Готові списки джерел за темами / Namibian National Language Policy

Добірка наукової літератури з теми "Namibian National Language Policy"

Автор: Grafiati

Опубліковано: 15 вересня 2021

Оновлено: 14 лютого 2022

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Статті в журналах з теми "Namibian National Language Policy":

Woltersdorf, L., A. Jokisch, and T. Kluge. "Benefits of rainwater harvesting for gardening and implications for future policy in Namibia." Water Policy 16, no. 1 (October 14, 2013): 124–43. http://dx.doi.org/10.2166/wp.2013.061.

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Rainwater harvesting to irrigate small-scale gardens enhances food self-sufficiency to overcome rural poverty. So far rainwater harvesting is not encouraged by the Namibian National Water Supply and Sanitation Policy nor supported financially by the Namibian government. This study proposes two rainwater harvesting facilities to irrigate gardens; one collects rain from household roofs with tank storage, the second collects rain on a pond roof with pond storage. The aim of this paper is to assess the benefits of rainwater harvesting-based gardening and to propose policy and financing implications for the Namibian government. We investigate the benefits of rainwater harvesting through a literature review, a cost–benefit analysis, monitoring of project pilot plants and a comparison with the existing irrigation and drinking water infrastructure. The results indicate that rainwater harvesting offers numerous benefits in technological, economic, environmental and social terms. The facilities have a positive net present value under favourable circumstances. However, material investment costs pose a financing problem. We recommend that government fund the rainwater harvesting infrastructure and finance privately garden and operation and maintenance costs. Integrating these aspects into a national rainwater harvesting policy would create the conditions to achieve the benefits of an up-scale of rainwater harvesting based gardening in Namibia.

Baxter, Craig, William R. Beer, and James E. Jacob. "Language Policy and National Unity." Pacific Affairs 59, no. 2 (1986): 287. http://dx.doi.org/10.2307/2758942.

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XueMin Shen and TSENG TIEN FU. "Taiwan's Language Policy and National Language Education Status." Journal of Korean Language Education ll, no. 28 (December 2011): 269–94. http://dx.doi.org/10.17313/jkorle.2011..28.269.

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양명희 and Ge-Soon Moon. "Language Awareness and National Language Policy in Korea." Journal of Social Science 41, no. 3 (December 2015): 317–39. http://dx.doi.org/10.15820/khjss.2015.41.3.013.

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Selvaratnam, Viswanathan. "Malaysia: National Language Policy and Employability." International Higher Education, no. 96 (December 5, 2018): 16–18. http://dx.doi.org/10.6017/ihe.2019.96.10776.

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Malaysia’s public–private sector university graduates are facing an employment crisis and their employability rates “remain poor and unimproved.” The low graduate employability is primarily due to their poor command of English, weak professional competency, lack of critical communication, interpersonal, and leadership skills, and a lacklustre work attitude. The mismatch between demand and supply of high-quality human capital from local universities is hampering the country’s aspiration to be a developed nation by 2020. Unemployable graduates are absorbed into the highly bloated public service, while private sector companies are recruiting almost exclusively among returnees of top overseas English-medium universities.

AL–BATAL, MAHMOUD. "Arabic and National Language Educational Policy." Modern Language Journal 91, no. 2 (June 2007): 268–71. http://dx.doi.org/10.1111/j.1540-4781.2007.00543_10.x.

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Chandler, David P. "Report on a national language policy." Asian Studies Association of Australia. Review 9, no. 1 (July 1985): 34–36. http://dx.doi.org/10.1080/03147538508712376.

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Kar Sharma, Dr Jayanta. "National Education Policy 2020: Language Perspective." International Journal of Management Research and Social Science 8, no. 1 (February 23, 2020): 7–15. http://dx.doi.org/10.30726/ijmrss/v8.i1.2021.81003.

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Davis, Diana. "National policy on languages." Australian Review of Applied Linguistics 12, no. 1 (January 1, 1989): 18–35. http://dx.doi.org/10.1075/aral.12.1.02dav.

