Relevant bibliographies by topics / Linguistic and cultural diversity

Contents

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

Academic literature on the topic 'Linguistic and cultural diversity'

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

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Journal articles on the topic "Linguistic and cultural diversity"

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Lahey, Margaret. "Linguistic and Cultural Diversity." Journal of Speech, Language, and Hearing Research 35, no. 3 (1992): 638–39. http://dx.doi.org/10.1044/jshr.3503.638.

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Maffi, Luisa. "LINGUISTIC, CULTURAL, AND BIOLOGICAL DIVERSITY." Annual Review of Anthropology 34, no. 1 (2005): 599–617. http://dx.doi.org/10.1146/annurev.anthro.34.081804.120437.

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Chu, Xiaoquan. "Linguistic Diversity in Trans-cultural Communication." Fudan Journal of the Humanities and Social Sciences 7, no. 4 (2014): 525–36. http://dx.doi.org/10.1007/s40647-014-0041-z.

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Trabant, Jürgen. "Linguistic Justice vs. Linguistic Diversity." Philological Encounters 1, no. 1-4 (2016): 61–78. http://dx.doi.org/10.1163/24519197-00000005.

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The linguistic uniformity of Europe (or the globe) is currently enforced not only by powerful economic and political forces but also by sociologists and social philosophers. At first, the learning of global English was only considered to be a necessary professional skill, then, the positive connotations of “plurilingualism” were evoked for fostering its universal adoption. Now, the acquisition of “globalese” is promoted as a means to achieve social justice. The rhetoric of justice immunises this discourse against any criticism (what can you say against justice?). Its political aims and measures are reminiscent of the aims and measures of the linguistic Jacobinism in the French Revolution. The propagandistic moves of the social sciences are accompanied by a polemic against linguistic diversity and the connection of language to culture. They are based on a reductive conception of language that underestimates their cognitive and, hence, cultural potential.
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Sklyar, Natalia V. "Diversity of the Concept «Cultural Person»." Proceedings of Southern Federal University. Philology 2020, no. 2 (2020): 78–86. http://dx.doi.org/10.18522/1995-0640-2020-2-78-86.

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The concept of «cultural person» is studied from the point of view of various scientific areas. Its interpretation is considered in the framework of philosophy, sociology, cultural studies and linguistics. The concept of «cultural person» is presented as complex and diverse. Important features are highlighted: the translation of the specific characteristics of verbal and non-verbal behavior, synonymy in the gender-specific relationship with the concept of «elitist linguistic personality», possession and transmission of the norms of the literary language.
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Steele, James, Peter Jordan, and Ethan Cochrane. "Evolutionary approaches to cultural and linguistic diversity." Philosophical Transactions of the Royal Society B: Biological Sciences 365, no. 1559 (2010): 3781–85. http://dx.doi.org/10.1098/rstb.2010.0202.

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Evolutionary approaches to cultural change are increasingly influential, and many scientists believe that a ‘grand synthesis’ is now in sight. The papers in this Theme Issue, which derives from a symposium held by the AHRC Centre for the Evolution of Cultural Diversity (University College London) in December 2008, focus on how the phylogenetic tree-building and network-based techniques used to estimate descent relationships in biology can be adapted to reconstruct cultural histories, where some degree of inter-societal diffusion will almost inevitably be superimposed on any deeper signal of a historical branching process. The disciplines represented include the three most purely ‘cultural’ fields from the four-field model of anthropology (cultural anthropology, archaeology and linguistic anthropology). In this short introduction, some context is provided from the history of anthropology, and key issues raised by the papers are highlighted.
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Shekar, Chandra, and M. N. Hegde. "Cultural and Linguistic Diversity Among Asian Indians." Topics in Language Disorders 16, no. 4 (1996): 54–64. http://dx.doi.org/10.1097/00011363-199608000-00007.

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Verdon, Sarah, Helen L. Blake, Suzanne C. Hopf, Ben Phạm, and Sharynne McLeod. "Cultural and linguistic diversity in speech-language pathology." International Journal of Speech-Language Pathology 18, no. 2 (2016): 109–10. http://dx.doi.org/10.3109/17549507.2015.1122838.

