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Journal articles on the topic 'The diversity of English'

Author: Grafiati

Published: 24 April 2022

Last updated: 30 July 2025

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1

Weinberg, Alan M. "Shelley’s Diversity." English: Journal of the English Association 66, no. 252 (2017): 6–26. http://dx.doi.org/10.1093/english/efw066.

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Dennihy, Melissa. "Beyond English: Linguistic Diversity in the College English Classroom." MELUS 42, no. 4 (2017): 192–212. http://dx.doi.org/10.1093/melus/mlx066.

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3

Sharma, Devyani. "Typological diversity in New Englishes." English World-Wide 30, no. 2 (2009): 170–95. http://dx.doi.org/10.1075/eww.30.2.04sha.

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Recent research has aimed to integrate the investigation of vernacular universals in native English dialects with variation in postcolonial varieties of English and cross-linguistic typology (Chambers 2004; Kortmann 2004). This article assumes that any search for universals in bilingual varieties must include an assessment of the grammatical conditioning of features and a comparison with the relevant substrates. Comparing Indian English and Singapore English, I examine three proposed candidates for English universals (Kortmann and Szmrecsanyi 2004), all of which show some presence in the two v

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Madera, Juan M., Jack A. Neal, and Mary Dawson. "A Strategy for Diversity Training." Journal of Hospitality & Tourism Research 35, no. 4 (2010): 469–87. http://dx.doi.org/10.1177/1096348010382240.

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The purpose of this study was to test the effectiveness of a diversity training exercise using perspective taking to increase positive attitudes toward non-English-speaking individuals. Ninety-six participants were given a pretest (survey) followed by the training and a posttest. Participants were randomly assigned as a “manager” or an “employee.” The managers were provided with a recipe and instructions in English, and the managers’ employees provided with the recipe and instruction in an abstract, non-English language. The results of a repeated-measures ANOVA showed a significant effect of p

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주형미 and 이영아. "Toward Diversity in Elementary English Textbooks." Journal of Research in Curriculum Instruction 16, no. 1 (2012): 257–83. http://dx.doi.org/10.24231/rici.2012.16.1.257.

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Lindsey, D., and A. Brown. "Diversity in English color name usage." Journal of Vision 8, no. 6 (2010): 578. http://dx.doi.org/10.1167/8.6.578.

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Newsam, Peter. "Diversity and Admissions to English Secondary Schools." FORUM 45, no. 1 (2003): 17. http://dx.doi.org/10.2304/forum.2003.45.1.3.

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Cure, Monica, Iulia Andreea Milică, and Rodica Dimitriu. "Editors' Foreword - Embracing Cultural Diversity Through English." Linguaculture 9, no. 2 (2018): 6–12. http://dx.doi.org/10.47743/lincu-2018-2-0119.

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Corne, Chris, and Ian F. Hancock. "Diversity and Development in English-Related Creoles." Language 62, no. 1 (1986): 195. http://dx.doi.org/10.2307/415614.

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Barnes, L. Philip. "English Religious Education: Developments, Identity, and Diversity." Changing Societies & Personalities 2, no. 3 (2018): 232–41. http://dx.doi.org/10.15826/csp.2018.2.3.039.

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GERRITSEN, MARINEL. "English in the EU: Unity through diversity." World Englishes 36, no. 3 (2017): 339–42. http://dx.doi.org/10.1111/weng.12268.

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Shamsie, Muneeza. "Duality and diversity in Pakistani English literature." Journal of Postcolonial Writing 47, no. 2 (2011): 119–21. http://dx.doi.org/10.1080/17449855.2011.557178.

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13

Ilson, Robert. "DIVERSITY IN UNITY American & British English." English Today 1, no. 4 (1985): 7–11. http://dx.doi.org/10.1017/s0266078400001383.

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What separates the two major varieties of the language, apart from a great deal of water? An American domiciled in Britain looks at both the obvious and the not-quite-so-obvious in what unites and divides them.

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Bhandari, Bhim Lal. "Exploring Learners' Diversity in English Language Classrooms." Butwal Campus Journal 6, no. 1 (2023): 62–71. http://dx.doi.org/10.3126/bcj.v6i1.62962.

