scholarly journals Global and Local Perspectives on the Preservation of Linguistic Diversity: A Nepali Experience

2020 ◽  
Vol 11 (1) ◽  
pp. 82-94
Author(s):  
Min Pun
Keyword(s):  
Linguistic Diversity ◽  
Mother Tongue ◽  
Empirical Studies ◽  
Indigenous Languages ◽  
Global Trends ◽  
Global Perspectives ◽  
Multilingual Education ◽  
Diversity Issues ◽  
Global And Local ◽  
Local Perspectives

This paper deals with the past studies about preserving and promoting linguistic diversity with special reference to indigenous languages of the world in general and of Nepal in particular. It is broadly divided into two major categories viz. global perspectives on linguistic diversity issues and local perspectives on linguistic diversity issues. The global perspectives section is related to conceptualizing the global trends of preserving and promoting linguistic diversity in different regions of the globe. For instance, past studies conducted on indigenous languages of Europe, South Asia (including Sri Lanka, Pakistan and India), Latin America, North America, Africa, and Malaysia were reviewed to identify the research gap for this study. The local perspectives section is related to conceptualizing the Nepali trends of preserving and promoting linguistic diversity in Nepal. Similarly, empirical studies were reviewed into four aspects such as a) linguistic diversity and multilingualism, b) endangerment of indigenous languages, c) bilingual and multilingual education, and d) mother tongue literacy. Based on these observations, this paper has been developed to identify the global and local perspectives on the preservation of linguistic diversity, using a Nepali experience.

scholarly journals PANDEMIC, LAW, AND INDIGENOUS LANGUAGES IN PAKISTAN

2021 ◽  
Vol 11 (1) ◽  
pp. 10-16
Author(s):  
Muhammad Hassan Abbasi ◽  
Maya David
Keyword(s):  
Police Officers ◽  
Linguistic Diversity ◽  
Mother Tongue ◽  
Indigenous Communities ◽  
Indigenous Languages ◽  
National Language ◽  
Community Members ◽  
Speech Communities ◽  
The Law ◽  
Local Languages

Pakistan is a multilingual state with 74 languages (Siddiqui, 2019), with Urdu being its national language while English is its official language (Article 251 of the Constitution of the Islamic Republic of Pakistan). However, the linguistic diversity, as per the law, has not been given proper status in Pakistan (Rahman, 2002). In the wake of Covid-19 pandemic, the role of medical health professionals, local police officers, media persons and educationists to create an awareness about the precautionary measures to fight Covid-19 among the indigenous communities in different regions of Pakistan is important. However, there is no practice prescribed in the law, to disseminate awareness in the local languages. Moreover, as most of the lexical items regarding the pandemic have been borrowed, the shift to local languages is more than challenging. In urban areas, indigenous communities are aware of the precautions to be taken during this pandemic as they use the mainstream languages (Ali, 2017 & Abbasi, 2019.) However, in the rural and northern areas of Pakistan this is not so prevalent. Some language activists and concerned members of the community in different parts of the state took this opportunity to educate the masses and started an awareness campaign about coronavirus pandemic in local languages (posters in local languages and short video messages on social media and YouTube). Yet, linguists and community members have not been able to work with many indigenous languages, which Rahman (2004) lists in his study, and these speech communities urgently need the required information in their respective heritage languages. Such small steps by community members and NGOs in providing necessary information in local languages suggest that proper education in the mother tongue can protect communities in times like this. The government has to protect endangered and indigenous languages by an effective law-making process that actively encourages the use of local languages and helps provide information in their respective languages in such situations as this pandemic.

scholarly journals Centering Bhasha (Indigenous Languages): An Ecolinguistics Perspective

2020 ◽  
Vol 12 (5) ◽  
Author(s):  
Ravi Bhushan ◽  
Keyword(s):  
Linguistic Diversity ◽  
Mother Tongue ◽  
Indigenous Languages ◽  
Ecological Diversity ◽  
Indigenous Literature ◽  
Modern Times ◽  
Research Article ◽  
The World ◽  
The Third World ◽  
The Sacrifice