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Vangsnes, Øystein Alexander, and Curt Rice. "Introduction." Nordic Journal of Linguistics 28, no. 2 (2005): 149–52. http://dx.doi.org/10.1017/s033258650500140x.

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Investigations of linguistic variation are interesting and important both from the point of view of theoretical linguistics and from that of social and cultural studies. This special issue of the Nordic Journal of Linguistics focuses on linguistic diversity from a theoretical perspective and presents five selected papers that combine the study of dialect data with linguistic theorizing.
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Kraus, Peter A. "Political unity and linguistic diversity in Europe." European Journal of Sociology 41, no. 1 (2000): 138–63. http://dx.doi.org/10.1017/s0003975600007918.

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The paper seeks to assess the consequences of cultural diversity for European polity-building by focusing on the language issue. What does the European Babel mean for the project of transnational political integration ? To what extent has the shaping of the European language regime become a declared goal on the agenda of the EU ? In contrast with precedent patterns of nation-state formation, the present situation in Europe offers only few reasons to believe that some cultural standardization could be achieved by putting major political restrictions on multilingualism. Deliberate attempts at setting the institutional foundations of a culturally integrated European public sphere may end up producing unintended outcomes and lead to anti- European mobilizations striving for the protection of cultural difference. Hence, a political community of Europeans will not be based on a unitary and homogeneous public sphere, but rather reflect a complex mosaic of different cultural identities with cross-cutting political loyalties. In this context, cultural and linguistic diversity will be institutionalized, institutionalized, but to varying degrees and with different implications at different political levels.
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Dissertations / Theses on the topic "Linguistic and cultural diversity"

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Ward, Natalia, Amber N. Warren, A. Rountree, and M. Dias. "Analyzing Science Read-Aloud Texts for Cultural and Linguistic Diversity." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5949.

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The study discussed investigates the range and variability of cultural and linguistic diversity as represented in interdisciplinary text sets for science read-alouds in Grades K–3. Presenters share their analysis, discuss implications, and offer alternatives for locating texts that include culturally and linguistically relevant depictions of target topics.
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Hong, Huili, Karin Keith, Renee Rice Moran, and LaShay Jennings. "Listening to Teachers’ and Teacher Candidates’ Discounted Stories about Cultural and Linguistic Diversity." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/994.

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Sargazi, Hossnieh. "Managing linguistic and cultural diversity in Merseyside's primary schools : theory, policy and practice." Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6120/.

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Throughout the English-speaking world, minority language children (LMC) or children who speak English as an additional language (EAL) are being educated in mainstream classrooms where they have little or no opportunity to use their mother tongue. This study investigates how educators at primary schools in Merseyside, where English is usually the only language in the classroom, respond to the educational and academic needs (linguistic, cognitive) of LMC/EAL children. It addresses socio-linguistic issues, teaching strategies and instructional approaches related to linguistic development and academic achievement of LMCIEAL pupils. It outlines the background to policy and practice in relation to LMCIEAL pupils in Britain. School districts across the United Kingdom are serving increasing number of children from varied cultural and social-linguistic backgrounds in mainstream classrooms. While the population of LMC/EAL will continue to increase, the majority of teachers and those in teacher programs are mainly from a white British background with limited awareness, knowledge and understanding of linguistic needs of LMC/EAL children in mainstream classrooms. Thus, a major challenge for educators is to develop and provide resources that enable teaching such diverse populations to become more effective. The research investigates in particular, how well local authorities and schools can raise standards for all learners in mainstream primary classrooms and examines the ways in which mainstream educational policy and practice has attempted to adapt in recognising that linguistic diversity is the norm rather than the exception in modem British society. The research focuses on what instructional strategies that schools employ in order to provide the best support for language minority children in the classroom in term of the individually focused approaches to learning, closer link between school and home and resources available for schools serving LMC/EAL pupils. The focus of this research is on the experience of staff from 20 primary schools within two local authorities in Merseyside. Questionnaires, semi-structured interviews with the primary schools staff and local authority advisers and government/school policy documents were used as data sources. The results of the study showed that the institution and community (use of first language) play a role in academic achievement of LMC/EAL pupils. The study revealed that teachers within mainstream classrooms recognise the importance of bilingualism, but due to the lack of resources and support, they found it hard to put it into practice. The results indicated that most participants were from a dominant language (English) background, which lack the awareness and experience needed to be effective in multi cultural classrooms. Suggestions are made for improved content delivery and further research including bilingualism as a teaching approach should become a legitimate topic for discussion and further research.
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Wang, Rayna. "Exemplary practices that affirm and promote cultural and linguistic diversity in head start classrooms." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107433.

