An International Perspective on Language Policies, Practices and Proficiencies
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Learn Thai Language in Malaysia
Learn thai language in malaysia Continue Learning in Japan - Shinjuku Japan Language Research Institute in Japan Briefing Workshop is back. This time we are with Shinjuku of the Japanese Language Institute (SNG) to give a briefing for our students, on learning Japanese in Japan.You will not only learn the language, but you will ... Or nearby, the Thailand- Malaysia border. Almost one million Thai Muslims live in this subregion, which is a belief, and learn how, to grow other (besides rice) crops for which there is a good market; Thai, this term literally means visitor, ASEAN identity, are we there yet? Poll by Thai Tertiary Students ' Sociolinguistic. Views on the ASEAN community. Nussara Waddsorn. The Assumption University usually introduces and offers as a mandatory optional or free optional foreign language course in the state-higher Japanese, German, Spanish and Thai languages of Malaysia. In what part students find it easy or difficult to learn, taking Mandarin READING HABITS AND ATTITUDES OF THAI L2 STUDENTS from MICHAEL JOHN STRAUSS, presented partly to meet the requirements for the degree MASTER OF ARTS (TESOL) I was able to learn Thai with Sukothai, where you can learn a lot about the deep history of Thailand and culture. Be sure to read the guide and learn a little about the story before you go. Also consider visiting neighboring countries like Cambodia, Vietnam and Malaysia. Air LANGUAGE: Thai, English, Bangkok TYPE OF GOVERNMENT: Constitutional Monarchy CURRENCY: Bath (THB) TIME ZONE: GMT No 7 Thailand invites you to escape into a world of exotic enchantment and excitement, from the Malaysian peninsula. -
DOCUMENT RESUME AUTHOR Noss, Richard B
DOCUMENT RESUME ED 420 989 FL 024 714 AUTHOR Noss, Richard B.; Gonzalez, Andrew, Ed.; Sibayan, Bonifacio P , Ed TITLE Language in Schools. Monograph No. 41. INSTITUTION Linguistic Society of the Philippines, Manila. PUB DATE 1996-00-00 NOTE 501p. PUB TYPE Books (010) Reports Research (143) EDRS PRICE MF02/PC21 Plus Postage. DESCRIPTORS Bilingual Education; *Classroom Communication; Classroom Techniques; Communicative Competence (Languages); Curriculum Design; Elementary Secondary Education; Foreign Countries; Language Acquisition; *Language of Instruction; Language Research; *Language Role; Language Tests; *Language Variation; Linguistic Theory; Reading Skills; Second Language Instruction; Second Language Learning; Study Skills; Teaching Methods; Testing; Writing Skills ABSTRACT This monograph attempts to integrate experience and research findings in several related disciplines and bring them to bear on the problem of how to make language programs schools simultaneously accommodate the needs of both the language curriculum and the general curriculum. It addresses four issues:(1) how specific languages, in all their varieties, are typically used to convey general information through various r;poken and written channels to children in schools, and how they are susceptible to change;(2) how students' language proficiency, as indilriduals and as groups, affect acquisition of other knowledge and skills, and vice versa, in a typical school;(3) options available to language specialists in relating the monolingual, bilingual, or multilingual curriculum to language syllabi, tests, and instructional sequences in language courses; and (4)in cases where choice of language media and language subjects has not ben dictated by educational policy, or is otherwise subject to change, what the most important considerations are in determining the kind of language to be used for each type and level of instruction, in both language and general curriculum. -
Mother Tongue-Based Multilingual Education
