Relevant bibliographies by topics / Language planning – Zimbabwe – Case studies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Language planning – Zimbabwe – Case studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Language planning – Zimbabwe – Case studies"

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Makoni, Sinfree, Busi Makoni, and Nicholus Nyika. "Language Planning From Below: The Case of the Tonga in Zimbabwe." Current Issues in Language Planning 9, no. 4 (November 2008): 413–39. http://dx.doi.org/10.1080/14664200802354419.

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Reagan, T. G. "‘Language ideology’ in the language planning process: Two African case studies." South African Journal of African Languages 6, no. 2 (January 1986): 94–97. http://dx.doi.org/10.1080/02572117.1986.10586658.

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Magidimisha, Hangwelani Hope, and Lovemore Chipungu. "Unconventional housing provision: reflections on health aspects: a case study of Zimbabwe." Journal of Housing and the Built Environment 26, no. 4 (July 1, 2011): 469–85. http://dx.doi.org/10.1007/s10901-011-9234-9.

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Musandu-Nyamayaro, Oscar. "The case for modernization of local planning authority frameworks in Southern and Eastern Africa: A radical initiative for Zimbabwe." Habitat International 32, no. 1 (March 2008): 15–27. http://dx.doi.org/10.1016/j.habitatint.2007.06.004.

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Marriott, Helen E. "Language planning and language management for tourism shopping situations." Language Planning and Language Policy in Australia 8 (January 1, 1991): 191–222. http://dx.doi.org/10.1075/aralss.8.10mar.

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This paper analyzes problems in language management in six case studies of tourism shopping situations involving Japanese tourists. It utilizes a language planning and language management framework and argues that language planning can only proceed after actual problems in discourse are identified. The examination of server and customer discourse in native Japanese situations or contact situations which are either Japanese-based or English-based reveals that problems occur in all three types of communicative situations and that they characterize not only the discourse of the tourist but also the server’s side. These problems are analyzed in terms of deviations and are categorized according to their nature as propositional, presentational or performance deviations. The findings from these case studies are then examined in relation to the language planning activities of corporate agencies, the government and industry associations in relation to tourism and some recommendations pertinent to language planning are offered.
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Keränen, Mari. "Language maintenance through corpus planning – the case of Kven." Acta Borealia 35, no. 2 (July 3, 2018): 176–91. http://dx.doi.org/10.1080/08003831.2018.1536187.

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Mvundura, Emmaculate, and Paul Svongoro. "The significance of tasks in second language learning: The case of Africa University in Zimbabwe." Journal of Social, Humanity, and Education 1, no. 4 (August 25, 2021): 297–307. http://dx.doi.org/10.35912/jshe.v1i4.779.

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Abstract Purpose: This study utilised the case study approach for an in-depth understanding of the practices of teaching English as a Second Language (ESL) at Africa University (AU), Zimbabwe. The study aimed to provide a description of unique and typical ESL experiences in a particular African context. Research Methodology: The study investigated 60 participants who were prospective undergraduate students enrolled in the ESL programme and were separated into two groups. Each group consisted of 30 participants who received task-based instruction hinged on reading, writing, listening, and speaking. Result: An analysis of the learners' performance revealed that tasks facilitate the learning of ESL by exposing learners to different problem-solving scenarios that required higher-order cognitive skills. Limitations: This study was based on the ESL classroom at AU, which enrols students from African countries. A similar study could be conducted with students from more diverse backgrounds to establish if the results of this study could be corroborated or refuted. Similar studies could also be conducted in other second language contexts where English is not the target language. Contribution: The results of this study are important for the discipline of ESL as they support existing knowledge that tasks allow learners to communicate using the correct grammatical structures in a given relevant context.
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Muchena, M., J. Piesse, C. Thirtle, and R. F. Townsend. "HERD SIZE AND EFFICIENCY ON MIXED CROP AND LIVESTOCK FARMS: CASE STUDIES OF CHIWESHE AND GOKWE, ZIMBABWE." Agrekon 36, no. 1 (March 1997): 59–80. http://dx.doi.org/10.1080/03031853.1997.9523451.