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Thesis advisor: Mariela Paez<br>With the continued growth of culturally and linguistically diverse (CLD) students, it is necessary for teachers to be intentional about serving students whose backgrounds are assets but nonetheless different from the dominant culture and language in American society. Because most research on teaching practices has focused on the academic development of children in preschool, this study tries to fill a gap in the literature by examining teaching practices that respond to and affirm cultural diversity. After conducting interviews and observations in three Head Start classrooms, four core teacher beliefs (reciprocal relationships with family, importance of home language, social emotional emphasis, and inclusion of culture) were identified across the sites; these beliefs impacted how teachers created a multicultural space and tailored instruction for students. The findings contribute to the field by providing insight for how teachers can continue to foster inclusive classrooms that value and celebrate children’s unique identities<br>Thesis (BA) — Boston College, 2017<br>Discipline: Departmental Honors<br>Discipline: Education
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Grossman, Kelly Marie. "Negotiating the Non-Negotiable: Re-visioning Writing Center Approach to Cultural and Linguistic Diversity." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375279778.

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Heusing, Gerald. "Aspekte der linguistischen und kulturellen Komplexität Ugandas." Universität Leipzig, 2005. https://ul.qucosa.de/id/qucosa%3A33605.

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Diese Ausgabe präsentiert 6 Artikel, die sich mit der linguistischen und kulturellen Diversität in der Republik Uganda befassen. Besondere Aufmerksamkeit gilt der Frage, wie sich Sprache, Sprachvielfalt und Multilingualismus in öffentlichen und kulturellen Bereichen des täglichen Lebens widerspiegeln. Die Artikel basieren auf Daten und Erfahrungen, die im März 2003 in Uganda gesammelt wurden.
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Runciman, Talya. "From Deficit to Diversity: Inviting learners to use their linguistic and cultural repertoires for Literacy Learning." Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/30120.

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This study explores how teaching strategies that constructively employ learners’ linguistic and cultural resources can enhance their learning and participation in literacy lessons. In South Africa, as elsewhere in the world, language policies tend to favour English as the sole medium of instruction and oppose multilingual teaching (Creese and Blackledge, 2010; McKinney, 2017). However, these linguistic restrictions on teaching are hugely problematic for the majority of South African learners who do not have access to dominant language and cultural practices. This study draws on sociocultural theory in that it views language use in the classroom to have a social context, where language regimes at play in greater society determine the language ideologies of teaching and learning in the classroom (Makoe and McKinney, 2014). In addition, this study draws on recent research that advocates multilingual teaching strategies such as translanguaging and translation (Gardia and Sylvan, 2011; McKinney, 2017; Probyn, 2006), as well as drawing on learners’ cultural repertoires and the use of multimodal activities (Newfield, 2011; Stein and Newfield, 2006). The data discussed in this study is drawn from a teaching intervention with Grade 1 and 2 learners that was implemented in a South African primary school. This intervention primarily focused on inviting learners to use their linguistic and cultural repertoires during after-school literacy lessons. Using a linguistic ethnographic approach (Copland and Crease, 2015), this qualitative study describes and analyses the benefits of using such teaching methodologies. This study shows how using learners’ full linguistic and cultural repertoires and multimodal interactions is beneficial to their learning.
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Barinaga, Ester. "Levelling vagueness : a study of cultural diversity in an international project group." Doctoral thesis, Stockholm : Economic Research Institute, Stockholm School of Economics (EFI), 2002. http://www.hhs.se/efi/summary/594.htm.

