Language policies are of great significance to a nation’s stability,unity,and development.Uzbekistan’s language policies have reflected the political,economic,and cultural dynamics of different periods throughout hi...Language policies are of great significance to a nation’s stability,unity,and development.Uzbekistan’s language policies have reflected the political,economic,and cultural dynamics of different periods throughout historical changes,influencing social structures and ethnic relations.This paper summarizes the characteristics of Uzbekistan’s language policies in different eras:During the Tsarist Russian period,the Russification of language policies hindered the development of local languages;in the Soviet era,policies adopted a dual approach,promoting both Russian and prioritizing ethnic languages;after independence,Uzbekistan established Uzbek as the state language and emphasized foreign language education.The current language policy in Uzbekistan presents a complex landscape:While emphasizing the dominant role of the national language helps preserve its heritage,it may easily spark ethnic and political tensions;promoting pluralism and inclusivity brings benefits but faces challenges in balancing language statuses,resource allocation,management,and communication;modernization efforts encounter difficulties in standardizing dialects and foreign loanwords;and in international exchanges,there is a need to balance relations with global lingua francas.In conclusion,Uzbekistan’s language policies have undergone unique transformations and face numerous challenges.In-depth research is crucial for improving the country’s policies and enhancing China-Uzbekistan cooperation.Proactive measures are needed to address these challenges,ensuring the sustainability of language policies and fostering greater national prosperity.展开更多
Whether at the individual or national level,needs share many similarities.For a country,its language policy evolves in response to the country’s needs.From the perspective of Maslow’s Hierarchy of Needs Theory,this ...Whether at the individual or national level,needs share many similarities.For a country,its language policy evolves in response to the country’s needs.From the perspective of Maslow’s Hierarchy of Needs Theory,this paper explores the logic behind the evolution of Kazakhstan’s language policy.From the perspective of language policy,national needs can be divided into four levels:survival needs,development needs,integration needs,and international influence needs.This study not only offers a new explanation for the evolutionary logic of Kazakhstan’s language policy but also provides a reference for predicting a country’s language policies.展开更多
Language is an important carrier of human culture and a specific method for communication between humans.It is one of the most important symbols of human identity and flags of dividing group identity.At present,in the...Language is an important carrier of human culture and a specific method for communication between humans.It is one of the most important symbols of human identity and flags of dividing group identity.At present,in the modern national state,the government is paying more attention to language policy and being more and more prudent to it.In the process of making and implementing language policy,the government must take into account a range of factors such as the country’s national history,politics,culture,economy,and relations between different social groups.From the mid-nineteenth century,when New Zealand became a British colony,until the mid-twentieth century,the Maori people were inspired to defend their rights and respect for themselves by the rise of Maori nationalist ideology and Maori political radicalism in a struggle that lasted more than 100 years.Until 1994,there were more than 800 kohanga reo,early childhood institutions that established Maori language instruction independent of the school system,and the nationalism drives to revitalize the Maori national language was at its peak.The process of revolution on Maori language policies in New Zealand reflects a trend of nationalist thoughts from Maori becoming more deep.Exploring the process of change in New Zealand’s Maori language policy will help to develop the study of the social history of indigenous peoples during the colonial period and will contribute to the study of the development of colonized countries and regions in the post-colonial period.The change in New Zealand’s Maori language policy has provided an important example of the preservation and revitalization of the indigenous languages of the world’s former colonies,which is of great significance for the preservation of linguistic and cultural diversity.展开更多
In Nigeria, almost 500 indigenous languages continue to compete with the English language that has assumed the status of a global linguistic code. The contact, in different domains between English and indigenous langu...In Nigeria, almost 500 indigenous languages continue to compete with the English language that has assumed the status of a global linguistic code. The contact, in different domains between English and indigenous languages in the country continues to affect performance in English and contact languages, making effective communication in either English or any of the indigenous languages unattainable. The purpose of this study is to show that although no particular document, so named, exists expressing the nation＇s policy on language, nonetheless, the country has a policy on language that accommodates the indigenous languages as substrates, while the English language holds sway in various linguistic domains. Using a simple descriptive survey with data from previous studies, this paper examines the linguistic implications of the contact between English and indigenous languages on the younger generations who are losing contact with the mother tongue, and also not demonstrating enough proficiency in the English language. It is recommended that the opportunities that competence and maturation afforded a second language learner should be latched onto to gain the needed proficiency in English thus making them effective bilinguals and communicators in a world that is fast becoming a global village, and the inhabitants global citizens.展开更多
