Relevant bibliographies by topics / Language diversity

Contents

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

Academic literature on the topic 'Language diversity'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 June 2025

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Journal articles on the topic "Language diversity"

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Bernard, H. "Preserving Language Diversity." Human Organization 51, no. 1 (1992): 82–89. http://dx.doi.org/10.17730/humo.51.1.bp4765g377q32761.

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Fitch, W. Tecumseh. "Unity and diversity in human language." Philosophical Transactions of the Royal Society B: Biological Sciences 366, no. 1563 (2011): 376–88. http://dx.doi.org/10.1098/rstb.2010.0223.

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Human language is both highly diverse—different languages have different ways of achieving the same functional goals—and easily learnable. Any language allows its users to express virtually any thought they can conceptualize. These traits render human language unique in the biological world. Understanding the biological basis of language is thus both extremely challenging and fundamentally interesting. I review the literature on linguistic diversity and language universals, suggesting that an adequate notion of ‘formal universals’ provides a promising way to understand the facts of language acquisition, offering order in the face of the diversity of human languages. Formal universals are cross-linguistic generalizations, often of an abstract or implicational nature. They derive from cognitive capacities to perceive and process particular types of structures and biological constraints upon integration of the multiple systems involved in language. Such formal universals can be understood on the model of a general solution to a set of differential equations; each language is one particular solution. An explicit formal conception of human language that embraces both considerable diversity and underlying biological unity is possible, and fully compatible with modern evolutionary theory.
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Humar, Marjeta. "Language diversity and national languages in higher education." Magyar Terminológia 4, no. 2 (2011): 187–99. http://dx.doi.org/10.1556/materm.4.2011.2.6.

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Skutnabb-Kangas, Tove. "Linguistic Diversity, Language Rights And Language Ecology." Sustainable Multilingualism 13, no. 1 (2018): 14–58. http://dx.doi.org/10.2478/sm-2018-0011.

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Summary Aiming at the maintenance of biodiversity and healthy ecosystem in the world – vital issues of the 21st century – it is important to preserve linguistic diversity and prevent the increasing language endangerment, thus ensuring the support of linguistic human rights. The author presents a comprehensive explanation of the key terms related to linguistic diversity and language ecology and investigates if educational language rights in international and regional Charters/Conventions support the maintenance of indigenous, tribal and minority languages (the world’s linguistic diversity), thus preventing language endangerment. The answer is that most educational systems in the word today support linguistic genocide in relation to indigenous, tribal and minority children’s language rights, by providing subtractive education as capability deprivation (according to Amartya Sen), which leads to poverty and violation of human rights in general. The author also argues why linguistic diversity and language rights are important for the maintenance of biodiversity and thus a healthy ecosystem.
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Zeynalov, Farman. "Rhythm: Types, Hierarchy and Language Diversity." Advances in Social Sciences Research Journal 8, no. 7 (2021): 71–91. http://dx.doi.org/10.14738/assrj.87.10438.

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This article deals with the factors which cause the emergence of rhythm, its types, hierarchy and the relation of rhythm to life and the human language diversity. According to Aristotle “all types of rhythm are measured by certain movements”. So all events and processes connected with rhythm are rhythmical in nature. Rhythm is a regular reiteration of identical cases, processes and events within the boundaries of time and space. Rhythm is the form of regular motion. However, rhythm is not the result of motion. It is just the movement itself. All types of rhythm or movement, to our mind, are based on energy the absence of which excludes movements, rhythms, accordingly then life, human language, as well as language diversity. Thus, studying rhythm, its types and systemic hierarchy, to our mind, enables us to reveal the mechanism of transition from inanimate nature to animate one, on the one hand, and creation of the styduing diversity principle of nature, as well as language diversity, on the other hand.
 The main task of a linguistic scholar, as defined by David Crystal, is great interest. To this linguist “the main task of the linguistic scholar is not to improve the language teaching situation … etc., his task is basically to study and understand the general principles upon which all languages are built. What are the “design features” of human language? What are the differences between languages? How can we describe and classify this? How far are they fundamental? What concepts do we have before we can begin to talk about language at all” (D.Crystal, 1997).
 Our aim, accordingly, is to make an attempt to study the types of rhythm, its systemic hierarchy and the relation of rhythm to emergence of life and language diversity.
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Gadagkar, Raghavendra. "The language of diversity." Trends in Ecology & Evolution 13, no. 3 (1998): 122–23. http://dx.doi.org/10.1016/s0169-5347(97)83357-5.