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Niipare, Alina Kakunde. "Preparing Namibian Student Teachers to Teach Literacy in Mother Tongue." African Journal of Teacher Education 8 (April 1, 2019): 25–52. http://dx.doi.org/10.21083/ajote.v8i0.4095.

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Scholars of language teaching agree that the development of initial literacy is best achieved when taught in the mother tongue. Namibia’s language policy for schools prescribes teaching using mother tongue or the predominant local language as a medium of instruction during the first three years of schooling. This study reports on a study of how Namibian lecturers prepare student teachers to teach literacy in mother tongue (Oshikwanyama and Oshindonga) dialects of Oshiwambo language. Data were collected through classroom observations, semi-structured interviews and document analysis. Content analysis was used to analyse the data. The main findings are that most of the lecturers were proficient in the languages in question and they fluently explained the literacy content in Oshikwanyama and Oshindonga. However, the preparation was constrained by a lack of prescribed books in the African languages. The study aims at filling a gap in the literature on how Namibian student teachers are prepared to teach literacy in mother tongue grounded within a sociocultural perspective.

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Дисертації з теми "Namibian National Language Policy":

Wolfaardt, Ddolores. "Facilitating learning: An investigation of the language policy of Namibian schools." University of the Western Cape, 2001. http://hdl.handle.net/11394/8452.

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Doctor Educationis
This research has sought to investigate the language policy of Namibian schools against the background of international literature on the advantages of mother tongue as medium of instruction during the initial years of school. The historical background of the formulation and implementation of the current policy is dealt with in Chapter 2. The theoretical aspects of language planning as explained in the literature will focus on aspects like the underlying principles for language planning. This chapter will furthermore discuss information regarding the status and the use of the mother tongue as medium of instruction in Namibia during the first three years of school. In Chapter 4 a literature review of Cummins's linguistic interdependence principle, as well as the different options or models for a bilingual language approach in education, is discussed in detail and compared to the Namibian situation to find the best possible model which could be adapted for Namibia. Chapter 5 investigates the results of a survey that has been conducted in Namibia to determine the level of English language proficiency of teachers. These findings are compared to find a relation between repetition rates of learners, Grade 10 examination results per region, as well as the teacher qualifications per region. Chapter 6 proposes a gradual bilingual language model for Namibia. First the rationale will be dealt with, followed by a detailed description of the model and how it is to be implemented. Chapters 7 and 8 deal with the research methodology that was undertaken in the form of a questionnaire and interviews with educationists regarding the use of the real medium of instruction, the perceptions of educationists on the language policy, and their proposals to change the language policy. Their perceptions of the proposed language model are discussed in order to identify ideas on how to streamline it. In Chapter 9 questions concerning the implications of implementing a bilingual language policy with regard to what is possible, practicable, and affordable will be dealt with. The last chapter, Chapter 10, will compare the current language policy, a policy proposed by NIED, and the model proposed here, before a number of recommendations are made.

Haingura, Paulinus. "A critical evaluation of the development of Rumanyo as a national language in Namibia." University of the Western Cape, 2017. http://hdl.handle.net/11394/6302.

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Philosophiae Doctor - PhD (Linguistics, Language and Communication)
Among others, the current study had been conceived due to the fact that, although Namibia is endowed with multiple languages, their development throughout the long colonial history, had been unequal. That is, some languages received more attention than others and some were hardly developed at all. After independence, Namibians had legitimate expectations that all their (different) languages would be developed equitably throughout all the regions, and among all ethnic groups or speech communities. In the post-apartheid era, however, Namibians have been subjected to a limited and unequal language and literacy development which encouraged me to conduct a research to critically evaluate the development of Rumanyo or lack of thereof. The focus of this study is on understanding the disparities in language and literacy development in Namibia with particular emphasis on ethno-regional disparities and what precipitates these inequalities. The reason for the emphasis on region and ethnicity in researching language and literacy development was due to Namibia's multi-ethnicity and the over-lapping of regions and ethnic groups.