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Shearer, Karen. "PARENTAL INVOLVEMENT: TEACHERS' AND PARENTS' VOICES." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4146.

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Parents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental involvement is readily acknowledged. Confusing to both parents and educators is what constitutes parental involvement. The research revealed numerous definitions for the term, but none that were universally agreed upon. This lack of a clear delineation of roles has both parties struggling to make sense of their separate and joint responsibilities. Add to this confusion the complex issues surrounding linguistic and cultural diversity and both sides become mired in their differences rather than building upon their commonalities. Barriers to parental involvement can come from the family as well as the school. The purpose of this study was to examine those barriers from the perspective of educators as well as parents. A convenience sample was taken from the population of elementary schools in a Central Florida county. Parents of students from ethnic minorities were asked to complete a survey questionnaire regarding their experiences with the classroom teacher as well as involvement in their child's education. Elementary school teachers from the same county were given the opportunity to respond to an online survey questionnaire regarding their attitudes about cultural and language diversity and parental engagement at school and with learning. Five hundred and fifty parent surveys and one hundred sixty-six teacher surveys were completed. The data analysis will show which factors influence parent involvement and how similarly parents and teachers feel about parent involvement.<br>Ed.D.<br>Department of Teaching and Learning Principles<br>Education<br>Curriculum and Instruction
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Lim, Chih Ing Maxwell Kelly. "Cultural and linguistic diversity in early childhood teacher preparation the impact of contextual characteristics on coursework and practica /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,785.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.<br>Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.
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Books on the topic "Linguistic and cultural diversity"

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Jordan, Peter, Ethan E. Cochrane, and James Steele. Cultural and linguistic diversity: Evolutionary approaches. Royal Society, 2010.

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Guillermo, Solano Flores, ed. Cultural validity in assessment: Addressing linguistic and cultural diversity. Routledge, 2011.

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Resource guide on cultural and linguistic diversity. Singular Pub. Group, 2000.

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Martin, Deirdre. Language disabilities in cultural and linguistic diversity. Multilingual Matters, 2009.

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Speech pathology in cultural and linguistic diversity. Whurr, 2002.

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Language rights and cultural diversity. Center for Basque Studies/University of Nevada, Reno, 2014.

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Lê, Quỳnh. Linguistic diversity and cultural identity: A global perspective. Nova Science Publisher's, 2011.

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Chang, Hedy Nai-Lin. Affirming children's roots: Cultural and linguistic diversity in early care and education. California Tomorrow, 1993.

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Linguistic relativities: Language diversity and modern thought. Cambridge University Press, 2010.

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Cummins, Jim. The challenge of diversity: Adjusting to the cultural and linguistic realities of the mainstream classroom. Ontario Institute for Studies in Education, 1994.

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Book chapters on the topic "Linguistic and cultural diversity"

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Maffi, Luisa. "2. Linguistic Diversity." In Cultural and Spiritual Values of Biodiversity. Practical Action Publishing, 1999. http://dx.doi.org/10.3362/9781780445434.002.

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Dovchin, Sender, Alastair Pennycook, and Shaila Sultana. "Transglossia and Cultural Jamming: Parodies and Group Solidarity." In Popular Culture, Voice and Linguistic Diversity. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61955-2_7.

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Lupyan, Gary, and Rick Dale. "Chapter 11. The role of adaptation in understanding linguistic diversity." In Cognitive Linguistic Studies in Cultural Contexts. John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/clscc.6.11lup.

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Frings-Hessami, Viviane. "Embracing the Diversity: Teaching Recordkeeping Concepts to Students from Different Cultural and Linguistic Backgrounds." In Diversity, Divergence, Dialogue. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71292-1_42.

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Dieter, Hermann H. "Chapter 15. Protection of the World’s Linguistic and Ecological Diversity: Two Sides of the Same Coin." In Cultural Imperialism, edited by Bernd Hamm and Russell Smandych. University of Toronto Press, 2005. http://dx.doi.org/10.3138/9781442602090-024.