This paper focuses on the language policy of the Republic of Kazakhstan. It is intended to invite the readers for the broadening of the debate on the issues raised. The 20th century, for Kazakhs, became a century of t...This paper focuses on the language policy of the Republic of Kazakhstan. It is intended to invite the readers for the broadening of the debate on the issues raised. The 20th century, for Kazakhs, became a century of tragic events which transformed them into the minority on their own native land. In spite of many collisions in history Kazakhs have not lost their language, the main wealth. At the beginning of the 21st century, Kazakhstan has tackled a lot of problems, connected with national and ethnic issues, social structure, and foreign and home policy. The influence of globalization is felt in every sphere of life in Kazakhstan. Serious ethno-demographic changes have occurred after gaining independence. Kazakhstan from the state with two dominating Kazakh and Russian diasporas has turned to the state with dominating one, the Kazakh ethnos. State language of the Republic of Kazakhstan now is Kazakh due to implementation of language policy展开更多
Environmental issues are not inexhaustible, such as climate change, rubbish, nuclear waste, industrial cesspool, compost heap, etc.. Unfortunately, internalization of the environment is not passively done, for example...Environmental issues are not inexhaustible, such as climate change, rubbish, nuclear waste, industrial cesspool, compost heap, etc.. Unfortunately, internalization of the environment is not passively done, for example, through language （literature）. Environmental issues seem to have not received the attention seriously. Those issues can be seen in Indonesia language policies （ILP） from pre-colonial until reform era. ILP can be classified into seven periods, namely： pre-colonial （1331-1627）, Dutch （1816-1942）, Youth Pledge （1928-1942）, Japanese （1942-1945）, Old Order （1945-1966）, New Order （1966-1998）, Reform （1998-present）. The seventh period discusses the language policies, but an article focuses on environmental issues in language policy and language planning.展开更多
The language policy in Ghana＇s educational system has become an issue of debate in recent years. A change in the language policy from the local languages as the medium of instruction to English for the first three ye...The language policy in Ghana＇s educational system has become an issue of debate in recent years. A change in the language policy from the local languages as the medium of instruction to English for the first three years of primary school in the year 2002 was reversed in 2004. It is obvious that the language policy adopted does not reflect in improvement in school achievement. The debate must go beyond the use of English or the local languages for the first three years of primary education to address the real issues that hinder school achievement. This paper examines the factors that hinder school achievement in Ghana and other developing countries. The paper argues that the problem of poor academic performance in Ghana is not due to the language policy adopted. The paper points out that the language policy is just a veil that the politicians use to perpetuate the use of English as the language of rule in the higher domains in order to preserve the privileges with which this language is associated. The paper concludes that politicians in Ghana use the language policy in education as a means to perpetuate elite closure.展开更多
The initiative of“One Belt and One Road”is an important development strategy under the new normal economic background of China,and foreign economic development relies heavily on foreign language talents of the natio...The initiative of“One Belt and One Road”is an important development strategy under the new normal economic background of China,and foreign economic development relies heavily on foreign language talents of the nation.However,the current foreign language education in China has faced problems from a shortage of compound foreign language talents,inadequacy of foreign languages offered,and imbalanced regional development.Given that the initiative has higher requirements for cultivating foreign language talents,we hold that China’s current foreign language education policy may reform from conducting theoretical studies of foreign language teaching,offering more foreign languages and enhancing professional development of teachers.Conversely,China’s foreign language talents can contribute more to the effective and smooth implementation of the“One Belt and One Road”initiative.展开更多
With the development of globalization,the use of English is no longer restricted to native speaker(NS)but also widely spread to non-native speaker(NNS).The importance of English learning is also acknowledged by Expand...With the development of globalization,the use of English is no longer restricted to native speaker(NS)but also widely spread to non-native speaker(NNS).The importance of English learning is also acknowledged by Expanding and Outer Circle,and English as a foreign language(EFL)education plays a significant role in China’s education.Admitting the fact that non-native English teachers(NNESTs)take up a large proportion of English teachers,English language teaching(ELT)is still greatly influenced by native-speakerism.This research aims to investigate language ideologies reflected in Chinese foreign language education policy(FLEP)at higher education level,and Chinese English learners’attitudes towards native-speakerism and English teachers.A mixed method of policy analysis and survey is adopted in this research.After conducting analysing two FLEPs in higher education level,it is found that linguistic instrumentalism is the prominent language ideology,although native-speakerism and standard English ideology is implicitly demonstrated.Questionnaire is used to investigate 58 Chinese English learners’attitudes,revealing that most participants do not demonstrate bias towards either NESTs or NNESTs.Instead,the strengths and weaknesses of both NEST and NNEST are identified,though participants adhere to native-speakerism in terms of English variety.Overall,English learner’s attitudes are consistent with language ideologies in FLEPs.This research may provide implications for future studies on addressing native-speakerism in Chinese FLEPs,as well as relationship of students’attitudes and language policies.展开更多