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Kapnisi, Sofia. "IFLA and Language Diversity." IFLA Journal 35, no. 2 (2009): 183–85. http://dx.doi.org/10.1177/0340035209105674.

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Ahmed, Sara. "The language of diversity." Ethnic and Racial Studies 30, no. 2 (2007): 235–56. http://dx.doi.org/10.1080/01419870601143927.

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

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Meisel, Jürgen M. "Diversity and divergence in bilingual acquisition." Zeitschrift für Sprachwissenschaft 40, no. 1 (2021): 65–88. http://dx.doi.org/10.1515/zfs-2021-2025.

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Abstract Bilingual settings are perceived as exemplary cases of linguistic diversity, and they are assumed to trigger cross-linguistic interaction. The rationale underlying this assumption is the belief that when more than one language is processed in a brain, this will inevitably affect the way in which linguistic knowledge is acquired, stored and used. However, this idea stands in conflict with results obtained by research on children acquiring two (or more) languages simultaneously. They have been demonstrated to be able to differentiate languages from early on and to develop competences qualitatively identical to those of monolinguals. These studies thus provide little evidence supporting the idea that bilingualism must lead to divergent grammatical development. The question then is what triggers alterations of bilinguals’ grammars, especially of the syntactic core, possibly resulting in non-native competences. This has been claimed to occur in the acquisition of second languages, weaker languages of simultaneous bilinguals, or heritage languages. These acquisition types differ from first language development in that onset of acquisition of one language is delayed or that the amount of exposure to one language is reduced. I will argue that age at onset and severely reduced amount of exposure are potential causal factors triggering divergent developments, whereas bilingualism on its own is not a sufficient cause of divergence.
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Dissertations / Theses on the topic "Language diversity"

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Mero, Samantha A. "Language diversity in Guinea, West Africa." [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0000868.

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Martin, Kylie. "Unity in diversity or diversity in unity? : an explorative study of the Javanese language and cultural influence within the Indonesian language, and its impact of the diversity of indigenous languages /." Title page, contents and preface only, 1997. http://web4.library.adelaide.edu.au/theses/09AR/09arm3811.pdf.

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Luebbering, Candice Rae. "The Cartographic Representation of Language: Understanding language map construction and visualizing language diversity." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/37543.

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Language maps provide illustrations of linguistic and cultural diversity and distribution, appearing in outlets ranging from textbooks and news articles to websites and wall maps. They are valuable visual aids that accompany discussions of our cultural climate. Despite the prevalent use of language maps as educational tools, little recent research addresses the difficult task of map construction for this fluid cultural characteristic. The display and analysis capabilities of current geographic information systems (GIS) provide a new opportunity for revisiting and challenging the issues of language mapping. In an effort to renew language mapping research and explore the potential of GIS, this dissertation is composed of three studies that collectively present a progressive work on language mapping. The first study summarizes the language mapping literature, addressing the difficulties and limitations of assigning language to space before describing contemporary language mapping projects as well as future research possibilities with current technology. In an effort to identify common language mapping practices, the second study is a map survey documenting the cartographic characteristics of existing language maps. The survey not only consistently categorizes language map symbology, it also captures unique strategies observed for handling locations with linguistic plurality as well as representing language data uncertainty. A new typology of language map symbology is compiled based on the map survey results. Finally, the third study specifically addresses two gaps in the language mapping literature: the issue of visualizing linguistic diversity and the scarcity of GIS applications in language mapping research. The study uses census data for the Washington, D.C. Metropolitan Statistical Area to explore visualization possibilities for representing the linguistic diversity. After recreating mapping strategies already in use for showing linguistic diversity, the study applies an existing statistic (a linguistic diversity index) as a new mapping variable to generate a new visualization type: a linguistic diversity surface. The overall goal of this dissertation is to provide the impetus for continued language mapping research and contribute to the understanding and creation of language maps in education, research, politics, and other venues.<br>Ph. D.
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Leek, Patricia A. "Pre-Service Teachers' Attitudes Toward Language Diversity." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2629/.