Urak Lawoi’ Shan M Phuan Kaduo Tonga Tai Nüa Mon Laopang Kaco’ u Tai Ya Ilocano Akeu Yoy Yong Yoy Kang Bo Nyeu Suoy Chepya Inabaknon l Kasseng Somray Palaung, Pale Tareng Jeng t Kataang Wa, Parauk C Jeh Hanunoo i Kuy Maleng Hung Iu Mien Akha Ibaloi l Aheu Stieng, Bulo r Hmong Njua Puoc Talieng Hiligaynon Tai Laing i Nyaw Khlor Kraol e The Capiznon Wewaw n Akeu Hani Samtao Tai Nüa Sapuan Jehai Ugong Saek y a Inonhan Iraya Bikol Riang Sa’och lit Pu Ko Rohingya Tavoyan g Iu Mien a Con Tai Dam u Bisu t Agta, Alabat Island Samtao Taman u q Khmu Tai Pao Nusu Tampuan E i Rawang Taungyo Kintaq r Lahu Shi Cebuano Itawit Naga Tai Mène Chut Khua v Prai Agta, Dicamay Palaung Rakhine a e Moken Atta, Faire Isnag Pyen Mon Khmu d Lü Lua’ i Phana’ Agutaynen Mru l Phu Thai n Akha Alak Tai Loi t Tay Khang Lisu Lhao Vo i Jarai Salang s Mal e Mlabri Brao y Kalinga, Southern Arem O’du Oy Arta In Lashi Shan m Prai G Lisu Giangan clu Lahu Khün Khuen Ir Ong Agta, Casiguran Dumagat Akha s Blang Chong Phunoi iv Yinbaw Lahu Shi Ifugao, Batad Isinai e Kim Mun Laven Sila Alangan Chin, Matu Yinchia Kuy Nung Phuan Lahu Shi s Pacoh Rien Agta, Dupaninan Iranun Blang o Sô Tai Dam Lave Sou Ilongot Moken c Kayah Kensiu I-wak Batuley Chak Anal Bit Ngeq Hpon i Khamti Aheu Tai Long Kiorr Kuan Baybayanon Basap e Mok Mal Pear Chin t Kayaw Tai Dón Mlabri Adasen Drung Khün Khün Lamet Phu Thai Sok Ifugao, Amganad Ibanag Benyadu’ Baras Kanan Jingpho ie Wa Intha Nyahkur Saek Lahu Lü Agta, Mt. -
A Phylogenetic Approach to Comparative Linguistics: a Test Study Using the Languages of Borneo
Hirzi Luqman 1st September 2010 A Phylogenetic Approach to Comparative Linguistics: a Test Study using the Languages of Borneo Abstract The conceptual parallels between linguistic and biological evolution are striking; languages, like genes are subject to mutation, replication, inheritance and selection. In this study, we explore the possibility of applying phylogenetic techniques established in biology to linguistic data. Three common phylogenetic reconstruction methods are tested: (1) distance-based network reconstruction, (2) maximum parsimony and (3) Bayesian inference. We use network analysis as a preliminary test to inspect degree of horizontal transmission prior to the use of the other methods. We test each method for applicability and accuracy, and compare their results with those from traditional classification. We find that the maximum parsimony and Bayesian inference methods are both very powerful and accurate in their phylogeny reconstruction. The maximum parsimony method recovered 8 out of a possible 13 clades identically, while the Bayesian inference recovered 7 out of 13. This match improved when we considered only fully resolved clades for the traditional classification, with maximum parsimony scoring 8 out of 9 possible matches, and Bayesian 7 out of 9 matches. Introduction different dialects and languages. And just as phylogenetic inference may be muddied by horizontal transmission, so “The formation of different languages and of distinct too may borrowing and imposition cloud true linguistic species, and the proofs that both have been developed relations. These fundamental similarities in biological and through a gradual process, are curiously parallel... We find language evolution are obvious, but do they imply that tools in distinct languages striking homologies due to community and methods developed in one field are truly transferable to of descent, and analogies due to a similar process of the other? Or are they merely clever and coincidental formation.. -
Languages of Southeast Asia
Jiarong Horpa Zhaba Amdo Tibetan Guiqiong Queyu Horpa Wu Chinese Central Tibetan Khams Tibetan Muya Huizhou Chinese Eastern Xiangxi Miao Yidu LuobaLanguages of Southeast Asia Northern Tujia Bogaer Luoba Ersu Yidu Luoba Tibetan Mandarin Chinese Digaro-Mishmi Northern Pumi Yidu LuobaDarang Deng Namuyi Bogaer Luoba Geman Deng Shixing Hmong Njua Eastern Xiangxi Miao Tibetan Idu-Mishmi Idu-Mishmi Nuosu Tibetan Tshangla Hmong Njua Miju-Mishmi Drung Tawan Monba Wunai Bunu Adi Khamti Southern Pumi Large Flowery Miao Dzongkha Kurtokha Dzalakha Phake Wunai Bunu Ta w an g M o np a Gelao Wunai Bunu Gan Chinese Bumthangkha Lama Nung Wusa Nasu Wunai Bunu Norra Wusa Nasu Xiang Chinese Chug Nung Wunai Bunu Chocangacakha Dakpakha Khamti Min Bei Chinese Nupbikha Lish Kachari Ta se N a ga Naxi Hmong Njua Brokpake Nisi Khamti Nung Large Flowery Miao Nyenkha Chalikha Sartang Lisu Nung Lisu Southern Pumi Kalaktang Monpa Apatani Khamti Ta se N a ga Wusa Nasu Adap Tshangla Nocte Naga Ayi Nung Khengkha Rawang Gongduk Tshangla Sherdukpen Nocte Naga Lisu Large Flowery Miao Northern Dong Khamti Lipo Wusa NasuWhite Miao Nepali Nepali Lhao Vo Deori Luopohe Miao Ge Southern Pumi White Miao Nepali Konyak Naga Nusu Gelao GelaoNorthern Guiyang MiaoLuopohe Miao Bodo Kachari White Miao Khamti Lipo Lipo Northern Qiandong Miao White Miao Gelao Hmong Njua Eastern Qiandong Miao Phom Naga Khamti Zauzou Lipo Large Flowery Miao Ge Northern Rengma Naga Chang Naga Wusa Nasu Wunai Bunu Assamese Southern Guiyang Miao Southern Rengma Naga Khamti Ta i N u a Wusa Nasu Northern Huishui -