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Russell, Joan. "Success as a source of conflict in language‐planning: The Tanzanian case." Journal of Multilingual and Multicultural Development 11, no. 5 (January 1990): 363–75. http://dx.doi.org/10.1080/01434632.1990.9994423.

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Costa Silva, Guilherme, Frederico G. F. Coelho, Adriano C. Lisboa, Douglas A. G. Vieira, and Rodney R. Saldanha. "Application of meta-heuristic methods to generation expansion planning: advanced formulations and case studies." Artificial Intelligence Review 53, no. 7 (February 7, 2020): 4737–76. http://dx.doi.org/10.1007/s10462-020-09806-9.

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Dissertations / Theses on the topic "Language planning – Zimbabwe – Case studies"

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Mberi, Mary-Jane. "Strategic thinking during a period of turbulence : a case study of the BancABC Zimbabwe." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020603.

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A review of strategic thinking literature indicates that research has tended to focus on experiences contributing to strategic thinking, the strategic thinking perspectives that executives are likely to follow based on the environments in which they have developed their strategic competencies, and examining executives’ cognitive maps within the context of strategic management (O’ Shannassy 2003; Kutschera, and Ryan, 2009; Meyer, 2007). As an expansion of these principles and foundations of strategic thinking, this research was a study of the extent to which strategic thinking perspectives are utilised during macro environmental turbulence. According to Cravens et al. (2009: 31) volatility, reinvention, and fundamental changes in markets present unprecedented challenges to researchers and executives. “Unfortunately, too often traditional conceptual models and theories fail to provide adequate insight for coping with this new and rapidly changing business environment. Traditional market perspectives and conceptual logic may even blind researchers and strategic decision makers to the real threats present in the changing competitive landscape and new market space, and to opportunities for added value which can be uncovered and exploited” Cravens et al. (2009: 31). Hyperinflation in Zimbabwe was a major problem from 2003 to April 2009, when the country suspended its own currency and for the next five years the country continued to struggle with various macro environmental challenges. It is this backdrop that makes this research intriguing, where the soundness of any organisation is said to be crucially linked to the soundness of the macro environment, including macroeconomic policies as well as internal governance, market discipline; regulation and supervision (Louw and Venter, 2010). The research was a case study of BancABC Zimbabwe and focused on the period 2009 to 2013. BancABC Zimbabwe is a subsidiary of ABC Holdings Limited which is listed on the Botswana and Zimbabwe stock exchanges (BancABC, 2012). The aim of the study as the first key activity was to explore and describe how the BancABC executives responded to the critical macro environmental incidents identified, at a management or executive team perspective, and secondly, whether the rational reasoning or generative reasoning perspective was dominant during the period of turbulence. The goal is to gain insights of the strategic thinking process followed by executives during a period of macro-environmental turbulence. Literature defines strategic thinking concept as the cognitive process undertaken by executives in relation to problem solving in the business context. Two main perspectives are discussed: Strategic thinking as a science (rational thinking) is the prescriptive, structured nature of strategic thinking; arguments are that it is a less complex perspective for executives to adopt. Strategic thinking as an art (generative thinking) is the perspective that allows the strategist to think outside the box and be more creative about solving strategic problems. The discussion presents how the two perspectives can be used to complement each other and provide a more robust strategic thinking framework. The multi-perspective approach to strategic thinking recommends the right balance between analysis, intuition and creativity can be used to create new frameworks and innovative solutions. The ability to balance these strategic thinking perspectives enables executives to solve strategic problems (Linkov, 1999). The research findings highlighted the effect of time and availability of information on the strategic thinking perspective adopted by executives during times of uncertainty. It was noted that when time and information were available, executives appeared to use the rational strategic thinking perspective, while if there was limited time and information to solve problems the generative thinking perspective was dominantly used. Further the importance of integrative strategic thinking which facilitates the use of both intuition and analysis when solving strategic problems in a turbulent macro environment was also highlighted. The research thesis adopted the structure of a case study, relying on the critical incident technique to create the context of the study; and can be used to explore and discuss strategic thinking for teaching purposes. The results of the study can be recognised as a contribution towards the development of strategic thinking particularly in times of turbulence. It can also form the basis for future studies in the context of strategic thinking.
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Nyawaranda, Vitalis. "Teachers' beliefs about teaching English as a Second Language (ESL), two case studies of ESL instruction in Zimbabwe." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ44535.pdf.