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This study examines pre-service teachers' attitudes toward language diversity and linguistically diverse students. Two hundred seventy-one teacher education students were surveyed to determine relative effects of demographic, mediating variables and psychosocial variables on language attitude as measured by the Language Attitudes of Teachers Scale (LATS). Independent variables include gender, age, race/ethnicity, teacher certification sought, region, psychological insecurity, cognitive sophistication, and helpfulness viewpoint. Research questions are established and methodology is outlined. A review of related literature places the study in the context of research with a broad interdisciplinary perspective and then links the study to other research relevant to the field of education. The findings of the study indicate that gender, race/ethnicity, teacher certification sought, political ideology, psychological insecurity, and cognitive sophistication contribute significantly to the variation found in attitude toward language diversity. The paper concludes with analyses and discussions of the significant variables and suggestions for application in teacher preparation.
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Hewiidf, M. (Milla). "Teachers’ reflections on cultural diversity and language awareness in English language teaching." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606162521.

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This paper examines how teachers interpret and implement in practice certain learning goals of English language teaching in the Finnish national curriculum for comprehensive education which was written in 2014, and which will be implemented starting in 2016. Data was collected by a group interview of two English teachers, which was recorded, transcribed and analyzed. The study concentrates on one of the five learning goals set for English language teaching in grades 7–9, called “Growth to cultural diversity and language awareness” and its three subgoals. It can be concluded that the teachers were familiar with the concepts of the goal, although they viewed language awareness to only concern macro-level comparison between different languages, not micro-level structures within languages. They had positive attitudes towards these concepts and they had creative ideas for carrying out some of the subgoals. The teachers trusted teaching materials to be in line with the national curriculum’s demands<br>Tämä tutkimus selvittää, miten opettajat tulkitsevat ja toteuttavat käytännössä tiettyjä englannin kielen opetuksen oppimistavoitteita Suomen perusopetuksen opetussuunnitelmien perusteista, joka on kirjoitettu vuonna 2014 ja joka tulee voimaan vuodesta 2016 eteenpäin. Tutkimusaineisto kerättiin kahden englanninopettajan ryhmähaastattelulla, joka äänitettiin, litteroitiin ja analysoitiin. Tutkimus keskittyy yhteen viidestä luokkien 7–9 englannin opetukselle asetetuista tavoitteista nimeltä ”Kasvu kulttuuriseen moninaisuuteen ja kielitietoisuuteen” ja sen kolmeen alatavoitteeseen. Lopputuloksena on, että opettajat tunsivat opetussuunnitelman tavoitteen käsitteet, joskin he ajattelivat kielitietoisuuden liittyvän vain makrotason vertailuun eri kielten välillä, ei mikrotason rakenteisiin kielten sisällä. Heillä oli positiiviset asenteet näitä käsitteitä kohtaan, ja heillä oli luovia ideoita joidenkin alatavoitteiden toteuttamiseen. Opettajat luottivat opetusmateriaalien olevan valtakunnallisen opetussuunnitelman vaatimusten mukaisia
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Sörensen, Ejnar. "Language Diversity in Microservices: a Case Study at Skatteverket." Thesis, Uppsala universitet, Institutionen för informatik och media, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-445538.