Conference Bulletin
CONFERENCE BULLETIN International Conference on Language Development, Language Revitalization and Multilingual Education in Ethnolinguistic Communities 1-3 July, 2008 Bangkok, Thailand -1- CONFERENCE BULLETIN International Conference on Language Development, Language Revitalization and Multilingual Education in Ethnolinguistic Communities 1-3 July 2008 Bangkok, Thailand Printed by: Institute of Language and Culture for Rural Development Mahidol University ISBN: 978-974-8349-47-3 Printed at: Threelada Limited Partnership, Bangkok Tel. (662)462 0303 -2- PREFACE Since the 1st International Conference on Language Development, Language Revitalization and Multilingual Education in 2003,1 increasing numbers of ethnolinguistic communities, NGOs, universities and governments in Asia and the Pacific have expressed interest in and /or begun implementing mother tongue-based multilingual education (MT-based MLE) programs for children and adults who do not speak or understand the language used in mainstream education. That trend now seems to be growing in Africa as well. Also during that time, there as been an increase in the number of efforts in many parts of the world to document, revitalize and sustain the heritage languages and cultures of non-dominant language communities through language development (LD) and language revitalization (LR) programs. In spite of these efforts, the purposes and benefits of language development, language revitalization and multilingual education are still not widely understood or accepted. Many LD, LR and MT-based MLE efforts remain quite weak and do not build on what has been learned through research and practice around the world. Clearly, more awareness-raising and advocacy are still needed. Also needed is more information about what works and what does not work in planning, implementing and sustaining strong LD, LR and MT-based MLE programs. -
Sociolinguistics and Language Education
Sociolinguistics and Language Education 1790.indb i 5/13/2010 3:43:18 PM NEW PERSPECTIVES ON LANGUAGE AND EDUCATION Series Editor: Professor Viv Edwards, University of Reading, Reading, Great Britain Series Advisor: Professor Allan Luke, Queensland University of Technology, Brisbane, Australia Two decades of research and development in language and literacy education have yielded a broad, multidisciplinary focus. Yet education systems face constant economic and technological change, with attendant issues of identity and power, community and culture. This series will feature critical and interpretive, disciplinary and multidisciplinary perspectives on teaching and learning, language and literacy in new times. Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com, or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol BS1 2AW, UK. 1790.indb ii 5/13/2010 3:43:19 PM NEW PERSPECTIVES ON LANGUAGE AND EDUCATION Series Editor: Professor Viv Edwards Sociolinguistics and Language Education Edited by Nancy H. Hornberger and Sandra Lee McKay MULTILINGUAL MATTERS Bristol • Buffalo • Toronto 1790.indb iii 5/13/2010 3:43:19 PM Library of Congress Cataloging in Publication Data A catalog record for this book is available from the Library of Congress. Sociolinguistics and Language Education/Edited by Nancy H. Hornberger and Sandra Lee McKay. New Perspectives on Language and Education: 18 Includes bibliographical references and index. 1. Sociolinguistics. 2. Language and education. 3. Language and culture. I. Hornberger, Nancy H. II. McKay, Sandra. P40.S784 2010 306.44–dc22 2010018315 British Library Cataloguing in Publication Data A catalogue entry for this book is available from the British Library. -
The Murut Tahol Culture in Sabah: the Historical Journey and Challenges
