POWER LANGUAGE INDEX Which Are the World’S Most in Uential Languages?
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Trilingual of Preschool Education in Kazakhstan
Available online at http://www.journalijdr.com ISSN: 2230-9926 International Journal of Development Research Vol. 07, Issue, 09, pp.15379-15384, September, 2017 ORIGINAL RESEARCH ARTICLE ORIGINAL RESEARCH ARTICLE OPEN ACCESS TRILINGUAL OF PRESCHOOL EDUCATION IN KAZAKHSTAN *,1Aigul Medeshova and 2Gulnar Bakytzhanova 1 Department of Computer Science,2 Makhambet Utemisov West Kazakhstan State University, Uralsk, Kazakhstan ARTICLE INFO ABSTRACTNazarbayev University, Astana, Kazakhstan Article History: In the article the problem of trilingual in preschool organization is considered. Trilingual is the Received 24th June, 2017 development of time. The teaching of trilingual is, to date, an urgent need and an opportunity for Received in revised form the young generation to learn about their abilities for free entry into the world educational spaces. 08th July, 2017 The study of trilingual from preschool age becomes a requirement of today. Accepted 29th August, 2017 Published online 30th September, 2017 Keywords: “preschool education in Kazakhstan”, “early childhood education in Kazakhstan”, “trilingual policy in Kazakhstan”, “language policy in Kazakhstan”, “multilingual in Kazakhstan”, “early childhood education and care”. *Corresponding author Copyright ©2017, Aigul Medeshova and Gulnar Bakytzhanova. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Citation: Aigul Medeshova and -
WO/GA/24/4 REV.: Use of Portuguese As a Working Language of WIPO
E WO/GA/24/4 Rev. ORIGINAL: English WIPO DATE: July 19, 1999 WORLD INTELLECTUAL PROPERTY ORGANIZATION WIPO GENERAL ASSEMBLY Twenty-Fourth (14th Ordinary) Session Geneva, September 20 to 29, 1999 USE OF PORTUGUESE AS A WORKING LANGUAGE OF WIPO Document prepared by the International Bureau 1. In two letters dated November 11, 1998, and January 25, 1999, the President of Portugal’s National Institute of Industrial Property (INPI), writing in the name of the seven countries whose official language is Portuguese, requested the Director General of WIPO to include, on the agenda of the next session of the WIPO General Assembly, consideration of the possibility of adopting Portuguese as a working language of WIPO. 2. In support of this request, the President of INPI stated that Portuguese is the fifth most widely spoken language in the world, being spoken by 200 million people, that all seven Portuguese–speaking countries are now party to the WIPO Convention and the main treaties administered by WIPO and that the majority of Portuguese speakers are nationals of developing countries. He also noted that the use of Portuguese as a working language of WIPO would reinforce and enhance the participation of Portuguese speaking countries in the development activities conducted by WIPO for their benefit and would reflect the new dynamic spirit of WIPO’s cooperation for development program. 3. It is recalled that Article 6(2)(vii) of the Convention Establishing the World Intellectual Property Organization provides that the General Assembly shall “determine the working languages of the Secretariat, taking into consideration the practice of the United Nations.” WO/GA/24/4 Rev. -
Working in a Foreign Language
Master in Learning and Communication in Multilingual and Multicultural Contexts WORKING IN A FOREIGN LANGUAGE: Case study of employees’ perceptions in a Luxembourg-based multinational company using English as a lingua franca Supervisor: Prof. Dr. Ingrid de Saint-Georges Master Thesis submitted by: Yelena Radley Luxembourg June 2016 Abstracts With the globalisation of business and diversification of the workforce, an increasing number of companies implement a corporate language policy based on the use of a lingua franca, often English. Thus more and more people face the challenges of simultaneous socialisation into a new corporate and linguistic environment, and of re-inventing themselves as competent articulate professionals through the medium of a foreign language. While a number of studies have concentrated on the management angle of corporate communication, fewer