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Microservices is a new and trendy architecture in software development and amongst its features isthe ability to open up for teams to more freely choose the tech stack and programming language thatbest fits their needs. This feature, termed language diversity for the purposes of this study, is describedin literature as a key to optimization and flexibility but is also ripe with concerns of complexity. Inthis study the author seeks to explore what language diversity could mean for the Swedish IT giantSkatteverket, the Swedish Tax Agency, from an organizational standpoint and to understand how itcan align with Skatteverket’s goals. To do so the author has performed a case study consisting of aquestionnaire sent out to tech workers in four different sections, and interviews with two keyindividuals in the organization. The results show that a significant number of respondents(p-value=0.003), consider that language diversity would improve Skatteverket’s attractiveness as anIT employer, the effects of which could be a competitive edge on the job market. It was also shownthat most (p-value&lt;0.001) believed it would lead to at least some problems for the organization.Amongst the respondents, more experienced tech workers showed a tendency (p-value=0.06) tobelieve it would have less of a positive impact on Skatteverket’s image and were more likely tobelieve that the problems it would lead to would be greater. Overall, the study showed that languagediversity could offer other rewards than those proclaimed in literature, and that the modernizationfactor of it could play a big role for Skatteverket.
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Fain, Jeanne G. "Children's dialogue about issues of language diversity and culture." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280471.

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This dissertation study examines urban and bilingual children's dialogue in the contexts of school and home. First and second graders talked about children's literature in literature circles throughout one academic school year. I was guided by the following main purpose in this qualitative classroom study: What issues of language diversity and culture do first and second grade students discuss in home and school contexts? Data sources connected to the children's dialogue in school included audiotapes, transcripts, response journals, and field notes. All families discussed the literature and three bilingual families consistently audiotaped their home discussions. The findings from this research demonstrate that working class bilingual children and their families do have the resources to construct rich literacy experiences through dialogue related to complex issues of language diversity and culture. Key issues that parents and children discovered to be relevant for discussion in the home and school contexts are: literacy, positionality within society, and resistance to structural inequality. Additionally, this study reveals how the home context ultimately scaffolds the child's native language by acting as a linguistically rich resource for the child. The child draws upon his or her linguistic resources from the home and has linguistic support as he/she enters the primarily English dialogue within small group literature circles in the schooling context. This study demonstrates the significance of drawing upon the home as a resource to support children in their native languages. Additionally, this study examines how one classroom uses children's native languages as a resource.
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Athon, Amanda Gail. "Fostering Language Diversity through Classroom-Based Writing Assessment Practices." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484.

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Davidsson, Kajsa. "Language learning and motivation." Thesis, Konstfack, Industridesign, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-4048.

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In this essay I present the process, learnings and final results of my master project. The project focuses on the education Swedish for immigrants, SFI, and how design can play a role in improving the education to better meet the needs of the learners and become more of a step towards inclusion.  I identify two learner groups; the experienced and the novice learner, with different needs and prerequisites. During the project I develop a focus towards the novice learner and the problem I call the vicious circle. By this term I refer to that too big gaps between the learners former knowledge/experiences and the education results in lost motivation and self-esteem and many learners giving up or getting stuck in the education.  Throughout the project I use an iterative process, in three loops, where I involve the stakeholders in the development of my ideas through interviews, observations and colaborative workshops.  My final proposal is a the learning service “Matprat”, which invites the learners as co-creators of the education and puts their experiences and knowledge in the centre of learning.
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Moons, Caroline. "Kindergarten teachers speak: working with language diversity in the classroom." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95243.