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Chikunda, Charles. "Exploring and expanding capabilities, sustainability and gender justice in science teacher education : case studies in Zimbabwe and South Africa." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006026.

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The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks.
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Penny, Jessica Nicole. "Language Policy and Planning in Spain: A Case Study of Accessibility of Education, Employment, and Social Services in Catalonia." Marietta College Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1367240234.

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Cheng, Sze-chiu, and 鄭士超. "The school-based curriculum tailoring scheme: a case study of curriculum formation and transformation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960728.

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Coluzzi, Paolo. "Minority language planning and micronationalism in Italy : three case studies : Friulian (compared with Galician), Cimbrian (compared with Aranese) and Milanese (compared with Asturian)." Thesis, University of Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424434.

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Weaver, Patricia A. (Patricia Ann). "Local Models of the Curriculum Planning Process for Secondary English: A Descriptive Study." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331072/.

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In an era of accountability and increased state control of curriculum, curriculum guides have become important legal documents, and many local districts seek to produce documents as a framework for both district and state objectives . Such curriculum development is a complex process. This study examined the curriculum procedures, roles of the participants , decision-making processes, and perceptions of the resulting documents in five school districts. Qualitative data collection included taped interviews using a focused in-depth interview schedule, field notes, observation, and document collection. The study included central administrators, building administrators, and teachers. Data Analysis was an interative, on-going process using a constant-comparative analysis of coded categories emerging from the transcribed data. This comparison examined curriculum models, curriculum trends, and teacher and administrator perceptions. The study of the curriculum processes in each district resulted in the development of a five-step curriculum model: pre-planning, planning, writing, implementation, and revision. Naturalistic models developed in each district as the curriculum was impacted by various pressures and influences. Within the five areas of each curriculum model, several patterns emerged. Each district had some impetus for a new curriculum direction. All districts reported some kind of data gathering within the planning stage and intensive training of teachers during the writing stage. The curriculum writers spoke of developing goals, objectives, strategies and of deciding upon content and document format. Many mentioned a negotiation system for decision-making. During curriculum planning and development, central office administrators formulated and approved policy, teachers documented district policy, and building administrators monitored its implementation. The emerging themes suggest the effects of a school district's environment on the curriculum process and the importance of an influential person to monitor all stages of the procedure. The themes indicate the strong move toward centralization of curriculum as a result or increasing state mandates, and demonstrate that teachers derive a sense of satisfaction and "ownership" of curriculum documents as they take part in curriculum planning and writing.
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Sibanda, Ethelia. "The linguistic impact of the symbiotic relationship between amaNdebele and amaXhosa on the isiXhosa language and the amaXhosa culture in the Mbembesi area of Zimbabwe." Thesis, 2019. http://hdl.handle.net/10500/26533.

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The study sought to investigate how the symbiotic relationship between amaXhosa and amaNdebele impacted on IsiXhosa language and amaXhosa culture in Mbembesi area in Zimbabwe. The study was conducted where two ethnic groups of amaXhosa and amaNdebele coexist. Language policies in the past have disadvantaged amaXhosa by treating the language as a minority language which led to its marginalisation at school and in public life. Dynamic Social Impact Theory was used to explain the concept of the evolution of language. Language contact, language change, and bilingualism are the main terms that were discussed in relation to what happened to the two languages of study. The case study was descriptive in nature. The participants were purposefully selected according to what the researcher desired to achieve. The data were collected through interviews with heads of schools in Mbembesi, teachers, elders and youths of the community. Document analysis was also employed when the Indigenous Languages syllabus and teachers’ schemes were observed. The pupils were given a topic on which to write a short composition in IsiXhosa and IsiNdebele to ascertain if indeed IsiNdebele had impacted on IsiXhosa. A comparison between IsiXhosa of Mbembesi and that of South Africa was made as a way of verifying if there has been a change from the original IsiXhosa that is spoken in South Africa. The two ethnic groups’ cultural activities were also studied as a way of investigating the level of impact in their way of life. After administering the research instruments, the findings revealed that there is a level of impact on IsiXhosa language and amaXhosa culture through their contact with amaNdebele. The terminology in the two languages has overlapped as well as their cultural lives. The Zimbabwean 2013 Constitution has tried to raise the status of IsiXhosa by making it officially recognised but it seems to be still functioning at community level as before. IsiXhosa is still not learned at school although it was introduced in 2013 in the two pilot schools but which discontinued in 2016 reverting to IsiNdebele citing lack of teaching and learning materials. The recommendations from the study include: that the teachers should be trained in IsiXhosa at institutions of higher learning; that amaXhosa educated personnel should spear-head the writing of teaching and learning materials and that the language should be used in public life so that its speakers maintain their identity.
Linguistics and Modern Languages
Ph. D. (Languages, Linguistics and Literature)
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Makanda, Arthur Pascal Takawira. "The language question in Africa : Zimbabwe case study." Thesis, 2009. http://hdl.handle.net/10500/2683.