Amirejibi-Mullen, Rusudan. "Language policy and national identity in Georgia." Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/2679.

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Language has been long recognised as a powerful marker of national identity, as has its role in transforming multi-ethnic societies into unified nations. Such is the case of multi-ethnic and multilingual Georgia, where language has today become a crucial factor in interethnic relations and in the Georgian nation-building process. This thesis sheds light on the nature of kartveloba (Georgianness) by examining Georgian language policy over the entire history of the nation. Despite the country’s long-standing civilisation and its established culture, Georgian statehood began to decline from the second half of the thirteenth century, until the country was eventually incorporated into the Russian empire at the beginning of the nineteenth century. Since then, there have been several attempts to instigate a ‘national revival’: 1) the cultural/linguistic movement of the nineteenth century, 2) the struggle to build a nation-state in 1918-1921, 3) the national liberation movement during the Soviet period (1921-1991), and 4) nation-state building in the post-Soviet period. All of these periods display common features with regard to language policy. After investigating language policy and identity developments in the pre-modern period, this thesis examines Georgia under Russian rule (both Tsarist and Soviet), which made the country vulnerable to ethnic conflicts, and tries to explain the violent outcomes. The thesis goes on to examine public debate of language and minority issues, as well as efforts to elaborate inclusive language and ethnic policies in contemporary Georgia. The main body of the thesis consists of six chapters. The first sets out the nature of the problem, the practical importance of this study, and its methods and structure. The second discusses the main concepts and theoretical considerations. The third traces the development of kartveloba before modern times. The fourth chapter examines the origin of modern national identity, whose main marker was the Georgian language. Chapter five analyses Soviet language policy in the wider context of the ethnic policy and analyses the nationalist aspirations of the Georgians in the twentieth century. Chapter six deals with official policies in the post-Soviet period, but also looks at language practice and attitudes among minority groups. Drawing on primary sources (such as government decrees, laws and other documents, media publications, social surveys and interviews), as well as secondary sources, it seeks to explain how Georgia has dealt with and reflected its multicultural character under different governments. It also investigates the role of language policy in the process of nation-building and makes proposals regarding ways that formulating language policy might help form civic society in Georgia.

Mensah, Henry Amo. "Language policy and practice in a multilingual classroom : managing linguistic diversity in a Namibian high school." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86615.