seem to focus on the language-related experiences of the employees in a multinational company. Adopting a sociolinguistic approach, this study seeks to explore the implications of working in a foreign language through the perceptions of a sample of employees at a multinational IT company based in Luxembourg and using English as a lingua franca. The qualitative content analysis of the data obtained in the course of 6 semi-structured interviews provides insights into the ways the employees construct and negotiate their daily linguistic reality. The study examines their attitudes to working in a foreign language (English as a lingua franca or other language) and outlines the perceived benefits, challenges and coping strategies. Special attention is paid to discourses linking language to power and professionalism. The adaptation to professional functioning in a foreign language is presented as a continuum, tracing the journey from overcoming initial challenges to achieving ‘linguistic well-being’. -
Selected Works of Chokan Valikhanov Selected Works of Chokan Valikhanov
SELECTED WORKS OF CHOKAN VALIKHANOV CHOKAN OF WORKS SELECTED SELECTED WORKS OF CHOKAN VALIKHANOV Pioneering Ethnographer and Historian of the Great Steppe When Chokan Valikhanov died of tuberculosis in 1865, aged only 29, the Russian academician Nikolai Veselovsky described his short life as ‘a meteor flashing across the field of oriental studies’. Set against his remarkable output of official reports, articles and research into the history, culture and ethnology of Central Asia, and more important, his Kazakh people, it remains an entirely appropriate accolade. Born in 1835 into a wealthy and powerful Kazakh clan, he was one of the first ‘people of the steppe’ to receive a Russian education and military training. Soon after graduating from Siberian Cadet Corps at Omsk, he was taking part in reconnaissance missions deep into regions of Central Asia that had seldom been visited by outsiders. His famous mission to Kashgar in Chinese Turkestan, which began in June 1858 and lasted for more than a year, saw him in disguise as a Tashkent mer- chant, risking his life to gather vital information not just on current events, but also on the ethnic make-up, geography, flora and fauna of this unknown region. Journeys to Kuldzha, to Issyk-Kol and to other remote and unmapped places quickly established his reputation, even though he al- ways remained inorodets – an outsider to the Russian establishment. Nonetheless, he was elected to membership of the Imperial Russian Geographical Society and spent time in St Petersburg, where he was given a private audience by the Tsar. Wherever he went he made his mark, striking up strong and lasting friendships with the likes of the great Russian explorer and geographer Pyotr Petrovich Semyonov-Tian-Shansky and the writer Fyodor Dostoyevsky. -
On the Influence of Turkic Languages on Kalmyk Vocabulary
Asian Social Science; Vol. 11, No. 6; 2015 ISSN 1911-2017 E-ISSN 1911-2025 Published by Canadian Center of Science and Education On the Influence of Turkic Languages on Kalmyk Vocabulary Valentin Ivanovich Rassadin1 & Svetlana Menkenovna Trofimova1 1 Kalmyk state University, Department of Russian language and General linguistics, Elista, Republic of Kalmykia, Russian Federation Correspondence: Valentin Ivanovich Rassadin, Kalmyk state University, Department of Russian language and General linguistics, Pushkin street, 11, Elista, 358000, Republic of Kalmykia, Russian Federation. E-mail: [email protected] Received: October 30, 2014 Accepted: December 1, 2014 Online Published: February 25, 2015 doi:10.5539/ass.v11n6p192 URL: http://dx.doi.org/10.5539/ass.v11n6p192 Abstract The article covers the development and enrichment of vocabulary in the Kalmyk language and its dialects influenced by Turkic languages from ancient times when there were a hypothetical so called Altaic linguistic community in the period of general Mongolian linguistic condition and general Oirat condition. After Kalmyks moved to Volga, they already had an independent Kalmyk language. The research showed how the Kalmyk language was influenced by the ancient Turkic language, the Uigur language and the Kirghiz language, and also by the Kazakh language and the Nogai language (the Qypchaq group). Keywords: Kalmyk language vocabulary, vocabulary development, Altaic linguistic community, general Mongolian vocabulary, ancient Turkic loanwords, general Kalmyk vocabulary, Turkic loanwords in Derbet dialect, Turkic loanwords in Torgut dialect, Turkic loanwords in the Sart-Kalmyk language 1. Introduction As it is known, Turkic and Mongolian languages together with Tungus-Manchurian languages have long been considered kindred and united into one so called group of “Altaic languages”. -