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In Belgium, language diversity in the classroom is often perceived as a problem. It is necessary, however, to recognize the importance of students' home languages in order to work with this wealth in a constructive manner. Teachers need to be prepared to work with linguistic diversity (and also cultural diversity) and be given possibilities to do this well. This thesis research project is set in the municipality of Heusden-Zolder, located in the Dutch-speaking north east of Flanders, Belgium. It studies the experiences, attitudes, and knowledge of kindergarten teachers regarding multilingualism in the classroom. 57 kindergarten teachers filled out a questionnaire and 15 teachers were interviewed. The findings show that the ‘Dutch-only' policy of schools is hardly carried out by teachers. Schools' language policies should therefore be revised. Overall, teachers know how to support multilingual children (by scaffolding and differentiating/individualizing their lessons). However, offering these extra forms of support makes it difficult to meet all students' needs. Smaller classes would make it more doable for teachers to differentiate or individualize their lessons. The findings also show that teachers know how to work with children going through the silent or non-verbal period and children who show (language)interference, but that extraordinarily few teachers are aware of the importance of the home languages. It is therefore necessary to shift the focus from language (Dutch as L2) to a focus on “languaging” at home and in school. Instead of advising parents to speak Dutch at home, teachers should stimulate parents to talk more with their children and bring the act of languaging to the foreground, not replace the home language(s) by the second.<br>En Belgique, la diversité linguistique en salle de classe est souvent perçue comme étant un problème. Pour pouvoir aller au-delà de cette perception, il faut de la créativité et de l'imagination; ainsi pourra-t-on éventuellement commencer à valoriser les langues maternelles des élèves et à voir la diversité linguistique comme étant une richesse. Ensuite, les enseignants pourront travailler avec cette richesse de façon constructive, aussi bien pour la société que pour les élèves. Leur formation devrait comporter de la préparation solide dans ce domaine. C'est seulement en faisant cela que l'on peut attendre des opportunités équivalentes. Ce projet de mémoire de maîtrise a pour objet les expériences, les attitudes et les connaissances d'un groupe d'enseignantes à la maternelle sur le phénomène du plurilinguisme en salle de classe à la maternelle. L'étude se situe dans la municipalité de Heusden-Zolder dans le nord-est de la Belgique. Cette région est flamande et l'on y parle néerlandais. 57 enseignants de la maternelle ont rempli un questionnaire et 15 ont été interviewés. Cette étude montre que la politique linguistique d'utiliser le néerlandais comme seul langue d'enseignement ne correspond pas à la pratique. En général, les enseignants savent différencier et individualiser leur enseignement pour répondre aux besoins des élèves multilingues. Malgré tout, ce support supplémentaire ne répond pas aux besoins de ces élèves. Les enseignants recommandent de réduire le nombre d'élève par classe. En plus, les résultats montrent que les enseignants accompagnent bien leurs élèves lors de la phase non verbale et de l'interférence, mais peu d'entre eux prennent en considération la langue première des apprenants. Par conséquent, l'étude recommande d'encourager la littératie dans la langue première de l'enfant à la maison plutôt que d'imposer la langue de l'école à la maison.
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Books on the topic "Language diversity"

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Brenzinger, Matthias, ed. Language Diversity Endangered. Mouton de Gruyter, 2007. http://dx.doi.org/10.1515/9783110197129.

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Corson, David. Language diversity and education. L. Erlbaum Associates, 2001.

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Skourtou, Eleni, Vasilia Kourtis-Kazoullis, Themistoklis Aravossitas, and Peter Pericles Trifonas, eds. Language Diversity in Greece. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28396-4.

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Nettle, Daniel. Linguistic diversity. Oxford University Press, 1999.

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Language diversity in the classroom. Multilingual Matters, 2010.

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Language diversity in the USA. Cambridge University Press, 2010.

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John, Edwards. Language diversity in the classroom. Multilingual Matters, 2009.

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1947-, Daniels Harvey, and ERIC Clearinghouse on Urban Education., eds. Language diversity and writing instruction. ERIC Clearinghouse on Urban Education, 1986.

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Barwell, Richard, Philip Clarkson, Anjum Halai, et al., eds. Mathematics Education and Language Diversity. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-14511-2.

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Potowski, Kim, ed. Language Diversity in the USA. Cambridge University Press, 2009. http://dx.doi.org/10.1017/cbo9780511779855.

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Book chapters on the topic "Language diversity"

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Ballard, Kim. "Language diversity." In The Stories of Linguistics. Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-09563-3_4.

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Skutnabb-Kangas, Tove, and David Harmon. "Biological Diversity and Language Diversity." In The Routledge Handbook of Ecolinguistics. Routledge, 2017. http://dx.doi.org/10.4324/9781315687391-2.

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Moro, Francesca, and Pablo Irizarri van Suchtelen. "Dominant language transfer in heritage languages." In Dynamics of Linguistic Diversity. John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/hsld.6.08mor.

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Darics, Erika, and Veronika Koller. "Diversity and Inclusion." In Language in Business, Language at Work. Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-349-93808-7_10.

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Ricento, Thomas. "Conceptualizing language." In Dynamics of Linguistic Diversity. John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/hsld.6.02ric.