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Thesis (MA)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: This study examines the language policy and implementation outside and inside the classroom in a multilingual and multicultural international school. Specifically, it aims at giving an insight into how linguistic and cultural diversity is managed at Windhoek International School (WIS). It takes a specific interest in the kinds of language policy that determine which languages are used in education in a context where both teachers and learners are L1 speakers of a considerable number of different languages. The participants in this study are multilingual learners and teachers of WIS. The study uses data from the school records, a questionnaire, interviews and observation. The analysis of the data is descriptive, interpretive and explanatory. The findings of the study are that the language policy at WIS is articulated in such a manner that it encourages monolingual norms although the school’s community is multilingual. English is the MoI, used in official communication across the school and also as a language of communication with the school’s stakeholders. Other European languages, namely- French, German and Portuguese are officially taught as modern foreign languages. Significantly, none of the local Namibian languages are taught in the school. However, the school does not bar its learners and teachers from using their LotE especially outside of the classroom. The study also shows that the language ecology at WIS demonstrates a situation of polyglossia where English is on top of the language hierarchy. From the findings, it is suggested that since WIS recognises the multilingual and multicultural composition of its learners and teachers, its whole school policy should be looked at again to reflect current thinking in language-in-education policy. The policy should place emphasis on dynamic bilingualism by supporting and encouraging the teaching and learning of LotE, including local indigenous languages, as a means of scaffolding and as a means of bridging knowledge development in the school. However, for purposes of examination, the school should place emphasis on the extensive use of English to enable its learners to meet the requirements of external examiners.
AFRIKAANSE OPSOMMING: Hierdie studie bestudeer die taalbeleid en implementering daarvan binne en buite klaskamerverband, by ‘n veeltalige en multikulturele internasionale skool. Spesifiek, is die doel om insae te gee in hoe talige en kulturele diversiteit by Windhoek Internasionale Skool (WIS) hanteer word. Dit stel belang in die verskillende soorte taalbeleid wat bepaal watter tale in onderrig en leer gebruik word in ‘n konteks waar sowel die onderwysers as die leerders eerstetaalsprekers is van ‘n aansienlike aantal verskillende tale. Die deelnemers in hierdie studie is veeltalige leerders en onderwysers aan die WIS. Die studie gebruik data wat bekom is uit skoolrekords, vraelyste, onderhoude en deur waarneming. Die analise van die data word gedoen in die vorm van beskrywing, interpretasie en verduideliking. Die bevindinge van die studie hou in dat die taalbeleid aan die WIS so geartikuleer is dat dit eentalige norme ondersteun, alhoewel die gemeenskap wat deur die skool bedien word, veeltalig is. Engels is die medium van onderrig (MvO/MoI) aan die skool, word in amptelike kommunikasie binne die skool gebruik, en is ook die kommunikasietaal by alle belanghebbendes van die skool (ouers, borge, ens.). Ander Europese tale, naamlik Frans, Duits en Portugees, word as moderne vreemde tale binne die skool se leerplan aangebied. Heel opvallend, word geeneen van die plaaslike Namibiese tale in die skool aangebied nie. Ten spyte van hierdie taalreëlings word leerders en onderwysers van die skool nie beperk in die gebruik van ander tale as Engels (LotEs) nie, veral buite die klaskamers. Die studie toon aan dat die taalomgewing by WIS tekenend is van ‘n sg. poliglossiese gemeenskap waar Engels in die taalhiërargie bo-aan te staan kom. Die bevindinge suggereer dat die WIS, in die lig van hulle erkenning van die veeltalige en multikulturele samestelling van die leerders en onderwysers, sy skoolbeleid in die geheel behoort te heroorweeg, sodat dit belyn word met die mees resente denke oor taal-in-onderrig-beleid. Die beleid behoort op dinamiese tweetaligheid klem te lê deur die onderrig en leer van ander tale as Engels (LotEs), ook plaaslike inheemse tale, aan te moedig en te ondersteun. Dit moet so gedoen word dat dit as “steierwerk”kan dien in die oorbrugging wat nodig is vir leer deur medium van ‘n tweede of vreemde taal. Daarbenewens word aanbeveel dat die skool vir eksamineringsdoeleindes aandag skenk aan die uitgebreide gebruik van Engels, sodat leerders in staat is om aan die vereistes wat eksterne eksaminatore stel, te beantwoord.

Ngololo, E. N. (Elizabeth Ndeukumwa). "An evaluation of the implementation of ICT policy for education in rural Namibian schools." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24841.