Localizing Into Chinese: the Two Most Common Questions White Paper Answered
Localizing into Chinese: the two most common questions White Paper answered Different writing systems, a variety of languages and dialects, political and cultural sensitivities and, of course, the ever-evolving nature of language itself. ALPHA CRC LTD It’s no wonder that localizing in Chinese can seem complicated to the uninitiated. St Andrew’s House For a start, there is no single “Chinese” language to localize into. St Andrew’s Road Cambridge CB4 1DL United Kingdom Most Westerners referring to the Chinese language probably mean Mandarin; but @alpha_crc you should definitely not assume this as the de facto language for all audiences both within and outside mainland China. alphacrc.com To clear up any confusion, we talked to our regional language experts to find out the most definitive and useful answers to two of the most commonly asked questions when localizing into Chinese. 1. What’s the difference between Simplified Chinese and Traditional Chinese? 2. Does localizing into “Chinese” mean localizing into Mandarin, Cantonese or both? Actually, these are really pertinent questions because they get to the heart of some of the linguistic, political and cultural complexities that need to be taken into account when localizing for this region. Because of the important nature of these issues, we’ve gone a little more in depth than some of the articles on related themes elsewhere on the internet. We think you’ll find the answers a useful starting point for any considerations about localizing for the Chinese-language market. And, taking in linguistic nuances and cultural history, we hope you’ll find them an interesting read too. -
Top 100 Languages by Total Number of Native Speakers in 2007 Rank
This is a service by the Basel Institute of Commons and Economics. Browse more rankings on: http://commons.ch/world-rankings/ Top 100 languages by total number of native speakers in 2007 Number of Country with most Share of world rank country speakers in native speakers population millions 1. Mandarin Chinese 935 10.14% China 2. Spanish 415 5.85% Mexico 3. English 395 5.52% USA 4. Hindi 310 4.46% India 5. Arabic 295 3.24% Egypt 6. Portuguese 215 3.08% Brasilien 7. Bengali 205 3.05% Bangladesh 8. Russian 160 2.42% Russia 9. Japanese 125 1.92% Japan 10. Punjabi 95 1.44% Pakistan 11. German 92 1.39% Germany 12. Javanese 82 1.25% Indonesia 13. Wu Chinese 80 1.20% China 14. Malay 77 1.16% Indonesia 15. Telugu 76 1.15% India 16. Vietnamese 76 1.14% Vietnam 17. Korean 76 1.14% South Korea 18. French 75 1.12% France 19. Marathi 73 1.10% India 20. Tamil 70 1.06% India 21. Urdu 66 0.99% Pakistan 22. Turkish 63 0.95% Turkey 23. Italian 59 0.90% Italy 24. Cantonese 59 0.89% China 25. Thai 56 0.85% Thailand 26. Gujarati 49 0.74% India 27. Jin Chinese 48 0.72% China 28. Min Nan Chinese 47 0.71% Taiwan 29. Persian 45 0.68% Iran You want to score on countries by yourself? You can score eight indicators in 41 languages on https://trustyourplace.com/ This is a service by the Basel Institute of Commons and Economics. -
Wikipedia, the Free Encyclopedia 03-11-09 12:04