This study contrasts the language policy of Canada and Australia from the angle of language right.The similarity resides in that both attaches much importance to language education right in language policies.The diffe...This study contrasts the language policy of Canada and Australia from the angle of language right.The similarity resides in that both attaches much importance to language education right in language policies.The difference lies in that Canadian language policy is partly aimed to guarantee territory integrity while Australia has little such concern.展开更多
Recently, a rise in attention of Brexit has come to the public. The UK and European Union would both have an enormouamount of influence mutually. One of the important issues raised by the European Union(EU) is also de...Recently, a rise in attention of Brexit has come to the public. The UK and European Union would both have an enormouamount of influence mutually. One of the important issues raised by the European Union(EU) is also deserved to cope with, namely language policy. In this paper, I develop an analysis aimed at presenting the basis introduction of multilingualism and its negative effectduring the implementary process. The paper focuses on the current language policy—how does the multilingualism work and some challenges confronted by EU language official institution, whether maintaining or abandoning the present form of institutional multilingualism or not to keep balance between promoting diversity and achieving efficiency.展开更多
The language policy and curriculum in Taiwan,China have been balancing academic needs,ideology and political intention.This is an exploratory case study whose purpose is to explore the interrelationship between teache...The language policy and curriculum in Taiwan,China have been balancing academic needs,ideology and political intention.This is an exploratory case study whose purpose is to explore the interrelationship between teachers and administrators and immigrants'perceptions of this language policy.Four teachers,three administrators and a male immigrant were interviewed.Data were collected through interviews and a classroom observation in northern and central Taiwan,China.This study found that present policy has caused teachers'difficulty in teaching these new immigrants due to diverse student body that contained elder Taiwan Residents,China and new immigrants with different Mandarin proficiency.Also,the textbook and limited resources and facility also had become the challenge for local schools to implement RCCC(Recognizing Chinese Character Class).展开更多
This paper focuses on examining the relevant policies concerning Chinese language education within Iran’s foreign language education policy framework from the perspective of its historical context.By analyzing the ch...This paper focuses on examining the relevant policies concerning Chinese language education within Iran’s foreign language education policy framework from the perspective of its historical context.By analyzing the characteristics of Iran’s foreign language policy and the current situation of Chinese language teaching in Iran,this paper studies the future development of international Chinese language education in Iran.展开更多
Since the 21 st century, both Chinese Mainland and the United States have formulated foreign language education policiesbased on their national needs. This paper makes a comparative study of the value orientations of ...Since the 21 st century, both Chinese Mainland and the United States have formulated foreign language education policiesbased on their national needs. This paper makes a comparative study of the value orientations of foreign language education poli-cies in Chinese Mainland and the United States in the 21 st century and finds that both China and the United States have regardedtheir national interests as the essential value orientation of their foreign language education policies. To be specific,the core valueorientation of foreign language education policies in China is to enhance its cultural soft power.In contrast,the core value orienta-tion of foreign language education policies in the United States is to safeguard its national security. Through the comparison of thedifferent value orientations of foreign language education policies of the two countries, the paper provides some reference for the for-eign language education policy-making in Chinese Mainland.展开更多
This paper examines the teaching and learning of non-official languages in formal secondary education in Cameroon and the attitudes of learners to these languages. The data consist of a ten-item questionnaire administ...This paper examines the teaching and learning of non-official languages in formal secondary education in Cameroon and the attitudes of learners to these languages. The data consist of a ten-item questionnaire administered in the University of Yaounde I during registration, a period when pupils from the ten regions of the country come to Yaounde to seek admission into this university＇. The informants, who were 432 learners having completed secondary education in Cameroon, were distributed as follows： 180 arts pupils, 192 science pupils and 60 parents. The findings revealed that these languages are compulsory school subjects that most learners hated but had to take them just to pass their examinations. As a result, they had very limited competence in them as most of them reported that they could not hold a three-minute conversation in these languages on completion of secondary education. They suggested that the pool of languages to choose from be increased from the current two languages to many others including Cameroonian, African and Asian tongues. Innovative ways for diversifying the pool of non-official languages and implementation strategies for a smooth integration of such a pool of languages in the school system are outlined.展开更多
基金the 2023 Open Project of the Kazakhstan Research Center at YiIi Normal University,Study on National Language Education Policy in Kazakhstan Under the Belt and Road Initiative(No.2023HSKSTYJYB007).