Asian Culture and History; Vol. 8, No. 2; 2016 ISSN 1916-9655 E-ISSN 1916-9663 Published by Canadian Center of Science and Education The Murut Tahol Culture in Sabah: The Historical Journey and Challenges Abd. Hakim Mohad1, Sarjit S Gill2, A. T. Talib3 & Puvaneswaran Kunasekaran4 1 Advanced Language and Knowledge Center, Universiti Sabah Malaysia 2 Department of Social and Developmental Sciences, Universiti Putra Malaysia 3 Department of Governance and Civilization, Universiti Putra Malaysia 4 Institute of Agricultural and Food Policy Studies, Universiti Putra Malaysia Correspondence: Abd. Hakim Mohad, Advanced Language and Knowledge Center, Universiti Sabah Malaysia Sabah, Malaysia. Tel: 60-8832-5265. E-mail: [email protected] Received: April 13, 2016 Accepted: April 25, 2016 Online Published: August 25, 2016 doi:10.5539/ach.v8n2p106 URL: http://dx.doi.org/10.5539/ach.v8n2p106 Abstract The Murut Tahol community is one of the few well conserved indigenous groups in Sabah. This community is known for being a community that has its own distinctive identity. Although they were ruled by various administrations like the British North Borneo Charted Company (BNBCC) since 1881 till 1941, the Japanese Ruling (1946-1962), the era of post-independence since 1963; they are still holding adamantly to their traditional culture. The arrival of religious influences like Christianity started since the 1950s also did not distance themselves with their community’s culture. Therefore, this has proven the ability of the Murut Tahol community to ensure their traditional cultures are preserved. Research that has been done on the Murut Tahol community in Kampung Alutok, Ulu Tomani, shows that the community is making adaptations to its culture so that it can be on par with the religion they have adopted and that it is well-suited with the passing of time. -
An Introduction to Sociolinguistics LEARNING ABOUT LANGUAGE
An Introduction to Sociolinguistics LEARNING ABOUT LANGUAGE General Editors: Geoffrey Leech & Mick Short, Lancaster University Already published: Analysing Sentences (2nd edition) Noel Burton-Roberts Words and Their Meaning Howard Jackson An Introduction to Phonology Francis Katamba Grammar and Meaning Howard Jackson Realms of Meaning: An Introduction to Semantics Th. R. Hofmann An Introduction to Psycholinguistics Danny D. Steinberg An Introduction to Spoken Interaction Anna-Brita Stenström Watching English Change Laurie Bauer Meaning in Interaction: An Introduction to Pragmatics Jenny Thomas An Introduction to Cognitive Linguistics Friedrich Ungerer and Hans-Jörg Schmid Exploring the Language of Poems, Plays and Prose Mick Short Contemporary Linguistics: An Introduction William O’Grady, Michael Dobrovolsky and Francis Katamba Analysing Sentences Noel Burton-Roberts An Introduction to Natural Language Processing Through Prolog Clive Matthews An Introduction to Child Language Development Susan Foster-Cohen The Sounds of Language: An Introduction to Phonetics Henry Rogers An Introduction to Foreign Language Learning and Teaching Keith Johnson An Introduction to Sociolinguistics (4th edition) Janet Holmes An Introduction to Sociolinguistics Fourth Edition JANET HOLMES First published 1992 by Pearson Education Limited Second edition published 2001 Third edition published 2008 Fourth edition published 2013 Published 2013 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY 10017, USA Routledge is an imprint of the Taylor & Francis Group, an informa business Copyright © 1992, 2001, 2008, 2013, Taylor & Francis. The right of Janet Holmes to be identified as author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. -
= Genesis = = 2 Chronicles = = Daniel = = Exodus
Word of GOD - Book Names translation [Tanach’ <in Hebrew> = Old Testament [Covenant‘ = תנ״ך <in handwriting> <in type> <translation> <in handwriting> <in type> <translation> <in handwriting> <in type> <translation> = Genesis = = 2 Chronicles = = Daniel = = Exodus = = Ezra = = Hosea = = Leviticus = = Nehemiah = = Joel = = Numbers = = Esther = = Amos = = Deuteronomy = = Job = = Obadiah = = Joshua = = Psalms = = Jonah = = Judges = = Proverbs = = Micah = = Ruth = = Ecclesiastes = = Nahum = = 1 Samuel = = Song of Songs = = Habakkuk = = 2 Samuel = = Isaiah = = Zephaniah = = 1 Kings = = Jeremiah = = Haggai = = 2 Kings = = Lamentations = = Zechariah = = 