Exploring Lexical Rapport of the Bisayan and Tausug Languages." International Journal of Linguistics, Literature and Translation 4, no. 2 (2021): 120–28. http://dx.doi.org/10.32996/ijllt.2021.4.2.15.
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Languages in a country are considered to share common characteristics and possibly similar features. This can be attributed to many factors, but one holds true, language is essential in keeping a community. Its vitality molds a society’s identity. The more active the language is, the more its culture gets the exposure it needs. This notion goes two ways for culture cannot also stand without the usage of a language. In this study, Bisayan and Tausug lexicons were compared using a Samarin list to identify factors of similarities as well as their relationship in terms of their semantic and ontological categories. The list was subjected to a qualitative-descriptive analysis. The result of the study revealed that both Tausug and Bisayan (Cebuano) cultures have come from the same linguistic family. Both belong to the Philippine VISAYAN LANGUAGES. Of all the Visayan cultures, the TAUSUG is a Muslim dominated culture which makes it the reason why people associate Tausug language as part of the Mindanao language. The study showed that of the 200 lexicons used based on a Samarin list, 72 of those are true cognates and 28 are cognates with few differences and changes in the spelling. The findings also indicate that these similarities can be attributed to different factors like tracing language relationship by means of genetics, the environmental changes, the language sounds and language arbitrariness. 
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Suhaeb, Laelah Azizah S. "MEMAKNAI BUDAYA LOKAL DAN GLOBAL DALAM PENGAJARAN BAHASA ASING." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 3, no. 2 (2010): 145. http://dx.doi.org/10.24036/ld.v3i2.7375.
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Multicultural diversity in Indonesia has become an amazing icon for many other countries which feel envy with the cultural richness of the archipelago. Although the Indonesian culture constantly growing, our civilization must be maintained and kept. Foreign Languages has been recognized in formal and non formal education in Indonesia. Learning and teaching foreign languages is not easy because it does not just teach vocabulary and grammar but also teaches how and when language is used, or in other words, learning the language is also learning culture. Foreign language teaching materials should contain the local culture and the culture of the target language in balanced. Because of the language would be useful if it can be used where the language is required
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Johnson, W. Lewis, and Andre Valente. "Tactical Language and Culture Training Systems: Using AI to Teach Foreign Languages and Cultures." AI Magazine 30, no. 2 (2009): 72. http://dx.doi.org/10.1609/aimag.v30i2.2240.
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The Tactical Language and Culture Training System (TLCTS) helps people quickly acquire communicative skills in foreign languages and cultures. More than 40,000 learners worldwide have used TLCTS courses. TLCTS utilizes artificial intelligence technologies during the authoring process, and at run time to process learner speech, engage in dialog, and evaluate and assess learner performance. This paper describes the architecture of TLCTS and the artificial intelligence technologies that it employs, and presents results from multiple evaluation studies that demonstrate the benefits of learning foreign language and culture using this approach.
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Malykh, L. M. "ON THE DEFINITION OF THE NOTION “MULTILINGUAL EDUCATION” IN THE RUSSIAN SYSTEM OF EDUCATION." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, no. 1 (2021): 108–19. http://dx.doi.org/10.35634/2412-9550-2021-31-1-108-119.
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The article considers a new direction in foreign language teaching - "multilingual education". The novelty of this direction is determined by the systemic integration of the process of co-learning multiple languages and cultures, the development of methods of parallel learning multiple languages, deepening the functions of the native language in the process of learning foreign languages, the formation of a new type of learner, characterized by a high ability to meta-thinking, the creation of conditions for the conservation of linguistic and cultural diversity of the region of residence. The aim is to define the main criteria of the content of the term "multilingual" education taking into account the specifics of foreign language learning in Russia at the present stage. These criteria in the article are: the number of languages simultaneously studied in the educational institution, the principles of their teaching, the role of the native language in foreign language teaching, the purpose of teaching the next foreign language. A comparative analysis of the so-called traditional teaching of foreign languages in the Russian system of education and the new trend, which is called multilingual in the article, is carried out. The terms similar to multilingual education such as "polylingual / translingual / pluralingual education" are compared. The conclusion is made about the expediency of fixing the term "multilingual education" as the broadest in content and international in form. In this paper, multilingual education is understood as a scientific and methodological direction in the general theory of language teaching which is represented by various models of simultaneous (sequentially-simultaneous) teaching of several languages and cultures, at least three, including the students’ mother tongues, at different educational levels. Its specificity is determined by the introduction of systemic integration in the process of co-learning languages and cultures, the development of methods of parallel / simultaneous learning (co-learning) of several languages, revision and deepening of the functions and role of a mother tongue and culture in the learning of foreign languages, the focus of the process of co-learning languages (and cultures) on forming multilingual (multi-language) communicative competence of students, which is a holistic, integrated system of linguistic and sociocultural knowledge, skills and abilities that can expand and deepen with the acquisition of each new language.
