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Journal articles on the topic 'Language of science planning'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

MARKEE, NUMA. "LANGUAGE PLANNING." World Englishes 9, no. 3 (1990): 393–95. http://dx.doi.org/10.1111/j.1467-971x.1990.tb00277.x.

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2

Grabe, W., and R. B. Kaplan. "Science, technology, language and information: Implications for language and language-in-education planning." Social Science Information Studies 5, no. 3 (1985): 99–120. http://dx.doi.org/10.1016/0143-6236(85)90041-9.

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3

CERVONE, DANIEL, and DYLAN T. LOTT. "Language and the Languages of Personality." European Review 15, no. 4 (2007): 419–37. http://dx.doi.org/10.1017/s1062798707000427.

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Although inquiry in philosophy and some social sciences has attended closely to the question of how investigators use language to describe and explain phenomena of interest, less attention has been devoted to questions of language use in psychological science. This essay explores language use in a major subfield of psychology, the psychology of personality. We identify three descriptive and explanatory languages in the field and critique them from the perspective of scholarship outside of psychology that has explored language use. We conclude with a call for greater exchange between investigat

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4

Bruthiaux, Paul. "Language Description, Language Prescription and Language Planning." Language Problems and Language Planning 16, no. 3 (1992): 221–34. http://dx.doi.org/10.1075/lplp.16.3.01bru.

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SOMMAIRE Description, Prescription, et Planification Linguistiques Cet article considère le paradoxe apparent qui accompagne les efforts des linguistes qui tentent d'influencer, délibèrèment et systèmatiquement, le comportement linguistique d'une communauté, tout en s'efforçant d'éviter une accusation de prescriptivisme. La nature fortement normative de la grammaire traditionelle est comparée au relativisme linguistique qui caractérise une grande partie des études sociolinguistiques récentes. Un compromis est considéré comme indispensable car la planification linguistique ne peut pas être enti

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5

FARINA, DONNA M. "PLANNING LANGUAGE EDUCATION." World Englishes 10, no. 2 (1991): 234–42. http://dx.doi.org/10.1111/j.1467-971x.1991.tb00156.x.

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6

DENEIRE, MARC GERARD. "PLANNING LANGUAGE INEQUALITY." World Englishes 11, no. 1 (1992): 74–78. http://dx.doi.org/10.1111/j.1467-971x.1992.tb00049.x.

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7

Labov, Teresa, and Robert L. Cooper. "Language Planning and Social Change." Contemporary Sociology 20, no. 1 (1991): 110. http://dx.doi.org/10.2307/2072123.

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8

Krägeloh, Chris, and Tia N. Neha. "Lexical expansion and terminological planning in indigenous and planned languages." Language Problems and Language Planning 38, no. 1 (2014): 59–86. http://dx.doi.org/10.1075/lplp.38.1.04kra.

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The development of terminology features heavily in language planning, and here the differences between planned and ethnic languages are much less pronounced. This is especially the case in languages with smaller numbers of speakers, or in indigenous and endangered languages such as Te Reo Māori of Aotearoa New Zealand that rely on language planning for their survival, and where conscious terminology planning is therefore commonplace. The present article compares the terminological principles that are applied in the creation of new terms in Te Reo Māori and the planned language Esperanto. Diffe

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9

McAll, Christopher, and Robert L. Cooper. "Language Planning and Social Change." Social Forces 69, no. 4 (1991): 1262. http://dx.doi.org/10.2307/2579316.

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10

Jung, Karl G., and Julie C. Brown. "Examining the Effectiveness of an Academic Language Planning Organizer as a Tool for Planning Science Academic Language Instruction and Supports." Journal of Science Teacher Education 27, no. 8 (2016): 847–72. http://dx.doi.org/10.1007/s10972-016-9491-2.

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11

MOORE, SARAH JANE. "Intervention Strategies in Foreign Language Planning." ANNALS of the American Academy of Political and Social Science 532, no. 1 (1994): 74–87. http://dx.doi.org/10.1177/0002716294532001006.

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12

Compton, Sarah E. "Timothy G. Reagan: Language Policy and Planning for Sign Languages." Language Policy 10, no. 3 (2011): 273–75. http://dx.doi.org/10.1007/s10993-011-9207-6.

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13

Nock, David A., and Richard Y. Bourhis. "Conflict and Language Planning in Quebec." Canadian Journal of Sociology / Cahiers canadiens de sociologie 11, no. 2 (1986): 210. http://dx.doi.org/10.2307/3340802.