1 Chronicles = = Ezekiel = = Malachi = <HaBreet HaChadasha’ <in Hebrew> = New Testament [Covenant] = της καινης διαθηκης <in Greek‘ הברית החדשׁשׁה <in handwriting> <in type> <translation> <in handwriting> <in type> <translation> <in handwriting> <in type> <translation> = Matthew = = Colossians = = 1 John = = Mark = = 1 Thessalonians = = 2 John = = Luke = = 2 Thessalonians = = 3 John = = John = = 1 Timothy = = Jude = = Acts = = 2 Timothy = = Revelation = = Romans = = Titus = https://www.faithcomesbyhearing.com/ = 1 Corinthians = = Philemon = https://www.bible.com/ = 2 Corinthians = = Hebrews = Read online: https://www2.bible.com/bible/402/MAT.1.bm (West Malaysia: Baba Malay, Batek, Chitty Malay, Cheq Wong, Duano’, Jah Hut, Jahai, Jakun, Kedah Malay, Kelantan-Pattani Malay, Online Audio & Kenaboi, Kensiu, Kintaq, Kristang, Lanoh, Mah Meri, Minriq, Mintil, = Galatians = = James = https://live.bible.is/bible/ZLMTMV/Mos, -
Language Museums of the World
Language museums of the world Edited by Ottar Grepstad Language museums of the world Institutions, websites, memorials Edited by Ottar Grepstad Centre for Norwegian Language and Literature Ørsta 2018 1 © 2018 Ottar Grepstad and Centre for Norwegian Language and Literature Last update 4 February 2018 Published at www.aasentunet.no 10 March 2018 Front page Inscription in 34 languages on a glass wall in the Ivar Aasen Centre, Ørsta, Norway (photo Ivar Aasen Centre). An inaccurate transcription of the texts: 1 Fulfulde (woodi ujuneeje bolle) 1–2 English (there are thousands of languages) 2 Estonian (maailmas on tuhandeid keeli) 3 Mandarin (shiejie shang you shuqianzhong yuyan) Irish Gaelic (tá mílte teanga ánn) 4 Italian (di lingue ce ne sono a migliaia) 4–5 Portuguese (há milhares de línguas) 5 Noregian Nynorsk (det finst tusenvis av sprsk) 5–6 Polish (jest kilka tysiecy jezyków) 6 Arabic (hunaak aalaaf allughaat) 7 Latin (linguarum sunt milia complura) 7–8 Bosnian, Croatian, Serbian (na svijetu ima nekoliko tisuca) 8–9 Spanish (hay millares de lenguas) 9 Shona (kune zviuru nezviuru zvemitauro) 10 Bulgarian (ima njakolko hiljadi ezika) 10–11 Turkic (binlerce dil vardir) 11 Finnish (kielis on useita tuhansia) 11–12 Icelandic (þađ eru til mörg þusund tungumál) 12 Armenian 13 Hindi (hazaaron bhaashaaen hain) Welsh (y mae miloedd o ieithoedd) 14 Russian (susjtsjestvujet neskol'ko tysiatsj jazykov) 14–15 French (il existe des milliers de langues) 15 Urdu (hazaaron zabaanen hain) 16 German (es gibt mehrere tausend sprachen) 16–17 Afrikaans (daar -
Evaluating Language Statistics: the Ethnologue and Beyond a Report Prepared for the UNESCO Institute for Statistics
Evaluating Language Statistics: The Ethnologue and Beyond A report prepared for the UNESCO Institute for Statistics John C. Paolillo School of Informatics, Indiana University Assisted by Anupam Das Department of Linguistics, Indiana University March 31, 2006 0. Introduction How many languages are there in the world? In a region or a particular country? How many speakers does a given language have? Are there more speakers of English or Mandarin? How are the numbers of these speakers changing, in the world, in a country or on the Internet? Linguists are often asked questions such as these, whether by members of other disciplines, lay-people, or policy makers. Yet despite the interest in and obvious importance of these questions, they are not easy questions to answer, and there are few sources one can turn to for definitive answers. Since the early 1990s, new awareness of a number of language-related issues have foregrounded the need for good answers to these questions. On the one hand, there is the economic trend of globalization, which requires people from a variety of different countries, ethnicities, cultures and language backgrounds to communicate with one another. Globalization has been accompanied by claims about the economic importance of one language vis-a-vis another, and the importance of specific languages in global communication functions or for scientific and cultural exchange. Such discussions have led to re-evaluations of the status of many languages in a range of contexts, such as the role of English globally and in the European Union, and the role of Mandarin Chinese in the Pacific Rim and on the Internet.