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Many governments across the world have invested a lot of resources in information and communication technology (ICT) development with an aim to enhance teaching and learning using technology in schools. New educational ICT policy issues emerged and new patterns of ICT related practices are observable in education. This initiative has necessitated the development of National ICT Policies that will guide the implementation process in schools. Namibia has adopted the National ICT policy for Education in 2005 and the National ICT Policy Implementation Plan in 2006. Since the adoption no study was done to evaluate the implementation process, especially in rural schools where the teaching has been proven difficult. This study evaluates the implementation of the National ICT Policy for Education in Namibian rural junior secondary schools, especially in science classrooms. The thesis is a mixed methods study, undertaking survey and case studies. The study was conducted in the three educational regions, namely, Ohangwena; Oshana; and Oshikoto in Northern Namibia were 163 schools were sampled. The purpose of the study was to describe how ICT is being implemented in science classrooms and also explore factors that affect ICT implementation in rural schools. The study’s findings indicate that the rural schools in Namibia are in the initial phase of ICT implementation. ICT use and pedagogical use is low due to lack of professional development courses, pedagogical support and lack of ICT related resources. However, the few schools with high pedagogical use of ICT have shown an entrepreneurial leadership style and vision of the science teachers. The relational analysis suggests three main predictors of ICT implementation in rural schools. These findings were confirmed through case studies of successful schools. In addition, the findings were legitimised by the participants of the ICT use conference. The Kennisnet model (2009) was adopted and adapted as a conceptual framework for this study. The Howie model (2002) provided the frame within which the structure of input, process and outcome could be identified. The data was consistent with the adapted Kennisnet model (2009) and added five more constructs namely, entrepreneurial leadership, science curriculum goals, entrepreneurial science teachers’ vision, general use of ICT. The general use of ICT and attitudes of the science teachers influences the pedagogical use of ICT as added to the Howie model (2002). The results of this research suggest ways to improve the pedagogical use of ICT in rural schools; enable policymakers to make informed decision about resource allocation to the rural schools; and on teacher professional development in order to improve the current rural situation regarding ICT use.
Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted

Tang, Wing-yu Mary. "Language policies, national development and the role of English in post-colonial Malaysia, Singapore and Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2116177X.

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Fleming, Douglas. "Becoming Canadian : Punjabi ESL learners, national language policy and the Canadian language benchmarks." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31080.

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Drawing on the voices of Punjabi-speaking immigrants enrolled in a government-sponsored ESL program, this study sheds light on how a contemporary sample of adult ESL learners are constructing new national identities in the context of the challenges associated with coming to Canada. In particular, it traces how the common threads among their conceptions of citizenship compare to those embedded within national ESL assessment and curriculum documents and illuminates how these documents construct and position idealized conceptions of second language learners. As this study establishes in some detail, there are significant gaps between the principal national assessment and curriculum documents used in this context and the views expressed by the learners polled in this study. Based on this research, the author outlines the implications associated with second language citizenship education in terms of research priorities, national curriculum development, and pedagogical treatment options. In addition, three specific recommendations are made in regards to curriculum content: that citizenship content be made more explicit within our national curriculum and assessment documents; that this content emphasize positive representations of learners in our curriculum documents as being active and socially-integrated; and that this content be centered on the legalistic aspects of citizenship and avoid the use of singular normative cultural standards.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

Strode, Louise. "Language, cultural policy and national identity in France, 1989-97." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/7187.

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The French State, and political elites operating within it, have a long tradition of involvement in the production, management and even the control of language and culture. This has been - and remains - important in terms of the construction and definition of a State-led model of French identity. Against this background, the present thesis examines conceptions of French identity held by political elites, the agents of the State, in relation to language and cultural issues prominent on the policy-making agenda in the 1990s. The thesis specifically considers the possibility that elite visions of identity may be changing under the influence both of new approaches to French cultural policy-making introduced from the 1980s by the Socialists, and specifically the Ministry of Culture led by Jack Lang, and of a series of potentially destabilising challenges to French models of cultural policy and identity which have been debated in the 1990s. In order to examine these issues, the thesis takes three case studies, focusing on political debates in the public arena surrounding a number of language and cultural policy issues which have been perceived as symbols of French identity. The regulation and promotion of the French language, audiovisual broadcasting policy and the Internet are selected as case study areas, which reveal these perceptions, and point to anxieties about identity in the debates which surround them. Thus these debates are used as a means of reexamining contemporary elite perceptions of French identity. This examination is carried out through the close reading of contributions to the debates, made by political figures of significance in each case study area. The term 'political elites' is used in the sense of Pareto's definition (1935, in Parry, 1969, pp. 34,46) of the elite as a 'governing elite', composed of all political 'influentials', whether or not they act for the State, as part of a government, or indirectly as part of the wider polity, in opposition. The cases tudiesd emonstrateth at elite conceptions of identity in France of the 1990s, whilst disturbed by contemporary challenges to French cultural policy-making, did not change in any fundamental way. Instead, they illustrated a reversion to traditional, rigid conceptions of identity, rather than the welcoming of more dynamic and hybrid ones.