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Sears, Coreen. "Chapter 17. Listening to Parents: Acknowledging the Range of Linguistic and Cultural Experience in an Early Childhood Classroom." In Welcoming Linguistic Diversity in Early Childhood Classrooms, edited by Edna Murphy. Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847693488-019.

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Ndhlovu, Finex. "Prospects for Linguistic and Cultural Diversity to Enhance African Political Governance." In Governance and Societal Adaptation in Fragile States. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40134-4_9.

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Ennaji, Moha. "Arabic sociolinguistics and cultural diversity in Morocco." In Perspectives on Arabic Linguistics. John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/cilt.289.18enn.

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Dovchin, Sender, Alastair Pennycook, and Shaila Sultana. "Language, Culture and the Periphery." In Popular Culture, Voice and Linguistic Diversity. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61955-2_1.

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Ruday, Sean. "Connecting Linguistic Diversity to Word-Root Instruction." In Culturally Relevant Teaching in the English Language Arts Classroom. Routledge, 2018. http://dx.doi.org/10.4324/9780429401831-7.

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Conference papers on the topic "Linguistic and cultural diversity"

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Mouli, T. Sai Chandra. "Towards Understanding Identity, Culture and Language." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-8.

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Knowledge of self is at the core of all human endeavours. In the quest identity assumes significance. It acquired greater relevance and respect on account of Postcolonial concerns. ‘Class’ emerged as the basis of a person’s identity. Subsequent to liberation of colonies from alien rule, postcolonial concerns gained ground. Focus on indigenous ways of life adds new dimension. Social, cultural, psychological and economic structures became the basis of one’s own view of identity. These dynamics are applicable to languages that flourished, perished or are on the verge of extinction. In India, regional, linguistic, religious diversity add to the complexity of the issue in addition to several subcultures that exist. Culture is not an independent variable. Historical factors, political developments, geographical and climatic conditions along with economic policies followed do contribute to a larger extent in fixing the contours of a country’s culture. Institutional modifications also sway the stability of national culture. Cultural transmission takes place in diverse ways. It is not unidirectional and unilateral. In many countries culture models are passed on from one generation to another through recitation. The learners memorize the cultural expressions without understanding meaning or social significance of what is communicated to them. Naturally, this practice results in hierarchical patterns and hegemony of vested elements. This is how norms of ‘high’ and ‘low’ are formed and extended to written works and oral/folk literatures respectively. This presentation focuses on the identity, culture and language of indigenous people in Telugu speaking states of Telangana and Andhra Pradesh in South India.
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Cao, Thi Hao. "Research on Tay Ethnic Minority Literature in Vietnam Under Cultural View." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-3.

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The Tay people are an ethnic minority of Vietnam. Tay literature has many unique facets with relevance to cultural identity. It plays an important part in the diversity and richness of Vietnamese literature. In this study, Tay literature in Vietnam is analyzed through a cultural perspective, by placing Tay literature in its development from its birth to the present, together with the formation of the ethnic group, and historical and cultural conditions, focusing on the typical customs of the Tay people in Vietnam. The researcher examines Tay literature through poems of Nôm Tày, through the works of some prominent authors, such as Vi Hong, Cao Duy Son, in the Cao Bang province of Vietnam. Cao Bang is home to many Tay ethnic people and many typical Tay authors. The research also locates individual contributions of those authors and their works in terms of artistic language use and cultural symbolic features of the Tay people. In terms of art language, the article isolates the unique use of Nôm Tay characters to compose stories which affect the traditional Tay luon, sli, and so forth, and hence the use of language that influences poetry and proverbs of Tay people in the story of Vi Hong, Cao Duy Son. Assuming a symbolic framework, the article examines the symbols of birds and flowers in Nôm Tay poetry and the composition of Vi Hong, Cao Duy Son, so to point out the uniqueness of the Tay identity. The above research issue is necessary to help us better appreciate the cultural values preserved in Tay literature, thereby, affirming the unique cultural identity of the Tay people and planning to preserve and develop these unique cultural features from which emerges the risk of falling into oblivion in modern social life in Vietnam. In addition, this is also a research direction that can be extended to Thai, Mong, Dao, etc, ethnic minorities in Vietnam.
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Semenova, E. M. "«Uniformity – diversity» as the basic archetypical metaphorical opposition of American linguistic culture." In Научные тенденции: Филология, Культурология, Искусствоведение. ЦНК МОАН, 2018. http://dx.doi.org/10.18411/spc-26-03-2018-12.