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This study aimed at exploring the diversity of students in English language classes. The technique of customizing classes to each student's unique interests, needs, and strengths is known as differentiated instruction (DI). It is a student-centered strategy that raises learners' engagement levels while addressing concerns of diversity with multiple teaching approaches and techniques. I adopted the social constructivism theory and interpretive inquiry as a research method to examine the diversity of learners. To achieve the purpose of the study, four research participants, two teachers and two

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Abduraximova, Makhfuza. "SOCIOLINGUISTIC VARIATION IN ENGLISH: EXPLORING LINGUISTIC DIVERSITY." Modern Scientific Research International Scientific Journal 2, no. 6 (2024): 43–49. https://doi.org/10.5281/zenodo.11530206.

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This article explores sociolinguistic variation in the English language, examining how factors such as geography, social class, ethnicity, age, and gender shape linguistic diversity. Through a review of key literature and analysis of linguistic data, it highlights the rich variety present in English and the complex interplay of social variables that influence language use. It concludes that sociolinguistic variation is an integral part of the English language that reflects the diversity of its speakers.

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Semenova, Marina Yu. "Integrating Linguistic Diversity in Globalized Spanglish Communities." SHS Web of Conferences 50 (2018): 01156. http://dx.doi.org/10.1051/shsconf/20185001156.

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Globalization comprises a complex range of various processes and has a huge impact on many spheres of life, including languages and dialects. The paper analyzes linguistic phenomena caused by globalization which have resulted in a new language type which can be denoted as ‘poststandard languages’. English being a means of international communication has entered many standard language systems causing an extensive use of English loanwords and pseudo-English elements combined with a wordplay. This anglicalization results in two or more languages merging into a new poststandard language, a common

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Santos, Gildenir Carolino. "Editorial English." ETD - Educação Temática Digital 12 (January 11, 2012): 4. http://dx.doi.org/10.20396/etd.v12i0.856.

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This is another special edition that ETD - Digital Thematic Education –launches for your appreciation! This time, the contribution comes from Sobral, Ceará State. The topic addressed is "Youth, Culture, Diversity and Subjectivity", dossier organized by the professor and researcher Andrea Abreu Astigarraga from State University of Acaraú Valley (UVA). It brings 3 (three) articles, (3) three researches and 1 (one) experience report.

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18

Soares, Ana Maria, Robert Stephens, and Longzhu Dong. "Does National Diversity Impact Conflict in Global Virtual Teams? The Role of Language Factors." Journal of Telecommunications and the Digital Economy 10, no. 2 (2022): 26–43. http://dx.doi.org/10.18080/jtde.v10n2.496.

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This study looks at the impact of national diversity on task and relationship conflict in the context of global virtual teams (GVTs). We investigate the interaction effects of both English skills and openness to linguistic diversity on these relationships. We administered a questionnaire to 283 GVTs working on a collaborative experiential learning project to develop an international business plan. Our results show that, for teams exhibiting high levels of openness to linguistic diversity and high levels of English skills, increased levels of national diversity on the team are associated with l

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19

Kuteeva, Maria. "Whose English? Whose Diversity? Towards a More Holistic Understanding of Global English." Nordic Journal of English Studies 19, no. 3 (2020): 81. http://dx.doi.org/10.35360/njes.579.

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Yamada, Mieko. "Diversity Matters: Japan's Domestic Diversity and the Role of English Language Teaching." Critical Inquiry in Language Studies 10, no. 3 (2013): 215–41. http://dx.doi.org/10.1080/15427587.2013.816828.

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21

Adipat, Surattana. "Inextricable Connection: World Englishes, Language Diversity, and Cross-Cultural Communication." Journal of Educational and Social Research 13, no. 1 (2023): 166. http://dx.doi.org/10.36941/jesr-2023-0015.

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As the population continues to diversify, and English is used as the universal language, providing opportunities for students to learn about language diversity is considered critical. One way to achieve that is through the study of language’s structure, history, and meaning of words. Linguists use this knowledge to understand how language works and how it can be used to communicate effectively. The concept of World Englishes is particularly important for English teachers and educators, who need to be aware of the existence of different English dialects spoken and that these varieties are becom

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Sharma, Uma N. "Teachers’ Ideologies on Linguistic Diversity as a Resource." Studies in ELT and Applied Linguistics 2, no. 2 (2025): 86–99. https://doi.org/10.3126/seltal.v2i2.74082.