文摘Language policies are of great significance to a nation’s stability,unity,and development.Uzbekistan’s language policies have reflected the political,economic,and cultural dynamics of different periods throughout historical changes,influencing social structures and ethnic relations.This paper summarizes the characteristics of Uzbekistan’s language policies in different eras:During the Tsarist Russian period,the Russification of language policies hindered the development of local languages;in the Soviet era,policies adopted a dual approach,promoting both Russian and prioritizing ethnic languages;after independence,Uzbekistan established Uzbek as the state language and emphasized foreign language education.The current language policy in Uzbekistan presents a complex landscape:While emphasizing the dominant role of the national language helps preserve its heritage,it may easily spark ethnic and political tensions;promoting pluralism and inclusivity brings benefits but faces challenges in balancing language statuses,resource allocation,management,and communication;modernization efforts encounter difficulties in standardizing dialects and foreign loanwords;and in international exchanges,there is a need to balance relations with global lingua francas.In conclusion,Uzbekistan’s language policies have undergone unique transformations and face numerous challenges.In-depth research is crucial for improving the country’s policies and enhancing China-Uzbekistan cooperation.Proactive measures are needed to address these challenges,ensuring the sustainability of language policies and fostering greater national prosperity.
基金Phased Achievement of the 2023 Open Project of the Kazakhstan Research Center at YiIi Normal University,Study on National Language Education Policy in Kazakhstan Under the Belt and Road Initiative(No.2023HSKSTYJYB007).
文摘Whether at the individual or national level,needs share many similarities.For a country,its language policy evolves in response to the country’s needs.From the perspective of Maslow’s Hierarchy of Needs Theory,this paper explores the logic behind the evolution of Kazakhstan’s language policy.From the perspective of language policy,national needs can be divided into four levels:survival needs,development needs,integration needs,and international influence needs.This study not only offers a new explanation for the evolutionary logic of Kazakhstan’s language policy but also provides a reference for predicting a country’s language policies.
文摘Language is an important carrier of human culture and a specific method for communication between humans.It is one of the most important symbols of human identity and flags of dividing group identity.At present,in the modern national state,the government is paying more attention to language policy and being more and more prudent to it.In the process of making and implementing language policy,the government must take into account a range of factors such as the country’s national history,politics,culture,economy,and relations between different social groups.From the mid-nineteenth century,when New Zealand became a British colony,until the mid-twentieth century,the Maori people were inspired to defend their rights and respect for themselves by the rise of Maori nationalist ideology and Maori political radicalism in a struggle that lasted more than 100 years.Until 1994,there were more than 800 kohanga reo,early childhood institutions that established Maori language instruction independent of the school system,and the nationalism drives to revitalize the Maori national language was at its peak.The process of revolution on Maori language policies in New Zealand reflects a trend of nationalist thoughts from Maori becoming more deep.Exploring the process of change in New Zealand’s Maori language policy will help to develop the study of the social history of indigenous peoples during the colonial period and will contribute to the study of the development of colonized countries and regions in the post-colonial period.The change in New Zealand’s Maori language policy has provided an important example of the preservation and revitalization of the indigenous languages of the world’s former colonies,which is of great significance for the preservation of linguistic and cultural diversity.