The 21st February is celebrated as the International Mother Language Day to commemorate the sacrifice of Bangladeshis who struggled to keep their mother tongue (Bangla) alive. The day is also celebrated to mark respect for world’s indigenous languages (Bhasha), which are on the verge of decline and demise. Notwithstanding the fact that, increasingly, English has gained most of the linguistic ground world over, the tacit and now most vocal resistance to ‘English imperialism’ is witnessed in at least the third world countries like India and its neighbors. In fact, because of extraordinary intervention of ICT and virtual world promoters like social media, the question of English has come to be the Shakespearian question in Hamlet; “to be or not to be”. The moot point is, should we resign and accept English as fait accompali or to think of alternative ways to turn ‘English advantage’ to our side without denying the fact that indigenous languages are disappearing at an alarming rate. As far as English in multilingual, multicultural and multireligious context like that of India is concerned, one must remember that language is a cultural product and also the potent vehicle to transit culture. Language is not only the medium but also the creator of thoughts and truth. These functions of language are necessarily associated with one’s mother tongue as these are the markers of one’s identity. Indian philosopher of language Bharthari (570 AD) said that language constructs our world; jagat sarvein sabdein bhashatei (we take cognizance of the world through language). Therefore construction of meaning is at the centre of language use, which is manifested through literature resulting in gyan (knowledge) and anand (bliss), the twin objectives of literature obtainable through indigenous literature created in mother tongues. The dwindling ecological diversity and declining linguistic diversity are the two greatest challenges before the world in modern times. The following research article discusses why we should care for promoting linguistic diversity (Bhasha) and solutions thereof.

scholarly journals Timor-Leste: Multilingual Education for All?

2012 ◽  
Vol 10 ◽  
Author(s):  
Kerry Taylor-Leech
Keyword(s):  
Linguistic Diversity ◽  
Mother Tongue ◽  
Critical Examination ◽  
Education For All ◽  
Medium Of Instruction ◽  
Multilingual Education ◽  
Timor Leste ◽  
Development Goals ◽  
National Constitution ◽  
Development Discourses

 This article presents a review of medium-of-instruction policy in Timor-Leste a er ten years of independence. The review is set against the provisions for language in the country’s National Constitution and the human development discourses of the Education for All (EFA) and Millennium Development Goals (MDGs). It is informed by a range of literature dealing with language policy and the medium of instruction in linguistically diverse and developing contexts. The article provides an overview of the language situation and the development challenges facing education planners, followed by a critical examination of medium-of-instruction policy over the period 2000-2012. This critique is followed by an explanatory discussion of the mother tongue-based multilingual education (MTB-MLE) policy for Timor-Leste and a consideration of some concerns about MTB-MLE. The article closes with an assessment of the potential of this policy to promote linguistic diversity in Timor-Leste and help deliver on the EFA and MDGs for 2015. 

scholarly journals Addressing Linguistic Diversity with Three Language Formula: A Case Study of Newa Schools in Newa Settlements

2018 ◽  
Vol 12 ◽  
pp. 80-87
Author(s):  
Toya Nath Bhattarai
Keyword(s):  
Linguistic Diversity ◽  
Mother Tongue ◽  
Participant Observation ◽  
International Language ◽  
Multilingual Education ◽  
Practical Strategy ◽  
Long Time ◽  
Electronic Recording ◽  
The Government

Nepal, as a multilingual nation, has constitutionally adopted mother tongue based multilingual education (MTB-MLE) policy in 1990. However, implementation of this policy into practice has been taking considerably a long time. This study, primarily focused on Newa Schools in Newa Settlement Campaign (NSNSC), looks into the efforts made by Nepalbhasa communities to implement the MTB-M LE policy by adopting a practical strategy of three language formula to facilitate students’ learning through mother tongue, official language Nepali and international language English, thus, addressing the demands of socially and culturally diverse parents as well. This study has been carried out with ethnographic methods including participant observation, interviews, electronic recording, taking notes while recording and also using local language as suggested by Duranti (2000, pp.99-118 ). The data have shown that as a new experiment the three language formula has been a success story and a raiser of hope for future endeavors to implement MTB-MLE policy in the context of Nepal’s linguistic diversity. What is still required is to chart a ‘plan of action’ supported by ‘political will’ of the government (central as well as local) and an active support of respective linguistic communities.

scholarly journals Maintaining linguistic diversity through multilingual education

2014 ◽  
Vol 6 (1) ◽  
pp. 97-106
Author(s):  
Adél Furu
Keyword(s):  
Linguistic Diversity ◽  
Mother Tongue ◽  
The Other ◽  
Minority Languages ◽  
Cultural Backgrounds ◽  
Multilingual Education ◽  
Multilingual Societies ◽  
The One ◽  
Education In Turkey ◽  
Half Decade