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Ayala, Susana. "Becoming the Puppeteer: Reflections on Global Language and Culture by Puppetry Students in Yogyakarta, Indonesia." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.4-6.

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Puppet theater on the island of Java is an ancient art which has maintained some of its characteristics considered traditional, but has also been transforming innovations such as the wayang with hip-hop music among other popular expressions. The art of puppetry has also been institutionalized and is itself a degree program at the National Institute of Arts of Indonesia. In this paper, I show the outcomes of my research among students and shadow puppet art teachers in Java, Indonesia. There are two special characteristics in training puppeteers: The main use of Jawanese language and the development of communities of practice as ways of working in the teaching and learning process. As such, these contexts motivate students to be constantly reflecting on the Javanese language and culture. I note the process and the reflections of the participants on the Javanese language shift, and the uses of language in puppet performances which consider the reception of young Javanese. To analyze the data, I draw from fieldwork and interviews, I use the theoretical concepts of discursive genres and dialogism proposed by Bakhtin and I propose that the art of puppetry is a social field that encourages vitality and linguistic diversity on the island of Java.
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Delplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.

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The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.
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Tzafestas, Elpida S. "Cultural diversity dynamics." In 2011 Ieee Symposium On Artificial Life - Part Of 17273 - 2011 Ssci. IEEE, 2011. http://dx.doi.org/10.1109/alife.2011.5954669.

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Dong, Wei, Kate Ehrlich, Michael M. Macy, and Michael Muller. "Embracing Cultural Diversity." In CSCW '16: Computer Supported Cooperative Work and Social Computing. ACM, 2016. http://dx.doi.org/10.1145/2818048.2835198.

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Berdie, Adeline-Alexandra. "Linguistic Diversity in the Urban Linguistic Landscape of Sibiu." In International Conference on New Trends in Languages, Literature and Social Communications (ICNTLLSC 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.001.

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THOMPSON, BILL, KENNY SMITH, and SIMON KIRBY. "CULTURAL EVOLUTION RENDERS LINGUISTIC NATIVISM IMPLAUSIBLE." In Proceedings of the 9th International Conference (EVOLANG9). WORLD SCIENTIFIC, 2012. http://dx.doi.org/10.1142/9789814401500_0127.

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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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Reports on the topic "Linguistic and cultural diversity"

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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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Desmet, Klaus, Joseph Gomes, and Ignacio Ortuño-Ortín. The Geography of Linguistic Diversity and the Provision of Public Goods. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w24694.

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Galor, Oded, Ömer Özak, and Assaf Sarid. Geographical Roots of the Coevolution of Cultural and Linguistic Traits. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w25289.

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Stanton, Robert, undefined, and undefined. Cultural Diversity in Conservation Organizations Part 01. The Nature Conservancy, 2009. http://dx.doi.org/10.3411/col.01272245.

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Stanton, Robert, undefined, and undefined. Cultural Diversity in Conservation Organizations Part 03. The Nature Conservancy, 2009. http://dx.doi.org/10.3411/col.01272247.

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Stanton, Robert, undefined, and undefined. Cultural Diversity in Conservation Organizations Part 02. The Nature Conservancy, 2009. http://dx.doi.org/10.3411/col.01272248.

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Moon, Molly K. Understanding the Impact of Cultural Diversity on Organizations. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada397893.

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Ashraf, Quamrul, and Oded Galor. Genetic Diversity and the Origins of Cultural Fragmentation. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w18738.

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Adomaitis, Alyssa, and Diana Saiki. Inclusion is the Key: Promoting Cultural Diversity through Historic Costume. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1523.

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Ferrillo, Raffaele. The Management of Ethnic-Cultural Diversity in Western Armed Forces. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada561552.

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