Tea - Wikipedia, the free encyclopedia 03-11-09 12:04 Tea From Wikipedia, the free encyclopedia Tea is the agricultural product of the leaves, leaf buds, and internodes of the Camellia sinensis plant, prepared and cured by various methods. "Tea" also refers to the aromatic beverage prepared from the cured leaves by combination with hot or boiling water,[1] and is the common name for the Camellia sinensis plant itself. After water, tea is the most widely-consumed beverage in the world.[2] It has a cooling, slightly bitter, astringent flavour which many enjoy.[3] The four types of tea most commonly found on the market are black tea, oolong tea, green tea and white tea,[4] all of which can be made from the same bushes, processed differently, and in the case of fine white tea grown differently. Pu-erh tea, a post-fermented tea, is also often classified as amongst the most popular types of tea.[5] Green Tea leaves in a Chinese The term "herbal tea" usually refers to an infusion or tisane of gaiwan. leaves, flowers, fruit, herbs or other plant material that contains no Camellia sinensis.[6] The term "red tea" either refers to an infusion made from the South African rooibos plant, also containing no Camellia sinensis, or, in Chinese, Korean, Japanese and other East Asian languages, refers to black tea. Contents 1 Traditional Chinese Tea Cultivation and Technologies 2 Processing and classification A tea bush. 3 Blending and additives 4 Content 5 Origin and history 5.1 Origin myths 5.2 China 5.3 Japan 5.4 Korea 5.5 Taiwan 5.6 Thailand 5.7 Vietnam 5.8 Tea spreads to the world 5.9 United Kingdom Plantation workers picking tea in 5.10 United States of America Tanzania. -
Language Education Issues in the Kazakh Community of Mongolia
LANGUAGE EDUCATION ISSUES IN THE KAZAKH COMMUNITY OF MONGOLIA Dr. Mira Namsrai, Dr. Tuya Ukhnaa, Ouyntsetseg Shagdar, Institute of Education, Mongolia Outline of the Presentation • Kazakh community as an ethnic minority • Legal framework • Current situation and main challenges • Bilingual education model • Mongolian language instructions • Teaching and learning materials • Learning Cycle • Innovative methodology • Conclusion Kazakh Community as an Ethnic Minority Main Features of the Kazakh Community Legal Framework: Constitution of Mongolia • “The Mongolian language is the official language of the state.” (8.1); • “Paragraph 1 does not affect the right of the national minorities of other tongues to use their native language in education and communication, and pursuit of cultural, artistic and scientific activities.” (8.2); • “No person may be discriminated on the basis of ethnic origin, language, race, age, sex, social origin or status, property, occupation or post, religion, opinion, or education.” (14.2) Legal Framework: Law on Official Language Use • “The Mongolian language is considered the official language to be used for official purposes all around the country (in both spoken and written modes)” • “The Mongolian language is used as medium of instruction at all levels of educational institutions” • “The Kazakh people as a national minority can use their own language as a medium of instruction in schools, and are to be assisted in learning the Mongolian language” Legal Framework • Law on Culture of Mongolia states: “inheritance, -
Languages in Transition Turkish in Formal Education in Germany Analysis & Perspectives
IPC–MERCATOR POLICY BRIEF LANGUAGES IN TRANSITION TURKISH IN FORMAL EDUCATION IN GERMANY ANALYSIS & PERSPECTIVES Almut Küppers Christoph Schroeder Esin Işıl Gülbeyaz September 2014 CONTACT INFORMATION İstanbul Policy Center Bankalar Caddesi Minerva Han No: 2 Kat: 4 34420 Karakoy–İstanbul T. +90 212 292 49 39 [email protected], ipc.sabanciuniv.edu Küppers, Almut; Schroeder, Christoph; Gülbeyaz, Esin Işıl. Languages in transition: Turkish in formal education in Germany - Analysis & perspectives; edited by Çiğdem Tongal. – Istanbul: Sabanci University Istanbul Policy Center; Essen: Stiftung Mercator Initiative, 2014. [iv], 28 p.; 30 cm. – (Sabancı University Istanbul Policy Center; Stiftung Mercator Initiative) ISBN 978-605-4348-88-6 Cover Design: MYRA; Implementation: grafikaSU Cover Photo: Heike Wiese (2013). Liebesgrüße aus Kreuzberg / From Kreuzberg with love, Zusatz zu Kiezdeutsch-Korpus (KiDKo) www.kiezdeutschkorpus.de 1.Edition: 2014 Printed by: Matsis Matbaa Sistemleri İstanbul Policy Center Bankalar Caddesi Minerva Han No: 2 Kat: 4 34420 Karakoy–İstanbul T. +90 212 292 49 39 [email protected] ipc.sabanciuniv.edu IPC–MERCATOR POLICY BRIEF LANGUAGES IN TRANSITION TURKISH IN FORMAL EDUCATION IN GERMANY ANALYSIS & PERSPECTIVES Almut Küppers* Christoph Schroeder** Esin Işıl Gülbeyaz*** *Almut Küppers is a Mercator-IPC Fellow at Istanbul Policy Center, Sabancı University. **Christoph Schroeder is a Professor at Potsdam University, German Department. ***Esin Işıl Gülbeyaz is a PhD student at Potsdam University, German Department. The interpretations and conclusions made in this article belong solely to the author and do not reflect IPC’s official position. SEPTEMBER 2014 | IPC-MERCATOR POLICY BRIEF Executive Summary misconception that “Turkish belongs to the Turks” (and not to Germany). -