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Williams, Glyn. "Language Prestige." In Sustaining Language Diversity in Europe. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230514683_6.

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Kalezic, Maja. "Language globalization versus inner language diversity?" In IVITRA Research in Linguistics and Literature. John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/ivitra.20.01kal.

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Johnson, David Cassels, and Eric J. Johnson. "Language Acquisition and Diversity." In The Language Gap. Routledge, 2021. http://dx.doi.org/10.4324/9781315561554-2.

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Kilian-Hatz, Christa. "Universality and diversity." In Typological Studies in Language. John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/tsl.44.13kil.

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Chellougui, Faïza, Hien Nguyen Thi Thu, and Carl Winsløw. "Language Diversity in Research on Language Diversity in Mathematics Education." In New ICMI Study Series. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-14511-2_14.

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Conference papers on the topic "Language diversity"

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WANG, WILLIAM S. Y. "HUMAN DIVERSITY AND LANGUAGE DIVERSITY." In Genetic, Linguistic and Archaeological Perspectives on Human Diversity in Southeast Asia. WORLD SCIENTIFIC, 2001. http://dx.doi.org/10.1142/9789812810847_0002.

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BRINCK, INGAR. "CONTEXTS OF LANGUAGE DIVERSITY." In Proceedings of the 8th International Conference (EVOLANG8). WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814295222_0051.

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Kabanen, Inna I. "Russian Language in Odessa: Outside Perspective." In Slavic World: Commonality and Diversity. Institute of Slavic Studies, Russian Academy of Sciences, 2021. http://dx.doi.org/10.31168/2619-0869.2021.2.08.

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Žefran, Mojca, Anja Pirih та Silva Bratož Bratož. "EDUCATION STUDENTSʼ ATTITUDES TOWARDS LINGUISTIC DIVERSITY FROM A COMPARATIVE PERSPECTIVE". У Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.149z.

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In developing the language education policy, the Council of Europe recognised the promotion of language diversity as one of Europe's key goals and e thus emphasised the teaching and dissemination of the languages of EU Member States. The development of plurilingual and multilingual competences involves, among other things, the forming of positive attitudes towards foreign/second/additional languages. It is assumed that teachers play an important role in developing learnersʼ language attitudes and can have a considerable influence on their beliefs. Therefore, the main aim of the present study is to identify and explore future teachers‟ attitudes towards linguistic diversity from a comparative perspective. A survey conducted among Slovene and German students who are studying to be primary school teachers looks atthe respondents‟general attitudes and beliefs related to language learning and linguistic diversity, their motivation for learning additional languages and their attitudes towards connecting language and culture. Finally, since the two institutions surveyed are both located in bilingual environments, the study investigates the different ways in which environmental factors shape education students‟ views and attitudes towards multilingualism. The results suggest a rather complex picture of attitudes and beliefs as expressed by the population surveyed.
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Piperski, A. Ch. "RUSSIAN LANGUAGE AND CORPUS DIVERSITY." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-615-627.

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This paper discusses the use of most widely-known Russian corpora, namely Russian National Corpus, ruTenTen, General Internet Corpus of Russian, and Araneum Russicum Maximum, for the theoretical study of Russian language. Based on a sample of papers from 2019, I demonstrate that scholars, especially theoretical linguists, tend to ignore the opportunities provided by a wide range of Web corpora, even though these resources are well-known to the NLP community. I present a selection of case studies to show that data from “non-classical” corpora can be used for studying various linguistic phenomena, such as: 1) variation in morphology and syntax; 2) word formation and lexical change; 3) construction grammar. I also claim that the underuse of non-classical corpora is partly due to the fact that they are (perceived as) not quite user-friendly.
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Giunchiglia, Fausto, Khuyagbaatar Batsuren, and Gabor Bella. "Understanding and Exploiting Language Diversity." In Twenty-Sixth International Joint Conference on Artificial Intelligence. International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/560.