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Language planning and policy formulation is a complex exercise. The purpose of this research was to explore and expose the challenges of language planning and policy formulation in Africa, with specific reference to Zimbabwe as the case study. To carry out the study, critical stages, approaches, theories and models of language planning were used. This analysis further established the attitudes of indigenous communities towards the use of indigenous languages in major domains of life. The study revealed the dilemma African Governments face in ‘officializing’ indigenous languages. The study proposes that in a multilingual nation like Zimbabwe, there is strong need to provide legal recognition to African languages as both official and national languages within Zimbabwe’s constitution. The research comprises six chapters. The conclusion restates the problem identified at the beginning and summarizes the findings.
African Languages
M.A. (African Languages)
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Gotosa, Kudzai. "A sociolinguistic evaluation of language planning and policy in Zimbabwe in terms of minority languages: a case study of Tshwao, a Khoisan language of Zimbabwe." Thesis, 2020. http://hdl.handle.net/10500/27459.

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The study investigated language policy and planning in relation to minority languages and specifically Tshwao, a Khoisan language, in Zimbabwe. The purpose of the study was to establish its impact on the current sociolinguistic status of Tshwao. The ultimate goal was to suggest guidelines for the implementation of the Constitution of Zimbabwe (Amendment No. 20) Act, 2013 which officially recognised sixteen languages including ‘Koisan’ and to make recommendations for future language planning for endangered languages in general. The study is qualitative in nature. It used interviews, document analysis, observation and focus groups to gather data. Critical Discourse Analysis and Ethnolinguistic Vitality were the main theories which guided the study. The study showed that even though Tshwao is the Khoisan language that is popular, there are several other varieties such as Jitshwa, Xaise, Cirecire and Ganade and they are all endangered with very low demographic, status and institutional support. The Khoisan people have shifted to Ndebele and Kalanga, languages which are spoken by their neighbours. Both linguistic and extra-linguistic factors were shown in the study to have affected the maintenance of Khoisan languages. Numerical domination of the Khoisan by the Bantu people, subjugation by Mzilikazi during his conquests as well as selective development of languages by missionaries led to assimilation and language marginalisation. The implementation of discriminatory land, wildlife and language polices by the colonial government also resulted in relocations, language contact situations and dispersed settlements, all of which affected language maintenance. In the post-independence era, political instability, official and unofficial language policies were shown as having perpetuated the plight of Khoisan languages, including Tshwao. The constitution emerged as a milestone towards upholding minority languages. Its effectiveness is however compromised by inaccuracies and ambiguities in the manner in which provisions are crafted. The study concludes that Khoisan language endangerment spans from history. Formal and informal language policies contributed to the current state of endangerment. It further concludes that if effective revitalisation is to be done in line with implementing the constitution, all the factors which contributed to endangerment have to be taken into account. The study also suggests a separate guideline for the promotion of minority languages in general and displaced and endangered languages like Tshwao in particular.
Linguistics and Modern Languages
D. Phil. (Linguistics)
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Books on the topic "Language planning – Zimbabwe – Case studies"

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Language planning and policy for mass education: A case for Zimbabwe. Cape Town: Centre for Advanced Studies of African Society (CASAS), 2010.