Torgersen, Dale G. "KTO I KUDA? Russia, language, and national identity." Thesis, Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/Dec/09Dec%5FTorgersen.pdf.

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Thesis (M.A. in Security Studies (Europe and Eurasia))--Naval Postgraduate School, December 2009.
Thesis Advisor(s): Tsypkin, Mikhail ; Keyser, Boris. "December 2009." Description based on title screen as viewed on January 27, 2010. Author(s) subject terms: Russian Language, Language Policy, Russification, Russia, Russian Federation, Soviet Union, Former Soviet Union, Identity, Nationalist, Nationalism, russkie, rossiianne, Baltic States, Ukraine, Georgia, Moldova, Pushkin, Lermontov, Tolstoy, Romanov Dynasty, Bolsheviks, Communist Party, Lenin, Stalin, Khrushchev, Brezhnev, Gorbachev, Yeltsin, Putin. Includes bibliographical references (p. 31-33). Also available in print.

Kientz, Eglantine. "Europeanization, language and national identity: the case of France." Thesis, Uppsala universitet, Teologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-194284.

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The purpose of this thesis was to determine the role of Europeanization, described as a convergence process, including the supremacy of EU law, as well as non-binding instruments, on French language policies from the adoption of the Treaty on European Union (1993) onwards, and its impact on the long-lasting relationship between language and identity in France. The study starts by investigating the development of nationalism in Europe in general and in France in particular. From a historical perspective, France is usually defined as a civic nation. Yet the French language became the most distinctive feature of national identity, with a view to bring about the cultural homogenization of all citizens, leading to the repression of regional languages. In the second half of the 20th century, the specter of globalization and Americanization influenced the development of protective language policies in France such as laws restricting foreign loanwords in French and banning the use of English in the public sphere. The most representative of these policies is the Toubon law (1994), which can also express the fear of European integration, bringing about the use of English, especially through the free movement of goods. After the signature (but no ratification) of the European Charter for Regional or Minority Languages from the Council of Europe in 1999, measures more in favour of regional languages were adopted in France, even if mostly symbolic. At the same time, the fight against English seemed to have subsided somewhat. In a broader framework, the vitality of a particular language always seems to be linked to cultural, political and economic power. The conclusion of the thesis shows that Europeanization was associated with globalization in the beginning of the 1990’s and that this process has gradually questioned the exclusive relationship between the French language and national identity. Yet it seems that today, the European Union is more conceived as a new arena in which France can build a positive identity for itself by being active on the international stage, and by defending multilingualism. If France seems to have gradually developed a more pluralistic view on language, mirroring the motto “United in diversity”, the European Union should still find a balance between unity and diversity and give a tangible content to the concept of multilingualism.

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Книги з теми "Namibian National Language Policy":

Namibia National Conference on the Implementation of the Language Policy for Schools (1992 Ongwediva Training Centre). Namibia National Conference on the Implementation of the Language Policy for Schools: Ongwediva Training Centre, 22-26 June 1992. Windhoek: Longman Namibia, 1993.

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Zaman, Mukhtar. Thoughts on national language policy. Islamabad: National Language Authority, 1985.

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Education, Australia Dept of. National policy on languages. Canberra: Australian Govt. Pub. Service, 1987.

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Bianco, Joseph Lo. National policy on languages. Canberra: Australian Govt. Pub. Service, 1987.

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Bianco, Joseph Lo. National policy on languages. Canberra: Australian Government Pub. Service, 1987.

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Wrigley, Heide Spruck. A national language policy for ESL. [Washington, DC]: National Clearinghouse for ESL Literacy Education, 1995.

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Ike, Ndubuisi J. Language and national development: The Nigerian experience. Abuja, [Nigeria]: Wilbest Educational Publishers, 1998.