文摘In Nigeria, almost 500 indigenous languages continue to compete with the English language that has assumed the status of a global linguistic code. The contact, in different domains between English and indigenous languages in the country continues to affect performance in English and contact languages, making effective communication in either English or any of the indigenous languages unattainable. The purpose of this study is to show that although no particular document, so named, exists expressing the nation＇s policy on language, nonetheless, the country has a policy on language that accommodates the indigenous languages as substrates, while the English language holds sway in various linguistic domains. Using a simple descriptive survey with data from previous studies, this paper examines the linguistic implications of the contact between English and indigenous languages on the younger generations who are losing contact with the mother tongue, and also not demonstrating enough proficiency in the English language. It is recommended that the opportunities that competence and maturation afforded a second language learner should be latched onto to gain the needed proficiency in English thus making them effective bilinguals and communicators in a world that is fast becoming a global village, and the inhabitants global citizens.
文摘This paper focuses on the language policy of the Republic of Kazakhstan. It is intended to invite the readers for the broadening of the debate on the issues raised. The 20th century, for Kazakhs, became a century of tragic events which transformed them into the minority on their own native land. In spite of many collisions in history Kazakhs have not lost their language, the main wealth. At the beginning of the 21st century, Kazakhstan has tackled a lot of problems, connected with national and ethnic issues, social structure, and foreign and home policy. The influence of globalization is felt in every sphere of life in Kazakhstan. Serious ethno-demographic changes have occurred after gaining independence. Kazakhstan from the state with two dominating Kazakh and Russian diasporas has turned to the state with dominating one, the Kazakh ethnos. State language of the Republic of Kazakhstan now is Kazakh due to implementation of language policy
文摘Environmental issues are not inexhaustible, such as climate change, rubbish, nuclear waste, industrial cesspool, compost heap, etc.. Unfortunately, internalization of the environment is not passively done, for example, through language （literature）. Environmental issues seem to have not received the attention seriously. Those issues can be seen in Indonesia language policies （ILP） from pre-colonial until reform era. ILP can be classified into seven periods, namely： pre-colonial （1331-1627）, Dutch （1816-1942）, Youth Pledge （1928-1942）, Japanese （1942-1945）, Old Order （1945-1966）, New Order （1966-1998）, Reform （1998-present）. The seventh period discusses the language policies, but an article focuses on environmental issues in language policy and language planning.
文摘The language policy in Ghana＇s educational system has become an issue of debate in recent years. A change in the language policy from the local languages as the medium of instruction to English for the first three years of primary school in the year 2002 was reversed in 2004. It is obvious that the language policy adopted does not reflect in improvement in school achievement. The debate must go beyond the use of English or the local languages for the first three years of primary education to address the real issues that hinder school achievement. This paper examines the factors that hinder school achievement in Ghana and other developing countries. The paper argues that the problem of poor academic performance in Ghana is not due to the language policy adopted. The paper points out that the language policy is just a veil that the politicians use to perpetuate the use of English as the language of rule in the higher domains in order to preserve the privileges with which this language is associated. The paper concludes that politicians in Ghana use the language policy in education as a means to perpetuate elite closure.
文摘The initiative of“One Belt and One Road”is an important development strategy under the new normal economic background of China,and foreign economic development relies heavily on foreign language talents of the nation.However,the current foreign language education in China has faced problems from a shortage of compound foreign language talents,inadequacy of foreign languages offered,and imbalanced regional development.Given that the initiative has higher requirements for cultivating foreign language talents,we hold that China’s current foreign language education policy may reform from conducting theoretical studies of foreign language teaching,offering more foreign languages and enhancing professional development of teachers.Conversely,China’s foreign language talents can contribute more to the effective and smooth implementation of the“One Belt and One Road”initiative.