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Case studies in language curriculum design. New York, NY: Routledge, 2011.

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Georgetown University Round Table on Languages and Linguistics (1987). Language spread and language policy: Issues, implications and case studies. Edited by Lowenberg Peter H. Washington, D.C: Georgetown University Press, 1988.

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Georgetown University Round Table on Languages and Linguistics (1987). Language spread and language policy: Issues, implications, and case studies. Edited by Lowenberg Peter H. Washington: Georgetown University Press, 1988.

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Planning and assessing the curriculum in English language arts. Alexandria, Va: Association for Supervision and Curriculum Development, 1991.

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Ohia, Isaac N. Language attitudes and minority status: a case study of Rivers State of Nigeria. Ibadan: Bookman Educational and Communication Services for Humanties Research Centre, 1998.

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Opportunities and constraints of community language teaching. Clevedon, Avon [England]: Multilingual Matters, 1992.

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The challenge of using African languages at school: A case study of Gabonese project of introducing vernacular languages at school. Cape Town, South Africa: Centre for Advanced Studies of African Society (CASAS), 2006.

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Elizabeth, Mills J., and Ghoting Saroj Nadkarni, eds. Supercharged storytimes: An early literacy planning and assessment guide. Chicago: American Library Association, 2016.

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Unterrichtsbesprechungen in der Deutschlehrerausbildung: Falluntersuchungen zur Ausbildungspraxis im Grundschullehramt. Frankfurt am Main: P. Lang, 1999.

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Book chapters on the topic "Language planning – Zimbabwe – Case studies"

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Vingender, M. "TYPES OF LANGUAGE CONFLICTS AND LANGUAGE FORECASTING METHODS: SOCIOLINGUISTIC APPROACHES AND CASE STUDIES FROM POST-SOVIET COUNTRIES." In LANGUAGES IN A POLYETHNIC STATE: DEVELOPMENT, PLANNING AND PROSPECTS, 13. Buryat Scientific Center of the Siberian Branch of the Russian Academy of Sciences, 2019. http://dx.doi.org/10.31554/978-5-7925-0559-9-2019-13.

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Ndlovu, Reginah. "Gender Mainstream." In Advances in Religious and Cultural Studies, 41–62. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2815-0.ch003.

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The study examines the extent to which gender has been mainstreamed in resource allocation, income opportunities, decision-making processes, policy development, planning, implementation, and monitoring of programmes in Africa. Zimbabwe is used as a case study. The study was prompted by the need for Africa to mainstream gender parity in order to respond to the global call of mainstreaming gender. International legal frameworks on gender are articulated in this chapter in order to bring about an understanding of the foundations upon which this global call is premised.
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Smith, Patriann, and Alex Kumi-Yeboah. "Consolidating Commonalities in Language and Literacy to Inform Policy." In Advances in Linguistics and Communication Studies, 393–420. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8668-7.ch016.

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This chapter demonstrates how literacy and language planning and policy (LPP) research may be consolidated to inform recommendations for local language policy development and pedagogical literacy instruction in the English-speaking Caribbean region. To achieve this goal, we first identify patterns in literacy research across countries and contexts in the English-speaking Caribbean region, noting assumptions underlying the literature. We then discuss the ways in which language use evolved in one of these English-speaking Caribbean countries, noting the impact of historical and global forces. In presenting St. Lucia as a critical case where Language Planning and Policy (LPP) research, and particularly, the ways in which the historical epochs in which this research has been undertaken influenced the evolution of language use in the country, we identify strategic, epistemological and macro sociopolitical insights emanating from our discussions of language use in this Majority World nation.
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Williams, Matthew. "Present: why has Parliament’s use of language changed?" In How Language Works in Politics, 61–84. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781529200201.003.0003.