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14

Brazeau, Jacques, and Richard Y. Bourhis. "Conflict and Language Planning in Quebec." Contemporary Sociology 16, no. 2 (1987): 224. http://dx.doi.org/10.2307/2070724.

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15

Heinrich, Patrick. "Language Planning and Language Ideology in the Ryūkyū Islands." Language Policy 3, no. 2 (2004): 153–79. http://dx.doi.org/10.1023/b:lpol.0000036192.53709.fc.

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16

Vaillancourt, F., and Richard Y. Bourhis. "Conflict and Language Planning in Quebec." Canadian Public Policy / Analyse de Politiques 11, no. 3 (1985): 644. http://dx.doi.org/10.2307/3550532.

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17

SPALAZZI, LUCA. "A planning language for embedded systems." Journal of Experimental & Theoretical Artificial Intelligence 11, no. 2 (1999): 219–38. http://dx.doi.org/10.1080/095281399146553.

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18

Mazama, Ama. "An Afrocentric Approach To Language Planning." Journal of Black Studies 25, no. 1 (1994): 3–19. http://dx.doi.org/10.1177/002193479402500101.

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19

Grings, E. E. "The Language of Rangeland Science." Rangelands 28, no. 2 (2006): 36–37. http://dx.doi.org/10.2111/1551-501x(2006)28.2[36:tlors]2.0.co;2.

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20

Groff, Cynthia. "Language and language-in-education planning in multilingual India: a minoritized language perspective." Language Policy 16, no. 2 (2016): 135–64. http://dx.doi.org/10.1007/s10993-015-9397-4.

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21

Francis, David J., and Mohamed C. Kamanda. "Politics and Language Planning in Sierra Leone." African Studies 60, no. 2 (2001): 225–44. http://dx.doi.org/10.1080/00020180120100320.

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22

Solís, Jorge L. "Mixing Time in a Bilingual Program: When Science Time is English Time." Association of Mexican American Educators Journal 11, no. 1 (2016): 146. http://dx.doi.org/10.24974/amae.11.336.

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The setting of this study reflects a common approach for teaching science to K-5 bilingual/multilingual learners combining science time with English-only language instruction. While programs that use both languages to teach bilingual students are more effective in preparing K-5 Latin@ students in science, instruction in science in K-5 classrooms remains largely taught in English. The paper examines how a recurring classroom routine, Community Circle time, exposes the academic and behavioral expectations of a 3rd classroom composed of bilingual/multilingual students learning science. The paper

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23

Al Zumor, A. Q. "LANGUAGE PLANNING IN SAUDI ARABIA (1927–2019): ARABIC AND OTHER LANGUAGES." Trames. Journal of the Humanities and Social Sciences 23, no. 4 (2019): 409. http://dx.doi.org/10.3176/tr.2019.4.02.

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24

VAN ELS, THEO J. M. "Planning Foreign Language Teaching in a Small Country." ANNALS of the American Academy of Political and Social Science 532, no. 1 (1994): 35–46. http://dx.doi.org/10.1177/0002716294532001003.

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25

LAMBERT, RICHARD D. "Problems and Processes in U.S. Foreign Language Planning." ANNALS of the American Academy of Political and Social Science 532, no. 1 (1994): 47–58. http://dx.doi.org/10.1177/0002716294532001004.

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26

Oreshkina, Maria V. "THE STATE LANGUAGE." Sociolingvistika 1, no. 1 (2020): 109–23. http://dx.doi.org/10.37892/2713-2951-2020-1-1-109-123.

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The Sociolinguistic Glossary aims to provide a systematized corpus of basic terms and concepts of modern sociolinguistics, which since the second half of the XXth century has been rapidly developing at the junction of various humanities and social sciences and is being replenished with new concepts of an interdisciplinary nature, acquiring and developing its own conceptual and terminological apparatus. The articles of the Sociolinguistic Glossary will be devoted to the most important topical issues of sociolinguistics-language and society, language and nation, interaction of language and cultu

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27

WYBURN, JOHN, and JOHN HAYWARD. "A Model of Language-Group Interaction and Evolution Including Language Acquisition Planning." Journal of Mathematical Sociology 34, no. 3 (2010): 167–200. http://dx.doi.org/10.1080/0022250x.2010.485706.

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28

Corker, Mairian. "Disability Politics, Language Planning and Inclusive Social Policy." Disability & Society 15, no. 3 (2000): 445–62. http://dx.doi.org/10.1080/713661963.