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Nepal is very fertile in its linguistic diversity. A significant body of literature has recommended the use of linguistic diversity as a resource for teaching/learning of a second or foreign language. This article aims at finding out the English language teachers’ ideologies regarding linguistic diversity as a resource in English language teaching in a multilingual classroom in context of Nepal. For this, the data were collected from 8 secondary level teachers of English in Kathmandu district using questionnaire and interview techniques. The responses were analyzed and interpreted descriptivel

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Jemmali, Bayrem, Mohamed Mezir Haddad, Nawel Barhoumi, et al. "Genetic diversity in Tunisian horse breeds." Archives Animal Breeding 60, no. 2 (2017): 153–60. http://dx.doi.org/10.5194/aab-60-153-2017.

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Abstract. This study aimed at screening genetic diversity and differentiation in four horse breeds raised in Tunisia, the Barb, Arab-Barb, Arabian, and English Thoroughbred breeds. A total of 200 blood samples (50 for each breed) were collected from the jugular veins of animals, and genomic DNA was extracted. The analysis of the genetic structure was carried out using a panel of 16 microsatellite loci. Results showed that all studied microsatellite markers were highly polymorphic in all breeds. Overall, a total of 147 alleles were detected using the 16 microsatellite loci. The average number o

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Altair, dos Santos Bernardo Júnior, and Henriques Dias Fernanda. "The World English(es) and linguistic diversity in the English language class proposal of a didactic activity." Revista Letras Raras 11, no. 2 (2023): 88–108. https://doi.org/10.5281/zenodo.8215454.

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Due to the process of colonization of the British Empire and the current economic and cultural impact of the United States, it is not difficult to find discourses that associate the English language exclusively with these people. However, with globalization and technological advances, authors such as Crystal (2003) argue that the English language is currently a global language, since it has a prominent role around the world, including in the educational environment. Nonetheless, such a reach of the English language does not make it, in fact, conceived as a language of all, which may even influ

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Levin, Benjamin, and J. Anthony Riffel. "Dealing with Diversity." education policy analysis archives 2 (January 14, 1994): 2. http://dx.doi.org/10.14507/epaa.v2n2.1994.

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Increasing diversity in the population is a major issue for educators in North America, presenting political as well as educational challenges. This paper examines Canadian educational policy responses to four kinds of diversity - bilingualism (French/English), multiculturalism, the situation of aboriginal peoples, and the problem of poverty. A description of each issue leads to some speculations or propositions on the nature of diversity and appropriate educational responses to it.

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Keth, Arcilla Villanueva. "Managing Diversity: An English Coordinator's Experiences among its Stakeholders." International Journal of Innovative Science and Research Technology 7, no. 6 (2022): 1706–10. https://doi.org/10.5281/zenodo.6910525.

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This study's primary purpose was to identify how an English school coordinator works with its stakeholders, such as teachers, parents, students, and principals. The study used a descriptive and qualitative research design to identify the diversity management of English school coordinators toward stakeholders. The qualitative process used thematic analysis of the participant's experiences managing diversity among stakeholders. The results revealed that understanding the teacher's personal and professional qualities is vital for English school coordinators to manage diversity better.

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27

Vidal, Karina, and Scott Jarvis. "Effects of English-medium instruction on Spanish students’ proficiency and lexical diversity in English." Language Teaching Research 24, no. 5 (2018): 568–87. http://dx.doi.org/10.1177/1362168818817945.

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Within higher education, it is often believed that the adoption of English-medium instruction (EMI) will provide domestic students with the language skills that will enable them to be more competitive in their future professional pursuits. However, research into language learning and EMI at the university level is very scarce. This study examined essays by 195 undergraduate students (99 1st-year and 96 3rd-year learners) at a major university in Spain in order to investigate the effect of three years of instruction through the medium of English on their level of proficiency, essay quality and

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28

Salverda, Reinier. "Language diversity and international communication." English Today 18, no. 3 (2002): 3–11. http://dx.doi.org/10.1017/s0266078402003012.

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Some reflections on why English is necessary but not enough.On 11 May 2001, as part of the EU-Japan Friendship Week, and on the occasion of the European Year of Languages, a one-day symposium on ‘The Future of Linguistic Diversity’ was held at the Japan Foundation in Tokyo: see ET67, Jul 01. In his contribution to this symposium, Professor Reinier Salverda of University College London (as the representative of the Netherlands) discussed how it may be possible to work towards successful international communication in a world that is nonetheless marked by great diversity of language. The followi

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29

Pholying, Thayida. "Embracing Global Englishes in Thailand: Linguistic Diversity and Cultural Integration." Asian Journal of Arts and Culture 25, no. 1 (2025): e275099. https://doi.org/10.48048/ajac.2025.275099.