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This chapter examines the reasons for the changes in Parliament's use of language. It begins by elaborating on the meaning of legislative indeterminacy, focusing on four parts of speech that are significant to the determinacy of a text and their policy benefits: noun/verb qualifers, conjunctions, modal auxiliary verbs and enabling verbs. It then traces the historic patterns in the use of legislative language since 1900 and presents three case studies that illustrate how and why choices were made to change the language of the law: the cases of Anisminic Ltd v Foreign Compensation Commission (1969) and Franklin and Others v The Minister of Town and Country Planning (1947), and the Immigration Act 1971. The chapter shows that enactment of indeterminate legislation increased substantially since 1900, in part due to choices taken by post-war governments to ‘roll back the state’ and allow policy to adapt to changeable market conditions.
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Franco, Juliana Rocha, and Izabela Silva Pinho. "Contributions of Information Design to Popular Scientific Communication." In Improving Scientific Communication for Lifelong Learners, 57–74. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4534-8.ch004.

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In a world increasingly saturated with data, scientific communication's success in reaching its target audience is linked to its ability to organize and represent information. Through semiotics concepts, this chapter explores the possibilities of information design as a set of tools for planning the exhibition of scientific content effectively. Information design is an area of knowledge that focuses on the human component's concern and the ergonomic aspects of visual communication. The chapter brings two case studies on infographics and on how information design is applied in popular scientific communication. The research will show that information design, associated with the precepts of plain language, can offer substantial contributions to the work of those who intend to disseminate science to non-specialized audiences.
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Doyle, Shane. "Peer learning and health-related interventions." In The Anthropological Demography of Health, 127–50. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198862437.003.0004.

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This chapter examines the role of peer education in the transmission of health-related information in Kenya and Uganda. It focuses particularly on knowledge transmission around family planning and malnutrition, and concentrates on three ethnic groups, the Ganda, Kikuyu, and Luo. The chapter considers the uneven relationship between formal education and changes in health-related behaviours. By focusing on learning rather than teaching, the chapter places emphasis on the context, language, and practice. The chapter observes how behaviours have been adapted through the use of concepts and logics that connect to and resonate with individuals’ worldviews and felt needs, even if they do not immediately replicate these. It notes, however, that this process of vernacularization of biomedical concepts and practices is neither smooth nor organic. In the case studies analysed within the chapter, the translation of family planning and nutritional programmes varied in terms of both its success in aligning local and external goals and the level of engagement of medical organizations. Particular significance is placed on the role of peer associations as venues for the transmission of usable knowledge. The chapter notes that the effectiveness of peer learning through associations was shaped by the historical development of each society’s associational life from the late colonial into the postcolonial periods.
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Klein, Julie Thompson. "Communicating and Collaborating." In Beyond Interdisciplinarity, 79–98. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197571149.003.0005.

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This chapter joins Lury et al. in treating interdisciplinarity as a verb rather than a noun, as well as Davidson and Goldberg’s recasting of institutions as mobilizing networks rather than static structures. The chapter begins by defining the nature of talk across boundaries, including pidgin and creole forms of language, linguistic and social dynamics of communication, a culture that fosters them, epistemic dimensions of dialogue, and relational thinking. It then focuses on collective identity in teams and stages of collaboration, followed by a section on integration and differing assessments of its centrality to crossdisciplinary work. The chapter turns next to public engagement and community-based research, moving beyond narrow characterization of translation as application and transfer to highlight intersubjectivity, communicative action, and participatory research. It concludes by illustrating translation boundary work in two cross-sector case studies, an urban planning project and a waste management project involving both academics and community stakeholders.
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Brennan, Marcia. "The Baptism and the Butterfly." In Teaching Health Humanities, edited by Olivia Banner, Nathan Carlin, and Thomas R. Cole, 308–18. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190636890.003.0018.