Managing France's Regional Languages
MANAGING FRANCE’S REGIONAL LANGUAGES: LANGUAGE POLICY IN BILINGUAL PRIMARY EDUCATION IN ALSACE Thesis submitted in accordance with the requirements of the University of Liverpool for the degree of Doctor in Philosophy by Michelle Anne Harrison September 2012 Abstract The introduction of regional language bilingual education in France dates back to the late 1960s in the private education system and to the 1980s in the public system. Before this time the extensive use of regional languages was forbidden in French schools, which served as ‘local centres for the gallicisation of France’ (Blackwood 2008, 28). France began to pursue a French-only language policy from the time of the 1789 Revolution, with Jacobin ideology proposing that to be French, one must speak French. Thus began the shaping of France into a nation-state. As the result of the official language policy that imposed French in all public domains, as well as extra-linguistic factors such as the Industrial Revolution and the two World Wars, a significant language shift occurred in France during the twentieth century, as an increasing number of parents chose not to pass on their regional language to the next generation. In light of the decline in intergenerational transmission of the regional languages, Judge (2007, 233) concludes that ‘in the short term, everything depends on education in the [regional languages]’. This thesis analyses the development of language policy in bilingual education programmes in Alsace; Spolsky’s tripartite language policy model (2004), which focuses on language management, language practices and language beliefs, will be employed. In spite of the efforts of the State to impose the French language, in Alsace the traditionally non-standard spoken regional language variety, Alsatian, continued to be used widely until the mid-twentieth century. -
Switzerland 4Th Periodical Report
Strasbourg, 15 December 2009 MIN-LANG/PR (2010) 1 EUROPEAN CHARTER FOR REGIONAL OR MINORITY LANGUAGES Fourth Periodical Report presented to the Secretary General of the Council of Europe in accordance with Article 15 of the Charter SWITZERLAND Periodical report relating to the European Charter for Regional or Minority Languages Fourth report by Switzerland 4 December 2009 SUMMARY OF THE REPORT Switzerland ratified the European Charter for Regional or Minority Languages (Charter) in 1997. The Charter came into force on 1 April 1998. Article 15 of the Charter requires states to present a report to the Secretary General of the Council of Europe on the policy and measures adopted by them to implement its provisions. Switzerland‘s first report was submitted to the Secretary General of the Council of Europe in September 1999. Since then, Switzerland has submitted reports at three-yearly intervals (December 2002 and May 2006) on developments in the implementation of the Charter, with explanations relating to changes in the language situation in the country, new legal instruments and implementation of the recommendations of the Committee of Ministers and the Council of Europe committee of experts. This document is the fourth periodical report by Switzerland. The report is divided into a preliminary section and three main parts. The preliminary section presents the historical, economic, legal, political and demographic context as it affects the language situation in Switzerland. The main changes since the third report include the enactment of the federal law on national languages and understanding between linguistic communities (Languages Law) (FF 2007 6557) and the new model for teaching the national languages at school (—HarmoS“ intercantonal agreement).