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The main goal of this paper is to describe a general approach to the problem of understanding linguistic phenomena, as they appear in lexical semantics, through the analysis of large scale resources, while exploiting these results to improve the quality of the resources themselves. The main contributions are: the approach itself, a formal quantitative measure of language diversity; a set of formal quantitative measures of resource incompleteness and a large scale resource, called the Universal Knowledge Core (UKC) built following the methodology proposed. As a concrete example of an application, we provide an algorithm for distinguishing polysemes from homonyms, as stored in the UKC.
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Bitkeeva, Aysa N. "Language Unity And Language Diversity In The Russian Federation." In The Russian Language in Modern Scientific and Educational Environment. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.62.

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Choudhury, Monojit, Animesh Mukherjee, Anupam Basu, Niloy Ganguly, Ashish Garg, and Vaibhav Jalan. "Language diversity across the consonant inventories." In the EACL 2009 Workshop. Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1572461.1572470.

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Furman, Gregory, and Geoff Nitschke. "Environmental impact on evolving language diversity." In GECCO '21: Genetic and Evolutionary Computation Conference. ACM, 2021. http://dx.doi.org/10.1145/3449726.3459428.

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Perez-Quinones, M. A., O. I. Padilla-Falto, and K. McDevitt. "Automatic language translation for user interfaces." In 5 Richard Tapia Celebration of Diversity in Computing Conference. IEEE, 2005. http://dx.doi.org/10.1109/rtcdc.2005.201648.

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Reports on the topic "Language diversity"

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Stills, Morgan. Language Sample Length Effects on Various Lexical Diversity Measures: An Analysis of Spanish Language Samples from Children. Portland State University Library, 2016. http://dx.doi.org/10.15760/honors.250.

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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.
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Turin, M. Linguistic Diversity and the Preservation of Endangered Languages. International Centre for Integrated Mountain Development (ICIMOD), 2007. http://dx.doi.org/10.53055/icimod.473.

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Turin, M. Linguistic Diversity and the Preservation of Endangered Languages. International Centre for Integrated Mountain Development (ICIMOD), 2007. http://dx.doi.org/10.53055/icimod.473.

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Crispin, Darla. Artistic Research as a Process of Unfolding. Norges Musikkhøgskole, 2018. http://dx.doi.org/10.22501/nmh-ar.503395.

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As artistic research work in various disciplines and national contexts continues to develop, the diversity of approaches to the field becomes ever more apparent. This is to be welcomed, because it keeps alive ideas of plurality and complexity at a particular time in history when the gross oversimplifications and obfuscations of political discourses are compromising the nature of language itself, leading to what several commentators have already called ‘a post-truth’ world. In this brutal environment where ‘information’ is uncoupled from reality and validated only by how loudly and often it is voiced, the artist researcher has a responsibility that goes beyond the confines of our discipline to articulate the truth-content of his or her artistic practice. To do this, they must embrace daring and risk-taking, finding ways of communicating that flow against the current norms. In artistic research, the empathic communication of information and experience – and not merely the ‘verbally empathic’ – is a sign of research transferability, a marker for research content. But this, in some circles, is still a heretical point of view. Research, in its more traditional manifestations mistrusts empathy and individually-incarnated human experience; the researcher, although a sentient being in the world, is expected to behave dispassionately in their professional discourse, and with a distrust for insights that come primarily from instinct. For the construction of empathic systems in which to study and research, our structures still need to change. So, we need to work toward a new world (one that is still not our idea), a world that is symptomatic of what we might like artistic research to be. Risk is one of the elements that helps us to make the conceptual twist that turns subjective, reflexive experience into transpersonal, empathic communication and/or scientifically-viable modes of exchange. It gives us something to work with in engaging with debates because it means that something is at stake. To propose a space where such risks may be taken, I shall revisit Gillian Rose’s metaphor of ‘the fold’ that I analysed in the first Symposium presented by the Arne Nordheim Centre for Artistic Research (NordART) at the Norwegian Academy of Music in November 2015. I shall deepen the exploration of the process of ‘unfolding’, elaborating on my belief in its appropriateness for artistic research work; I shall further suggest that Rose’s metaphor provides a way to bridge some of the gaps of understanding that have already developed between those undertaking artistic research and those working in the more established music disciplines.
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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