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Ninsiana, Widhiya. "PENDEKATAN MULTIKULTURAL DALAM PEMBELAJARAN BAHASA INGGRIS MELALUI MEDIA DONGENG PADA ANAK USIA DINI." Elementary: Jurnal Ilmiah Pendidikan Dasar 3, no. 1 (2017): 41. http://dx.doi.org/10.32332/elementary.v3i1.787.
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Indonesia is a multicultural country, because it consists of various cultures, customs, and a variety of habits. These components are generally bonded together (integrated/embedded) with ethnicity, language, and culture. The use of foreign languages, especially English, in all its forms is related teaching foreign languages in formal and informal education in Indonesia. Even some foreign language has been introduced on early childhood. Seeing this phenomenon, educators must have a knowledge of foreign languages, willingness and skills to introduce and involve all educate into a global context. The introduction and engagement multicultural (cross-cultural disposition) that should be conducted transformative or practical experience (cross-cultural encounter) in learning English language, such as a fairytale. The multicultural approach in English learning by fairytale on early childhood will make the children more tolerant the other cultures.
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Margalitadze, Tinatin. "Language and ecology of culture." Lexicographica 36, no. 1 (2020): 225–40. http://dx.doi.org/10.1515/lex-2020-0012.
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AbstractIn one of his articles, an outstanding Georgian linguist Thomas Gamkrelidze discusses ecological problems from the standpoint of social sciences and humanities and introduces a very important term – ecology of culture. The present paper discusses the importance of preservation of our languages and cultures and the role of lexicography and lexicographers in this process. Issues of linguistic change, influence of a foreign tongue, defilement of a language, normativity and the normalizing function of lexicography, the role of a language in the development and preservation of national identity, as well as some other questions are addressed in the paper.
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Jovanovska, Sashka. "DEDICATED TO LANGUAGE VARIATIONS." International Journal of Applied Language Studies and Culture 3, no. 1 (2020): 11–16. http://dx.doi.org/10.34301/alsc.v3i1.26.
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We use languages for different purposes in everyday life. Most people use more than one language, and they may be considered as bilingual (speaking two languages) or multilingual (speaking more than two languages). In simple terms, as Wardhaugh elaborates, language may be defined as a code or system that is used by societies to communicate with other people. This system might be the same for two people or totally different, and therefore they are somehow forced to cooperate by working out their common code. Any changes in languages or speech are conditioned by communities and their culture. Sociolinguistics examines relationship between language and societies, and also deals with phenomena such as pidgins and creoles which are strictly bound with this science itself.
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Khawaja, Masud. "Consequences and Remedies of Indigenous Language Loss in Canada." Societies 11, no. 3 (2021): 89. http://dx.doi.org/10.3390/soc11030089.
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Many Indigenous languages in Canada are facing the threat of extinction. While some languages remain in good health, others have already been lost completely. Immediate action must be taken to prevent further language loss. Throughout Canada’s unacceptable history of expunging First Nations’ ways of life, systemic methods such as residential schools attempted to eradicate Indigenous cultures and languages. These efforts were not entirely successful but Indigenous language and culture suffered greatly. For Indigenous communities, language loss impaired intergenerational knowledge transfer and compromised their personal identity. Additionally, the cumulative effects of assimilation have contributed to poor mental and physical health outcomes amongst Indigenous people. However, language reclamation has been found to improve well-being and sense of community. To this objective, this paper explores the historical context of this dilemma, the lasting effects of assimilation, and how this damage can be remediated. Additionally, we examine existing Indigenous language programs in Canada and the barriers that inhibit the programs’ widespread success. Through careful analysis, such barriers may be overcome to improve the efficacy of the programs. Institutions must quickly implement positive changes to preserve Indigenous languages as fluent populations are rapidly disappearing.
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Retnawati, Saptina. "FACTORS CAUSING LANGUAGE LOSS EXPERIENCED BY AN AMERICAN NATIVE SPEAKER IN MULTILINGUAL SITUATION IN INDONESIA." ELT-Lectura 5, no. 2 (2018): 174–80. http://dx.doi.org/10.31849/elt-lectura.v5i2.1678.
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Bilingualism and multilingualism are common phenomena in language use. Those who are bilinguals or multilingual normally get the language competence because they are living in multilingual area, or in a country which has variety of languages and cultures. Indonesia is one of countries which have this wide diversity in cultures, languages, and religions. Furthermore, Indonesian Ministry of Education created a program called Darmasiswa program which enabled students from abroad to study Bahasa Indonesia and Indonesian cultures. By following this program, those students are learning new language and culture in multilingual situation. One of evidences occurred with a student from America, named Angela who also has multilingual family background. She was exposed to a lot of languages since she was born, and she also studied new languages in Indonesia, as a result she has capability to speak more than two languages. In this kind of situation, the researcher was interested to find out the language loss she might experience during her study. This study aimed to find factors influenced on language loss by her. The approach of this study was qualitative. The researcher applied mixed techniques to obtain data; recording the conversations in natural setting and interview. The analysis was interpretive. The findings of this study found that there were two factors that influenced language loss; internal factors and external factors, which dominated by cultural factor. Also, it happened because of the fact that Bahasa Indonesia is more dominant than her mother tongues.