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Teaching classes that engage end-of-life subject matter can present any number of pedagogical challenges, not least of all because the themes in play can be so vast and so vital that they are nearly unimaginable and undiscussable. When addressing these issues in the courses “Life at the End of Life” and “The Humanities of Care” at Rice University, the author presents vivid case studies drawn directly from clinical experiences as a literary Artist In Residence in the Department of Palliative Care and Rehabilitation Medicine at the University of Texas M. D. Anderson Cancer Center. Interweaving patient-centered narratives with analytical classroom discussions can help students to find language to address a diverse range of practical concerns, concrete experiences, subtle insights, and ineffable themes. With the increasing emphases on medical technologies, the demographics of an aging population, and shifts in policies toward end-of-life planning at the national level, the need to cultivate such a humanistic perspective in medicine—and in the broader cultural sphere—remains both timely and pressing. Just as end-of-life narratives exemplify some of the ways in which the reach of the humanities can extend into difficult areas of modern life, so too can the stories promote students’ abilities to re-envision the relations between the familiar and the extraordinary domains as they find language to express the links between lived experience and metaphysical presence.
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Kırca, Simay, Alper H. Çolak, and Ian D. Rotherham. "The ancient woodland concept as a practical conservation tool: the Turkish experience." In Ancient Woodlands and Trees: A Guide for Landscape Planners and Forest Managers, 213–39. Turkish Academy of Science, 2018. http://dx.doi.org/10.53478/tuba.2020.049.

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Why ancient woodlands and wood species restoration and rehabilitation is necessary? In Turkey there are over 500 taxa of trees and shrubs, however only a few of them play a vital role both naturally and culturally. The technical term here is ‘intergenerational equity’, or in plainer language, not messing things up for our children and grandchildren. In ancient woodland restoration and rehabilitation approach in Turkey, there is no lack of knowledge to implement suitable strategies, however what is more often lacking is an understanding of the overall landscape and the factors that determine whether different land-uses are mutually reinforcing or in conflict. These applications need to accommodate new perspectives and ideas to put ancient woods back into the natural and cultural landscapes. The experience gained indicates that such implementations require supportive local and national policy frameworks and a strong constituency of local-level support. As a country with already significant areas of a highly degraded nature, but also containing diverse natural and cultural landscapes, Turkey should apply suitable techniques to bring these ancient woods back into their original landscapes in order to sustain its cultural and natural heritage. Ascertaining, and then maintaining, the condition of ancient woodland in Turkey like in UK will be a major challenge for the future. Turkey contains ancient cultural landscapes with distinctive ancient wood and ancient woodlands. They are strongly influenced by human activity reaching back far into history. This is very obvious in Anatolia, a region where eastern and western civilizations meet. The region has also been recognized by eastern and western civilizations nearly as a ‘tree paradise’ with its diverse tree species adapted to different climatic and geomorphological conditions. In this context, it has been aimed to; (1) emphasize the interaction between cultural features and diverse forest landscapes with ancient woodlands, (2) introduce the understanding of ancient woodland concept in Turkey, (3) determine the typical prominent ancient woodland taxa, (4) represent some techniques in order to restore degraded ancient woodland ecosystems in Turkey and (5) seek opportunities for the planning of undisturbed ancient landscapes as a cultural heritage. Additionally, the importance of developing strategies in order to prevent the loss of ancient woodlands was tried to be illustrated by two case studies on Common yew (Taxus baccata L.) and Common boxwood (Buxus sempervirens L.), which have been continuosly present in Anatolia since thousands of years, became an important component of cultural landscapes, however strongly influenced by human activity resulting with the degardation and loss of their habitats.
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Conference papers on the topic "Language planning – Zimbabwe – Case studies"

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Auziņa, Anita. "Smart Learning of Future English Language Teachers: Students’ Time Management and Performance in an Online Course." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.07.

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An online course can offer limitless opportunities to expand one’s knowledge, develop skills and competences and, meanwhile, combine one’s online learning journey with a real-world activity, also studies in the case of university students. To manage all, the use of time for the productivity and achievement is crucial. The paper discusses the time management and performance of university students, future English language teachers in particular, taking an online course. A case study was carried out, and teacher education students, who participated in an online course on Learning Technologies and Content and Language Integrated Learning (CLIL), were questionnaired to explore their time management strategies and performance during their five-month online study period. The reflections of the online course moderators were collected to triangulate the data and find out their opinion on students’ time management habits and performance quality; besides, the differences between their expectations and reality were examined. Findings suggest that students’ time management was considerably challenged, and the set amount of time, i.e. one week to accomplish one module and its related assignments, required advanced planning and change of study habits to achieve the aims and objectives of their online learning process.
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