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The concept of Global Englishes (GE) redefines English as a pluralistic and dynamic entity shaped by sociocultural contexts worldwide, challenging traditional native-speaker norms. This study explores the historical, sociopolitical, and linguistic dimensions of GE, focusing on its implications for English language education and policy in Thailand. Thai English, a localized variety influenced by Thai linguistic and cultural norms, exemplifies how non-native speakers creatively adapt English to suit local communicative needs. Key linguistic features of Thai English, including distinct pronunciat

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30

Park, Chung-Yeol. "The Diversity in an English Oral Proficiency Test." Journal of the Korea Academia-Industrial cooperation Society 12, no. 1 (2011): 195–99. http://dx.doi.org/10.5762/kais.2011.12.1.195.

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Wed, Sukardi, Fathu Rahman, and Andi Elsa Fadhilah Sakti. "How the English Language Students Perceive Cultural Diversity." International Journal of Scientific and Management Research 05, no. 02 (2022): 197–222. http://dx.doi.org/10.37502/ijsmr.2022.5214.

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This study is based on the perceptions of cultural diversity of higher education students in Indonesia. It aims at: 1) examining the students’ perception on diversity in higher education, 2) investigating why it is necessary to respect people from different cultural backgrounds, and 3) exploring the benefits of interacting with people from different cultural backgrounds. The present study also identifies an important aspect in interacting with students from a different cultural background, so that the policy maker could take the study as a source in new policy formulation in educational practi

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Jeffes, Jennifer, Vanita Sundaram, Maria Tsouroufli, Gillian Hampden-Thompson, Pippa Lord, and Ian Davies. "Diversity, Difference, and Communities in English Secondary Schools." International Journal of Community Diversity 13, no. 2 (2014): 1–17. http://dx.doi.org/10.18848/2327-0004/cgp/v13i02/39942.

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Dickerson, Dolores P., Lenora Cook, and Helen Lodge. "Voices in English Classrooms: Honoring Diversity and Change." Journal of Negro Education 67, no. 2 (1998): 174. http://dx.doi.org/10.2307/2668229.

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34

Wood, Diana. "Discipline and Diversity in the Medieval English Sunday." Studies in Church History 43 (2007): 202–11. http://dx.doi.org/10.1017/s0424208400003211.

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The medieval Church had strict disciplinary rules about how Sunday should be observed, but in England there was considerable diversity in interpreting and honouring them. The medieval English Sunday is a vast and challenging subject, yet despite this, and the controversy excited by the Sunday Trading Act of 1994 which allowed shops to open, it has excited little recent attention.The discipline of Sunday was laid down in the Third Commandment (Exod. 20: 8–11), where Christians were ordered to keep holy the Sabbath day and told ‘In it thou shalt not do any work.’ This was reinforced in canon law

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35

Lee, Neil. "Ethnic Diversity and Employment Growth in English Cities." Urban Studies 48, no. 2 (2010): 407–25. http://dx.doi.org/10.1177/0042098010363500.

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36

Rudzinska, Ieva, and Buratin Khampirat. "CULTURAL DIVERSITY IN ENGLISH LANGUAGE LEARNING IN THAILAND AND LATVIA." Journal of Education Culture and Society 10, no. 1 (2019): 219–33. http://dx.doi.org/10.15503/jecs20191.219.233.

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Aim. The article examines the characteristics of learning English in students from different cultural backgrounds – Thailand and Latvia. We aimed to gain empirical evidence of how the cultural background influences student leisure time English language learning habits and their English language learning anxiety.  Concept and Methods. In the study two questionnaires were used: leisure time use of reading and writing activities in English (RWA), and English language learning anxiety scale (ELLAS). RWA included five areas of leisure time use of reading and writing activities: using Internet

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Moreira Vinces, Carlos, and Jhonny Saulo Villafuerte-Holguín. "mr. DIVERSITY IN EDUCATIONAL COMMUNITIES." MODULEMA. Revista científica sobre Diversidad Cultural 6 (October 24, 2022): 101–16. http://dx.doi.org/10.30827/modulema.v6i.24575.