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Kramsch, Claire. "Language and Culture." AILA Review 27 (December 31, 2014): 30–55. http://dx.doi.org/10.1075/aila.27.02kra.
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This paper surveys the research methods and approaches used in the multidisciplinary field of applied language studies or language education over the last fourty years. Drawing on insights gained in psycho- and sociolinguistics, educational linguistics and linguistic anthropology with regard to language and culture, it is organized around five major questions that concern language educators. The first is: How is cultural meaning encoded in the linguistic sign? It discusses how the use of a symbolic system affects thought, how speakers of different languages think differently when speaking, and how speakers of different discourses (across language or in the same language) have different cultural worldviews. The second question is: How is cultural meaning expressed pragmatically through verbal action? It discusses the realization of speech acts across cultures, culturally-inflected conversation analysis, and the use of cultural frames. The third question is: How is culture co-constructed by participants in interaction? It discusses how applied linguistics has moved from a structuralist to a constructivist view of language and culture, from performance to performativity, and from a focus on culture to a focus on historicity and subjectivity. The fourth question is: How is research on language and culture affected by language technologies? The print culture of the book, the virtual culture of the Internet, the online culture of electronic exchanges all have their own ways of redrawing the boundaries of what may be said, written and done within a given discourse community. They are inextricably linked to issues of power and control. The last section explores the current methodological trends in the study of language and culture: the increased questioning and politicization of cultural reality, the increased interdisciplinary nature of research, the growing importance of reflexivity, and the noticeable convergence of intercultural communication studies and applied language studies in the study of language and culture.
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Ivanishcheva, Olga Nikolajevna. "Dictionaries of Critically Endangered Languages: Focus on Users." Journal of Linguistics/Jazykovedný casopis 67, no. 1 (2016): 73–86. http://dx.doi.org/10.1515/jazcas-2016-0012.
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Abstract The article describes specific features of dictionaries of endangered languages from the perspective of their user. Dictionaries of the Saami language – the language of the indigenous minority of the North – are used to describe the anthropocentric, cognitive and pragmatic approach to lexicographical description of culture. The article shows that the focus on the dictionary user becomes especially critical for the endangered languages. It proves that the purpose of such dictionaries is not only to preserve the knowledge that the speakers of the endangered language and bearers of the culture still keep, but also to revitalize this knowledge. The article states that contemporary lexicography must consider several factors for making an endangered language dictionary: the present state of the language in the language community and the scope of background knowledge of a language speaker that represents everyday level of the world cognition by indigenous minority. The article shows that the most relevant type of dictionary for the endangered languages is both a learner’s dictionary and a linguoculturological dictionary (active type). We emphasize that on the one hand the Saami dictionaries describe a culture that is often unknown even to most Saami culture bearers and on the other hand, the dictionaries are also intended for Saami who have no command of the native language. The peculiarities of the relevant dictionary comprise the fact that alongside the translation in the basic part of the dictionary there is a culturological commentary that as fully as possible reflects the knowledge of language speakers.
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Necheporuk, Yana, Iryna Onishchuk, Liudmyla Usyk, Iryna Anishchenko, Svitlana Vasylkevych, and Valentyna Zvozdetska. "Foreign language education as a scientific category in the context of future teachers‟ training." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 8(128) (December 28, 2020): 132–41. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).29.
Full textAbstract:
The concept of foreign-language education is socially and historically conditioned, therefore, scientists consider it necessary in modern conditions to rethink the purpose of studying foreign languages in higher school, to form the additional motivation for mastering a foreign language as a means of international communication. Foreign-language education differs from learning foreign languages: it covers educational values and meanings, forms socially significant qualities, has systemic nature, provides for intercultural and interpersonal communication in the process of cognitive and professional activity. Considering foreign-language education from an axiological position, we understand it as a value at the level of the state, society, and personality. We consider the relationship between state and personal values to be a condition for the effectiveness of foreign-language education that creates a system of language education. We consider acquiring the knowledge of a foreign language to be an element of functional literacy, professional competence, and the integral quality of the individual. The concept is based on integrated teaching of the language and culture of the countries concerned with the dialogue between native and foreign cultures. The purpose of such education is language teaching through culture, culture through language, the formation of homo moralis: a person with a conscience, which distinguishes between good and evil, has high stable moral principles.