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29

Bianco, Joseph Lo. "Emergent China and Chinese: Language Planning Categories." Language Policy 6, no. 1 (2007): 3–26. http://dx.doi.org/10.1007/s10993-006-9042-3.

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30

Spolsky, Bernard. "Li Yuming (2015): Language Planning in China." Language Policy 18, no. 1 (2018): 155–57. http://dx.doi.org/10.1007/s10993-018-9466-6.

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31

HORNBERGER, NANCY H. "Bilingual Education and English-Only: A Language-Planning Framework." ANNALS of the American Academy of Political and Social Science 508, no. 1 (1990): 12–26. http://dx.doi.org/10.1177/0002716290508001002.

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Public debate about English-only invariably includes reference to bilingual education; furthermore, both are recognized to be language-policy issues. Yet there has been no systematic treatment of English-only placing it within a language-planning framework that also includes bilingual education. This article attempts to do so, examining English-only in the context of corpus and status language-planning types; restrictive and expansive goals; aims, implementation, and evaluation processes; and language-as-problem, language-as-right, and language-as-resource orientations. It argues that a comple

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32

Savski, Kristof. "Moriarty, Máiréad (2015). Globalizing Language Policy and Planning: An Irish Language Perspective." Journal of Language and Politics 18, no. 3 (2019): 471–73. http://dx.doi.org/10.1075/jlp.19015.sav.

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33

Brad, Stelian, Emilia Brad, and Cosmin Ioanes. "Method for Planning Multitasking Robot Application Programs in RAPID." Solid State Phenomena 166-167 (September 2010): 69–76. http://dx.doi.org/10.4028/www.scientific.net/ssp.166-167.69.

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In order to set up well-structured multitasking robot application programs careful planning is required. Robot programming languages (e.g. Karel, RAPID, Melfa, SimPro, etc.) vary from robot to robot constructor. General planning tools used in software development (e.g. UML, IDEF, etc.) require adequate professional skills and a special way of thinking such that robot programmers to apply and adapt them to the specificity of each robot programming language. Customized and intuitive planning tools of robot applications with regard to each particular programming language seem to be preferred by o

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34

Schecter, Sandra R. "Language Planning and Education, Edited by Gibson Ferguson." Journal of Sociolinguistics 11, no. 1 (2007): 140–44. http://dx.doi.org/10.1111/j.1467-9841.2007.00312_13.x.

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35

Noss, Richard B. "The Evaluation of Language Planning in Education." Asian Journal of Social Science 13, no. 1 (1985): 82–105. http://dx.doi.org/10.1163/080382485x00084.

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36

Fenstad, Jens Erik. "Remarks on the science and technology of language." European Review 4, no. 02 (1996): 107. http://dx.doi.org/10.1017/s1062798700001848.

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37

Fenstad, Jens Erik. "Remarks on the science and technology of language." European Review 4, no. 2 (1996): 107–20. http://dx.doi.org/10.1002/(sici)1234-981x(199604)4:2<107::aid-euro121>3.0.co;2-p.

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38

Catedral, Lydia, and Madina Djuraeva. "Language ideologies and (im)moral images of personhood in multilingual family language planning." Language Policy 17, no. 4 (2018): 501–22. http://dx.doi.org/10.1007/s10993-018-9455-9.

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39

Taskin, Zehra, and Umut Al. "Natural language processing applications in library and information science." Online Information Review 43, no. 4 (2019): 676–90. http://dx.doi.org/10.1108/oir-07-2018-0217.

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Purpose With the recent developments in information technologies, natural language processing (NLP) practices have made tasks in many areas easier and more practical. Nowadays, especially when big data are used in most research, NLP provides fast and easy methods for processing these data. The purpose of this paper is to identify subfields of library and information science (LIS) where NLP can be used and to provide a guide based on bibliometrics and social network analyses for researchers who intend to study this subject. Design/methodology/approach Within the scope of this study, 6,607 publi

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40

Shen, Qi, and Shujian Guo. "A Comparative Study of Language Planning in Specific Domains in Chinese and International Journals (2002–2017)." Círculo de Lingüística Aplicada a la Comunicación 79 (September 19, 2019): 3–20. http://dx.doi.org/10.5209/clac.65645.