This paper focuses on the educational system of two states with different cultural backgrounds. On the one hand, this paper examines the current situation of Sami teaching in Finland and on the other hand, it describes the development of Kurdish education in Turkey. Through this paper I point out how education in minority languages can contribute to the maintenance of linguistic diversity in the above mentioned multilingual societies. In the multilingual Sápmi area the existing linguistic relationships are constantly changing, while the concept of linguistic diversity is redefined. In the last half decade, Turkey began taking into account the reality of multilingualism of the linguistically heterogeneous state. Today there are several possibilities to study the Kurdish language as a mother tongue.

First grammar books in the Habsburg Monarchy: individual initiative and regulatory interference by the state (1760s–1770s)

2020 ◽  
Vol 2019 (2 (11)) ◽  
pp. 137-157
Author(s):  
Olga V. Khavanova ◽  
Keyword(s):  
Eighteenth Century ◽  
State Policy ◽  
Large Scale ◽  
Language Use ◽  
Linguistic Diversity ◽  
Mother Tongue ◽  
German Language ◽  
Habsburg Monarchy ◽  
Private Initiative ◽  
The One

The second half of the eighteenth century in the lands under the sceptre of the House of Austria was a period of development of a language policy addressing the ethno-linguistic diversity of the monarchy’s subjects. On the one hand, the sphere of use of the German language was becoming wider, embracing more and more segments of administration, education, and culture. On the other hand, the authorities were perfectly aware of the fact that communication in the languages and vernaculars of the nationalities living in the Austrian Monarchy was one of the principal instruments of spreading decrees and announcements from the central and local authorities to the less-educated strata of the population. Consequently, a large-scale reform of primary education was launched, aimed at making the whole population literate, regardless of social status, nationality (mother tongue), or confession. In parallel with the centrally coordinated state policy of education and language-use, subjects-both language experts and amateur polyglots-joined the process of writing grammar books, which were intended to ease communication between the different nationalities of the Habsburg lands. This article considers some examples of such editions with primary attention given to the correlation between private initiative and governmental policies, mechanisms of verifying the textbooks to be published, their content, and their potential readers. This paper demonstrates that for grammar-book authors, it was very important to be integrated into the patronage networks at the court and in administrative bodies and stresses that the Vienna court controlled the process of selection and financing of grammar books to be published depending on their quality and ability to satisfy the aims and goals of state policy.

Humans and the Environment

2013 ◽  
Keyword(s):  
Spatial Scales ◽  
Empirical Studies ◽  
Human Action ◽  
Cultural Practice ◽  
Environmental Archaeology ◽  
Archaeological Data ◽  
Temporal And Spatial ◽  
Global And Local ◽  
The Relationship ◽  
The Way

The environment has always been a central concept for archaeologists and, although it has been conceived in many ways, its role in archaeological explanation has fluctuated from a mere backdrop to human action, to a primary factor in the understanding of society and social change. Archaeology also has a unique position as its base of interest places it temporally between geological and ethnographic timescales, spatially between global and local dimensions, and epistemologically between empirical studies of environmental change and more heuristic studies of cultural practice. Drawing on data from across the globe at a variety of temporal and spatial scales, this volume resituates the way in which archaeologists use and apply the concept of the environment. Each chapter critically explores the potential for archaeological data and practice to contribute to modern environmental issues, including problems of climate change and environmental degradation. Overall the volume covers four basic themes: archaeological approaches to the way in which both scientists and locals conceive of the relationship between humans and their environment, applied environmental archaeology, the archaeology of disaster, and new interdisciplinary directions.The volume will be of interest to students and established archaeologists, as well as practitioners from a range of applied disciplines.

scholarly journals Education in Africa: What Are We Learning?

2020 ◽  
Author(s):  
David K Evans ◽  
Amina Mendez Acosta
Keyword(s):  
Pay For Performance ◽  
Mother Tongue ◽  
Empirical Studies ◽  
Grant Programs ◽  
Multiple Treatment ◽  
Secondary School Education ◽  
School Feeding ◽  
Mother Tongue Instruction ◽  
Research Findings ◽  
Positive Impacts

Abstract Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64% of the studies evaluate government-implemented programs, 36% include detailed cost analysis and 35% evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).

Sign in / Sign up

Export Citation Format

Share Document