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This research aims to improve the work of teachers towards the diversity of students in educational communities. The case study methodology is used to determine the changes in the learning of vocabulary in English as a foreign language in two children aged 11 and 13, diagnosed with hearing loss and communication difficulties. The research team carried out an educational intervention for six months that used word memorization strategies supported by realia and gamification. The instruments used are the semi-structured interview, participatory observation, and the Tevi-R test to monitor the voca

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Simmons, John S. "Global Issues: Our International Day: Its Origins, Features, Outcomes." English Journal 86, no. 4 (1997): 76–77. http://dx.doi.org/10.58680/ej19973382.

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Reviews a range of topics addressed at the annual business meeting of the International Assembly on the Teaching of English during the 1995 National Council of Teachers of English meeting. Topics include cultural diversity outreach, test-driven curricula, diversity versus tradition, and literacy.

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Singh Saud, Mohan. "Linguistic Diversity in the English-Medium Instruction Classroom in Nepal: Challenge or Chance." International Journal of English Language Education 7, no. 1 (2019): 70. http://dx.doi.org/10.5296/ijele.v7i1.14887.

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Linguistic diversity is a common phenomenon in urban Nepalese societies. However, Nepalese educational system has not adapted this reality very well. Therefore, considering the linguistic landscape of the multilingual city in Kathmandu, this study focuses on the linguistic and cultural diversity in multilingual school space of public education system. The purpose of this study was to explore how the English language teachers address the issue of students’ linguistic diversity in English as a medium of instruction (EMI) language policy classrooms, whether they take this as a challenge of teachi

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Kim, Jin-Seok, and Eun-Suk Jang. "Basic Deliberation on Cultural Diversity Education for Intercultural Speakers in Primary English Curriculum and Classes." Association of Global Studies Education 15, no. 4 (2023): 49–76. http://dx.doi.org/10.19037/agse.15.4.02.

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The purpose of this study is to suggest the basic deliberation on policy and implementation of cultural diversity education for intercultural speakers in English classes. To achieve the purpose, the 2022 revised English National Curriculum was analysed in terms of cultural diversity education. The findings are as follows: (1) Intercultural communicative competence for intercultural speakers wasn't specified in the characters and the goals of the curriculum. (2) The value, norm, belief, and cultural custom of cultural diversity were not presented in the teaching materials. (3) Accomplishment st

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Mokhinur, Sotvoldieva. "GENRE DIVERSITY IN CEREMONIAL CUSTOMS OF UZBEK-ENGLISH PEOPLE." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY ECHNOLOGY 3, no. 6 (2023): 1041–43. https://doi.org/10.5281/zenodo.8064099.

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In this article, special attention is paid to the diversity of genres in the wedding ceremony of the English and Uzbek peoples. In addition, the process of conducting English weddings will be discussed. Some notable aspects of Uzbek weddings are also discussed.

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42

Aydan, Ordu. "Diversity in high schools and diversity management: A qualitative study." Educational Research and Reviews 10, no. 7 (2015): 839–49. http://dx.doi.org/10.5897/err2015.2079.

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43

Kern, Robert. "Collins, Early Medieval Spain - Unity In Diversity, 400-1000." Teaching History: A Journal of Methods 22, no. 1 (1997): 43–44. http://dx.doi.org/10.33043/th.22.1.43-44.

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Roger Collins, an English academic, is the best-known medievalist writing in English about the Iberian peninsula, particularly for the early period. His second edition of Early Medieval Spain provides a relatively inexpensive background work for a period once all but lost to American students.

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Ivushkina, T. "Linguistic Diversity in the Philippines." Linguistics & Polyglot Studies 10, no. 3 (2024): 111–21. http://dx.doi.org/10.24833/2410-2423-2024-3-40-111-121.

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The article is focused on the linguistic situation in the Philippines, shaped historically both from outside (colonization by Spain and the USA which brought about Spanish and English as the state languages), and from inside (bringing Tagalog out of 170 local languages to the fore and renaming it into Pilipino and later Filipino). Being the language only of the fourth part of the population, it was, nevertheless, conceived of as the only state language of the Philippines. The policy of its “intellectualization”, elevating the language to a high state status, has encountered a number of obstacl

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Blanchette, Frances, Paul E. Reed, Erin Flannery, and Carrie N. Jackson. "Linguistic Diversity in Appalachia." American Speech 95, no. 3 (2020): 297–320. http://dx.doi.org/10.1215/00031283-8220988.