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Recent years have witnessed a surge of interest in language planning in specific domains (e.g. business, courts, science, schools, communities, families, etc.). This paper reviews 356 articles on language planning in specific domains in four preeminent international journals and four leading Chinese journals to develop a portrayal of scholarly endeavors over the past 15 years. By a systematic analysis of domains, geographical distribution, and choice of methodology, this review identifies the global and local foci of studies published in international and Chinese journals. The findings suggest

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41

Brann(xa∗), C. M. B. "National language policy and planning: France 1789, Nigeria 1989." History of European Ideas 13, no. 1-2 (1991): 97–120. http://dx.doi.org/10.1016/0191-6599(91)90117-h.

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42

Huo, Yongfeng, Jing Tang, Yinghui Pan, Yifeng Zeng, and Langcai Cao. "Learning a Planning Domain Model From Natural Language Process Manuals." IEEE Access 8 (2020): 143219–32. http://dx.doi.org/10.1109/access.2020.3013237.

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43

Ralabate, Patti Kelly, Rachel Currie-Rubin, Alyssa Boucher, and Jennifer Bartecchi. "Collaborative Planning Using Universal Design for Learning." Perspectives on School-Based Issues 15, no. 1 (2014): 26–31. http://dx.doi.org/10.1044/sbi15.1.26.

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Speech language pathologists (SLPs) working in inclusive classrooms bring a different orientation toward developing student goals and delivering language instruction than do general education classroom teachers. It is critical for SLPs and classroom teachers to find cohesive ways of addressing students’ needs while also teaching to high-level state standards. This article discusses Universal Design for Learning, a framework derived from research on neurodiversity and the learning sciences, which accepts learner variability as a strength to be leveraged, not a challenge to be overcome. Further,

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44

Keränen, Mari. "Language maintenance through corpus planning – the case of Kven." Acta Borealia 35, no. 2 (2018): 176–91. http://dx.doi.org/10.1080/08003831.2018.1536187.

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45

Djité, Paulin G. "From liturgy to technology." Language Problems and Language Planning 32, no. 2 (2008): 133–52. http://dx.doi.org/10.1075/lplp.32.2.03dji.

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Language is generally not perceived as playing a significant role in the causes of underdevelopment in Africa, and therefore not thought of or mentioned in trying to work out solutions to this situation. The absence of linguistic input in development planning in Africa is one of the key reasons why the majority of the African people are left “on the edge of road.” This paper argues for a language sensitive and linguistically informed approach to technology transfer and development problems. Information and Communication Technology (ICT) can serve to promote African languages much better than r

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46

Gonçalves, Kellie. "Managing people with language: language policy, planning and practice in multilingual blue-collar workplaces." Language Policy 19, no. 3 (2020): 327–38. http://dx.doi.org/10.1007/s10993-020-09553-1.

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47

Xiulan, Zuo. "Language planning with respect to English into China." Terminology 11, no. 2 (2005): 283–92. http://dx.doi.org/10.1075/term.11.2.04xiu.

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Nowadays a more and more tightly integrated world generally favors the spread of English. Academics all over the world are concerned about the problem of English infiltration and anxious about its consequences, for lexical borrowing is said to be the first sign of language shift and extinction. In China such sentiments and fears are usually demonstrated in language planning programs. The Chinese language has a tradition of purism due to its long history. This paper focuses on the tradition of linguistic purism in lexical borrowing in the Chinese language as well as language planning and langua

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48

Chiari, Brasília M., and Bárbara N. G. Goulart. "The role of research methodology in the rational use of technology in monitoring and preventing communication disorders." Anais da Academia Brasileira de Ciências 81, no. 3 (2009): 497–502. http://dx.doi.org/10.1590/s0001-37652009000300014.

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Studies showing stronger scientific evidence related to speech, language and hearing pathology (SLP) have an impact on the prevention and rehabilitation of human communication and gained ground in SLP research agenda. In this paper we discuss some aspects and directions that should be considered for in-depth knowledge about speech, language and hearing needs in different population groups (age group, gender and other variables according to specific related disorders) for improved comprehensive care, successful efforts and effective use of financial and human resources. It is also discussed the

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49

Hult, Francis M. "Planning for Multilingualism and Minority Language Rights in Sweden." Language Policy 3, no. 2 (2004): 181–201. http://dx.doi.org/10.1023/b:lpol.0000036182.40797.23.

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50

Kamwendo, Gregory Hankoni. "Language Planning from Below: An Example from Northern Malawi." Language Policy 4, no. 2 (2005): 143–65. http://dx.doi.org/10.1007/s10993-005-3514-8.

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