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Richard, Mead. Malaysia's national language policy and the legal system. New Haven, Conn: Yale University Southeast Asian Studies, 1988.

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Hutt, Michael. Nepali, a national language and its literature. New Delhi: Sterling Publishers, 1988.

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Whiteley, Wilfred Howell. Swahili: The rise of a national language. Aldershot, Hampshire, England: Gregg Revivals, 1993.

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Частини книг з теми "Namibian National Language Policy":

Pawłusz, Emilia. "Language as an Object of National Passion: Reflections from Estonia." In Language Policy, 223–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52993-6_12.

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Eggington, William. "9. The roles and responsibilities of ESL teachers within National Language Policies." In Language Policy, 165. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/z.83.15egg.

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Baker, Fiona S. "National Pride and the New School Model: English Language Education in Abu Dhabi, UAE." In Language Policy, 279–300. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46778-8_16.

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Stephens, Lisa Patel. "Early Literacy Policy: National and Local Instantiations." In Language Planning and Policy: Issues in Language Planning and Literacy, edited by Anthony J. Liddicoat, 30–45. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781853599781-004.

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Langston, Keith, and Anita Peti-Stantić. "Croatian Language Policy at the National Level and the Regulation of Public Language." In Language Planning and National Identity in Croatia, 130–46. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137390608_6.

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Tuin, Dirk, and Gerard Westhoff. "The Task Force of the Dutch National Action Programme as an Instrument for Developing and Implementing Foreign-Language Policy." In Perspectives on Foreign Language Policy, 21. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/z.81.03tui.

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Ozolins, Uldis. "Chapter 3. Language Policy and Smaller National Languages: The Baltic States in the New Millennium." In Uniformity and Diversity in Language Policy, edited by Catrin Norrby and John Hajek, 37–52. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694478-007.

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Slaughter, Yvette. "Chapter 10. Bringing Asia to the Home Front: The Australian Experience of Asian Language Education through National Policy." In Uniformity and Diversity in Language Policy, edited by Catrin Norrby and John Hajek, 157–74. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694478-015.

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Wee, Lionel. "9. Language Policy in Singapore: Singlish, National Development and Globalization." In English and Development, edited by Elizabeth J. Erling and Philip Seargeant, 204–19. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781847699473-013.

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Boyd, Sally. "Chapter 2. Do National Languages Need Support and Protection in Legislation? The Case of Swedish as the ‘Principal Language’ of Sweden." In Uniformity and Diversity in Language Policy, edited by Catrin Norrby and John Hajek, 22–36. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694478-006.

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Тези доповідей конференцій з теми "Namibian National Language Policy":

Wuryanti, Sri. "INDONESIAN LANGUAGE NATIONAL EXAMINATION RESULTS FOR HIGH SCHOOL DEAF CHILDREN." In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2019. http://dx.doi.org/10.26499/iceap.v0i0.225.

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Fahmi, Royan Nur, Muawal Panji Handoko, and Kurniawan. "BIPA (Bahasa Indonesia bagi Penutur Asing/Indonesian as a Foreign Language) Policy as the Implementation of National Language Politics." In 1st International Conference on Folklore, Language, Education and Exhibition (ICOFLEX 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.053.

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Liu, Zehai. "Analysis on the Characteristics of the Relationship Between Language Education Policy and National Construction in Southeast Asian Countries." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.319.

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Wirza, Yanty. "Bahasa Indonesia, Ethnic Languages and English: Perceptions on Indonesian Language Policy and Planning." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-8.