文摘With the development of globalization,the use of English is no longer restricted to native speaker(NS)but also widely spread to non-native speaker(NNS).The importance of English learning is also acknowledged by Expanding and Outer Circle,and English as a foreign language(EFL)education plays a significant role in China’s education.Admitting the fact that non-native English teachers(NNESTs)take up a large proportion of English teachers,English language teaching(ELT)is still greatly influenced by native-speakerism.This research aims to investigate language ideologies reflected in Chinese foreign language education policy(FLEP)at higher education level,and Chinese English learners’attitudes towards native-speakerism and English teachers.A mixed method of policy analysis and survey is adopted in this research.After conducting analysing two FLEPs in higher education level,it is found that linguistic instrumentalism is the prominent language ideology,although native-speakerism and standard English ideology is implicitly demonstrated.Questionnaire is used to investigate 58 Chinese English learners’attitudes,revealing that most participants do not demonstrate bias towards either NESTs or NNESTs.Instead,the strengths and weaknesses of both NEST and NNEST are identified,though participants adhere to native-speakerism in terms of English variety.Overall,English learner’s attitudes are consistent with language ideologies in FLEPs.This research may provide implications for future studies on addressing native-speakerism in Chinese FLEPs,as well as relationship of students’attitudes and language policies.
文摘This study contrasts the language policy of Canada and Australia from the angle of language right.The similarity resides in that both attaches much importance to language education right in language policies.The difference lies in that Canadian language policy is partly aimed to guarantee territory integrity while Australia has little such concern.
文摘Recently, a rise in attention of Brexit has come to the public. The UK and European Union would both have an enormouamount of influence mutually. One of the important issues raised by the European Union(EU) is also deserved to cope with, namely language policy. In this paper, I develop an analysis aimed at presenting the basis introduction of multilingualism and its negative effectduring the implementary process. The paper focuses on the current language policy—how does the multilingualism work and some challenges confronted by EU language official institution, whether maintaining or abandoning the present form of institutional multilingualism or not to keep balance between promoting diversity and achieving efficiency.
文摘The language policy and curriculum in Taiwan,China have been balancing academic needs,ideology and political intention.This is an exploratory case study whose purpose is to explore the interrelationship between teachers and administrators and immigrants'perceptions of this language policy.Four teachers,three administrators and a male immigrant were interviewed.Data were collected through interviews and a classroom observation in northern and central Taiwan,China.This study found that present policy has caused teachers'difficulty in teaching these new immigrants due to diverse student body that contained elder Taiwan Residents,China and new immigrants with different Mandarin proficiency.Also,the textbook and limited resources and facility also had become the challenge for local schools to implement RCCC(Recognizing Chinese Character Class).
基金International Chinese Language Teaching Practice Innovation Project,Center for Language Education and Cooperation,2022:“A Study of‘New Heights’in International Chinese Language Education with a Case Study of a Junior Chinese Language Class for Iranian College Teachers”(YHJXCX22-118)。
文摘This paper focuses on examining the relevant policies concerning Chinese language education within Iran’s foreign language education policy framework from the perspective of its historical context.By analyzing the characteristics of Iran’s foreign language policy and the current situation of Chinese language teaching in Iran,this paper studies the future development of international Chinese language education in Iran.
文摘Since the 21 st century, both Chinese Mainland and the United States have formulated foreign language education policiesbased on their national needs. This paper makes a comparative study of the value orientations of foreign language education poli-cies in Chinese Mainland and the United States in the 21 st century and finds that both China and the United States have regardedtheir national interests as the essential value orientation of their foreign language education policies. To be specific,the core valueorientation of foreign language education policies in China is to enhance its cultural soft power.In contrast,the core value orienta-tion of foreign language education policies in the United States is to safeguard its national security. Through the comparison of thedifferent value orientations of foreign language education policies of the two countries, the paper provides some reference for the for-eign language education policy-making in Chinese Mainland.
文摘This paper examines the teaching and learning of non-official languages in formal secondary education in Cameroon and the attitudes of learners to these languages. The data consist of a ten-item questionnaire administered in the University of Yaounde I during registration, a period when pupils from the ten regions of the country come to Yaounde to seek admission into this university＇. The informants, who were 432 learners having completed secondary education in Cameroon, were distributed as follows： 180 arts pupils, 192 science pupils and 60 parents. The findings revealed that these languages are compulsory school subjects that most learners hated but had to take them just to pass their examinations. As a result, they had very limited competence in them as most of them reported that they could not hold a three-minute conversation in these languages on completion of secondary education. They suggested that the pool of languages to choose from be increased from the current two languages to many others including Cameroonian, African and Asian tongues. Innovative ways for diversifying the pool of non-official languages and implementation strategies for a smooth integration of such a pool of languages in the school system are outlined.
