Developing a Global Perspective for Knowledge Management

Author(s):  
Martin Schell

Localization of a document or other product requires tacit knowledge of the target language and culture. Although it is promoted by many activists, localization is becoming increasingly inadequate as a strategy for disseminating knowledge on the World Wide Web (WWW). The 21st century has already seen dramatic rises in the numbers of Internet users in nearly every country, making it unlikely if not impossible for any translation effort to accommodate all of the 347 languages that claim at least 1 million speakers. The best way to maximize the accessibility of Web content is to make it more explicit, not more tacit. This means developing a global perspective and writing English text clearly so that nonnative speakers can easily understand it. Global English is characterized by simpler sentence structure, less jargon, and no slang, thereby making it a viable global language for countless Web users whose native language is not considered important enough to merit a localization effort.

Author(s):  
Martin A. Schell

Localization of a document or other product requires tacit knowledge of the target language and culture. Although it is promoted by many activists, localization is becoming increasingly inadequate as a strategy for disseminating knowledge on the World Wide Web (WWW). The 21st century has already seen dramatic rises in the numbers of Internet users in nearly every country, making it unlikely if not impossible for any translation effort to accommodate all of the 347 languages that claim at least 1 million speakers. The best way to maximize the accessibility of Web content is to make it more explicit, not more tacit. This means developing a global perspective and writing English text clearly so that nonnative speakers can easily understand it. Global English is characterized by simpler sentence structure, less jargon, and no slang, thereby making it a viable global language for countless Web users whose native language is not considered important enough to merit a localization effort.


Author(s):  
Martin A. Schell

Localization of a document requires tacit knowledge of the target language and culture. Although it is promoted by many software developers and Web designers, localization is becoming increasingly inadequate as a strategy for disseminating information via the World Wide Web. The 21st century has already seen dramatic rises in the numbers of Internet users in nearly every country, making it difficult, if not impossible, for any translation effort to accommodate all of the 347 languages that claim at least 1 million speakers. The best way to expand the accessibility of Web content is to make it more explicit, not more tacit. This means producing and uploading clear English content that nonnative speakers can easily understand. Global English is written with simpler sentence structure, less jargon, and no slang—characteristics that make it a viable lingua franca for countless Web users whose native language is not considered important enough to merit a localization effort.


English Today ◽  
2021 ◽  
pp. 1-6
Author(s):  
Azad Mammadov ◽  
Arzu Mammadova

To understand the role of a global language in different societies, one needs to distinguish between imperial or colonial and post-imperial or post-colonial societies. As a rule, imperial societies strongly resist any kind of linguistic globalization which they consider to be an imminent threat to their language and culture. Post-imperial societies, such as Azerbaijan, tend to have a more open attitude to the realities of a global language since they feel more secure in their cultural identities. Therefore, the spread of global English creates an excellent opportunity for building multilingualism and plurilingualism in post-imperial societies.


Author(s):  
Rong Liu

To internationalize the campus, a Language Exchange Pal Project was developed to enhance students' cross-cultural experiences in a beginner's Chinese foreign language course. The Language Exchange Pal Project, using Skype or QQ (similar to Skype), is a great tool to increase students' global perspective by working in communities of practice with individuals in China who are learning English as a foreign language. Through the technology, students enjoy the opportunity to use the target language in an authentic communicative context and collaborate with their international partners. These two groups collaborate about their language and culture through messages and/or live connections via Skype, chat, or other software systems such as QQ. This chapter shares the process of transforming Chinese 1001 into an i-course, present the Language Exchange Pal Project, describe its challenges, and discuss the preliminary results of the research findings of the Language Exchange Pal Project based on students' survey and interview.


Author(s):  
Martin Schell

Considering that 347 languages have over 1 million speakers each and account for 94% of the world’s population, localization is unsustainable as a strategy for making online courses globally accessible. Writing Web content in Global English is the best way to ensure that people from all linguistic backgrounds have a reasonable chance of comprehending course materials. This chapter shows how to transform native English text into Global English (simpler syntax, less jargon, fewer idioms, no slang). It also discusses e-learning design issues such as cultural perspective and Internet logistics (speed and cost of connection). Finally, it addresses the future of English as a global language, particularly in reference to its supposed “rivalry” with Mandarin.


Author(s):  
Martin Schell

Considering that 347 languages have over 1 million speakers each and account for 94% of the world’s population, localization is unsustainable as a strategy for making online courses globally accessible. Writing Web content in Global English is the best way to ensure that people from all linguistic backgrounds have a reasonable chance of comprehending course materials. This chapter shows how to transform native English text into Global English (simpler syntax, less jargon, fewer idioms, no slang). It also discusses e-learning design issues such as cultural perspective and Internet logistics (speed and cost of connection). Finally, it addresses the future of English as a global language, particularly in reference to its supposed “rivalry” with Mandarin.


Author(s):  
Martin Schell

Considering that 347 languages have over 1 million speakers each and account for 94% of the world’s population, localization is unsustainable as a strategy for making online courses globally accessible. Writing Web content in Global English is the best way to ensure that people from all linguistic backgrounds have a reasonable chance of comprehending course materials. This chapter shows how to transform native English text into Global English (simpler syntax, less jargon, fewer idioms, no slang). It also discusses e-learning design issues such as cultural perspective and Internet logistics (speed and cost of connection). Finally, it addresses the future of English as a global language, particularly in reference to its supposed “rivalry” with Mandarin.