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This study investigates how American English speakers from within and outside the Appalachian region interpret negative auxiliary inversion (NAI). Previously observed in Appalachian and other English varieties, NAI has surface syntax similar to yes-no questions but receives a declarative interpretation (e.g., Didn’t everybody watch Superbowl 53, meaning ‘not everybody watched’). Previous work shows that NAI is associated with a reading in which some but not all people participated in an event, as opposed to one in which no one participated. Results from an interpretation task revealed that App

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46

Mantero, Miguel. "Considering the reality of hegemonic tendencies: English and linguistic diversity." Indonesian JELT: Indonesian Journal of English Language Teaching 14, no. 2 (2019): 135–45. http://dx.doi.org/10.25170/ijelt.v14i2.1442.

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This paper aims to analyze the commodification aspect of dominant languages, in particular, English, while looking into linguistic diversity as a commodity in its own right. In order to illustrate multilingualism as a valuable commodity in itself, we mention Immersion Programs in the US and the increasing recognition of the importance of being proficient in languages other than English, for educational, personal, economic and national security reasons. This research also aims to look into some aspects of the delicate issue of English being strengthened over the weakening of thousands of local

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Santos, Gildenir Carolino, Rosemary Passos, and Regina Maria Souza. "Editorial: English." ETD - Educação Temática Digital 9, no. 2 (2008): 1. http://dx.doi.org/10.20396/etd.v9i2.812.

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Welcome to the volume 9, issue 2 of ETD: Digital Thematic Education, a publication of the State University of Campinas Education Faculty. It is with immense pleasure that ending the first semester of 2008 we are launching another issue, to contribute a little more with researches and studies of educational field and related areas. Articles section brings a total of eight works, several themes addressing "Library Science & Information Science", "Citizenship & Social Movements", "Education, Communication & Technology", "Education & Diversity", "Philosophy of Education" and "Histo

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48

Walsh, Jeffrey, and Arban Galbadrakh. "The Influence of Cultural Diversity on Team Dynamics in Multinational Workgroups." Journal of Management World 2021, no. 1 (2021): 11–19. http://dx.doi.org/10.53935/jomw.v2021i1.136.

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This study examines the influence of culture on decision-making in multinational workgroups, specifically native English speakers and non-native English speakers of Asian descent. We use observational methods to provide additional insight into the different conversational patterns of group members of different cultural backgrounds and to understand how these patterns affect team dynamics. We used a four-by-four design to compare the interactions of groups composed of a majority of native-English speakers (and a minority of East Asian language speakers) and homogenous groups of ethnically diver

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Malik, Sarita, Caroline Chapain, and Roberta Comunian. "Rethinking cultural diversity in the UK film sector: Practices in community filmmaking." Organization 24, no. 3 (2017): 308–29. http://dx.doi.org/10.1177/1350508416689094.

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Academic, policy and industry debates have tended to focus on the mainstream film sector when discussing cultural diversity. One of the persistent challenges for the sector has been how to diversify cultural representation and participation. This article suggests that participatory modes of community filmmaking make an important contribution to cultural diversity. Drawing on an evidence base derived from qualitative research conducted in three English regions, the article shifts the spotlight away from the mainstream and onto the margins of the film sector in order to explore more ‘bottom-up’

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Gámez, Perla B., and Dahlia González. "A comparison of narrative skill in Spanish-English bilinguals and their functionally monolingual Spanish-speaking and English-only peers." International Journal of Bilingualism 23, no. 1 (2017): 329–48. http://dx.doi.org/10.1177/1367006917728391.

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Purpose: The Spanish and English narrative skills of young (mean age = 5.65 years) Spanish-English bilinguals were compared to functionally monolingual Spanish and English-only speakers’ narrative skills, respectively ( n = 63). Method: Spanish and English oral retellings, elicited at the beginning and end of the kindergarten year, were transcribed and coded in terms of discourse- (story structure complexity), semantic- (word diversity) and grammatical-level (lexical and grammatical errors, revisions) skills. Data and analysis: Repeated measures ANOVAs, with Time (beginning-, end-of-year) and

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