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Language policy and planning in Indonesia have been geared toward strengthening the national language Bahasa Indonesia and the preserving of hundreds of ethnic languages to strengthen its citizens’ linguistic identity in the mid of the pervasive English influences especially to the young generations. The study examines perceptions regarding the competitive nature of Bahasa Indonesia, ethnic languages, and English in contemporary multilingual Indonesia. Utilizing text analysis from two social media Facebook and Whatsapp users who were highly experienced and qualified language teachers and lecturers, the study revealed that the posts demonstrated discussions over language policy issues regarding Bahasa Indonesia and the preservation of ethnic language as well as the concerns over the need for greater access and exposure of English that had been limited due to recent government policies. The users seemed highly cognizant of the importance of strengthening and preserving the national and ethnic languages, but were disappointed by the lack of consistency in the implementation of these. The users were also captivated by the purchasing power English has to offer for their students. The users perceived that the government’s decision to reduce English instructional hours in the curriculum were highly politically charged and counterproductive to the nation’s advancement.

Jugl, Sebastian, Aimalohi Okpeku, Brianna Costales, Earl Morris, Golnoosh Alipour-Harris, Juan Hincapie-Castillo, Nichole Stetten, et al. "A Mapping Literature Review of Medical Cannabis Clinical Outcomes and Quality of Evidence in Approved Conditions in the United States, from 2016 to 2019." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.25.

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Background: Medical cannabis is available to patients by physician order in two-thirds of the United States (U.S.) as of 2020, but remains classified as an illicit substance by federal law. States that permit medical cannabis ordered by a physician typically require a diagnosed medical condition that is considered qualifying by respective state law. Objectives: To identify and map the most recently (2016-2019) published clinical and scientific literature across approved conditions for medical cannabis, and to evaluate the quality of identified recent systematic reviews. Methods: Literature search was conducted from five databases (PubMed, Embase, Web of Science, Cochrane, and ClinicalTrials.gov), with expansion and update from the National Academies of Sciences, Engineering, and Medicine’s (NASEM) comprehensive evidence review through 2016 of the health effects of cannabis on several conditions. Following consultation with experts and stakeholders, 11 conditions were identified for evidence evaluation: amyotrophic lateral sclerosis (ALS), autism, cancer, chronic pain, Crohn’s disease, epilepsy, glaucoma, HIV/AIDS, multiple sclerosis (MS), Parkinson’s disease, and posttraumatic stress disorder (PTSD). The following exclusion criteria were imposed: preclinical focus, non-English language, abstracts only, editorials/commentary, case studies/series, and non-U.S. study setting. Data extracted from studies included: study design type, outcome, intervention, sample size, study setting, and reported effect size. Studies classified as systematic reviews with or without meta-analysis were graded using the AMSTAR-2 tool by two raters to evaluate the quality of evidence, with additional raters to resolve cases of evidence grade disagreement. Results: A total of 438 studies were included after screening. Five completed randomized controlled trials (RCTs) were identified, and an additional 11 trials were ongoing, and 1 terminated. Cancer, chronic pain, and epilepsy were the most researched topic areas, representing more than two-thirds of all reviewed studies. The quality of evidence assessment for each condition suggests that few high-quality systematic reviews are available for most conditions, with the exceptions of MS, epilepsy, and chronic pain. In those areas, findings on chronic pain are mostly in alignment with the previous literature, suggesting that cannabis or cannabinoids are potentially beneficial in treating chronic neuropathic pain. In epilepsy, findings suggest that cannabidiol is potentially effective in reducing seizures in pediatric patients with drug-resistant Dravet and Lennox-Gastaut syndromes. In MS, recent high-quality systematic reviews did not include new RCTs, and are therefore not substantially expanding the evidence base. In sum, the most recent clinical evidence suggests that for most of the conditions assessed, we identified few studies of substantial rigor and quality to contribute to the evidence base. However, there are some conditions for which significant evidence suggests that select dosage forms and routes of administration likely have favorable risk-benefit ratios (i.e., epilepsy and chronic pain), with the higher quality of evidence for epilepsy driven by FDA-approved formulations for cannabis-based seizure treatments. Conclusion: The body of evidence for medical cannabis requires more rigorous evaluation before consideration as a treatment option for many conditions and evidence necessary to inform policy and treatment guidelines is currently insufficient for many conditions.