Author(s):  
Aria Razfar

Bilingualism broadly defined is the ability to communicate in two languages, often denoted as L1 and L2. “L1” is generally applied to a person’s native language, which is the language they acquired from birth, and “L2” refers to the target language that is learned and/or acquired in school and society. Communication includes traditional school-based literacy functions like reading, writing, speaking, and comprehension (i.e., biliteracy), as well as broader meaning-making practices including nonverbal and informal literacy practices. Bilingual education is the formal teaching and learning of two languages for academic functions, purposes, and discourses. It generally consists of a primary national and/or global language as well as a secondary language associated with a student’s heritage, national origin, or ethnic minority status within a more dominant linguistic and cultural context. Depending on the program model and a nation’s language ideology vis-à-vis nondominant linguistic and cultural practices, varying amounts of each language are utilized for instructional purposes within formal educational contexts. Bilingual education models vary from weak forms that are transitional and assimilationist to strong forms that are egalitarian and empowering of nondominant languages. Bilingual education around the world is marked by controversies rooted in the dominance of the nation-state and its language and culture vis-à-vis a minority group. Bilingual education across the globe is informed by the pervasive beliefs and attitudes about the nature, function, and purpose of language(s), issues of status and solidarity with nondominant language communities, and perceived benefits and/or potential harms of bilingualism.


2018 ◽  
Vol 6 (9) ◽  
pp. 7
Author(s):  
Dr. Shreeja Sharma ◽  
Prof. Shubhra Tripathi

The prime concern of every language teacher, and to some extent every linguist, is to device pedagogical methods and strategies which facilitate language acquisition. The concern of any teacher or applied linguist is, though not explicitly stated anywhere, to equip the learners with “correct” features of the language being learnt. Emphasis on “correctness” is due to the presumption that erroneous structures or deviations from linguistic code will lead to incomprehensibility and impediment in communication.As a result of such convictionsContrastive Analysis (CA) and Error Analysis (EA) focussed their attention on “correct” grammatical, lexical and syntactical features of Target Language (TL), in this case English.Both  Contrastive Analysts and Error Analysts analysed the language and tried to predict areas of ease or difficulty. This was often achieved with ‘some’ degree of success. However, in the present socio-educational milieu of Indian schools, where English language teaching is a significant stake, insights from CA and EA, particularly the latter, are either not taken into cognizance, or found inadequate. CA is taken into consideration, though obliquely, indirectly and cursorily, where English language is taught resorting to bilingualism. EA is usually ignored completely. Even when teachers correct students’ assignments and copies, they point out mistakes/errors, suggest corrections, but neither take into account why these mistakes/errors have occurred, nor how to prevent such cases in future. With the ever growing importance of English as a global language and a second language in India, no stakeholder in education can afford to undermine the significance of ELT.The time is therefore ripe to take a fresh look at Error Analysis (EA) and assess how it can be deployed as a powerful tool in school teaching.


Author(s):  
Melati Desa

ABSTRACT   : Language and culture influences each other and its effect is reflected in not only the way humans think, but could also be seen in a full load of figurative elements in creative writing, such as metaphors. Thus, the report examines the aspects of the transfer of meaning in the live metaphors in Haru No Yuki, literary Japanese texts written by Yukio Mishima (1925 – 1970) translated to Malay by Muhammad Haji Salleh (1993) as Salju Musim Bunga published by Penataran Ilmu. This report studies on the equivalence of the meaning of translated live metaphors from the source text to the target text. From the study of the equivalence of meaning can be evaluated that, if there is any type of losses of meaning in form of under translation, over translation or wrong translation. The retention of live metaphors in the target text produced an ideal translation. Universal live metaphors maintained by the translator, this approach produced an ideal translation in form of meaning and accepted by the culture and speakers of the target language. The conclusion of this report shows that, one of the factors in producing quality translations is to understand the elements of the original cultural metaphors contained in the source text. Keywords: live metaphor, personification, ideal translation, equivalence of meaning ABSTRAK         : Bahasa dan budaya saling mempengaruhi dan kesannya dapat dilihat bukan sahaja dalam cara manusia berpikir malah dalam penulisan kreatif yang memuatkan unsur figuratif, metafora misalnya. Justeru, kajian ini meneliti aspek pemindahan makna dalam terjemahan metafora hidup dan personifikasi yang terdapat dalam teks kesusasteraan Jepun, Haru No Yuki hasil penulisan Yukio Mishima (1925 – 1970) diterjemahkan oleh Muhammad Haji Salleh (1993) menjadi Salju Musim Bunga (SMB) terbitan Penataran Ilmu. Kertas kerja ini mengkaji keselarasan makna terjemahan metafora hidup dan personifikasi daripada teks sumber kepada teks sasaran. Daripada kajian keselarasan makna dapat dinilai sama ada berlaku peleburan makna metafora apabila terhasilnya terjemahan kurang, terjemahan lebih atau terjemahan salah. Kaedah pengekalan metafora hidup dalam teks sasaran didapati menghasilkan terjemahan ideal. Metafora hidup yang bersifat universal dikekalkan oleh penterjemah, pendekatan ini menghasilkan terjemahan ideal dari sudut makna dan diterima oleh budaya dan penutur bahasa sasaran. Sebagai kesimpulan, kajian ini menunjukkan bahawa, salah satu faktor dalam usaha untuk menghasilkan terjemahan bermutu adalah dengan memahami unsur metafora budaya asal teks sumber.   Kata kunci : metafora hidup, personifikasi, terjemahan ideal, persamaan makna


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