Language politics in Nepal: a socio-historical overview

This paper aims to outline the language politics in Nepal by focusing on the influences and expansions shifted from Global North to the Global South. Based on a small-scale case study of interviews and various political movements and legislative documents, this paper discusses linguistic diversity and multilingualism, globalization, and their impacts on Nepal’s linguistic landscapes. It finds that the language politics in Nepal has been shifted and changed throughout history because of different governmental and political changes. Different ideas have been emerged because of globalization and neoliberal impacts which are responsible for language contact, shift, and change in Nepalese society. It concludes that the diversified politics and multilingualism in Nepal have been functioning as a double-edged sword which on the one hand promotes and preserves linguistic and cultural diversity, and on the other hand squeeze the size of diversity by vitalizing the Nepali and English languages through contact and globalization.

Assam

Assam constitutes the region of northeast India bounded by the modern nations of Bangladesh and Bhutan, as well as by the Indian states of Arunachal Pradesh, Bangla, Manipur, Meghalaya, and Nagaland. Known in ancient sources as Prāgjyotiṣpūra (the “city of eastern lights”) and as Kāmarūpa (the “form” or “place of desire”), Assam remains one of the least studied and poorly understood areas of South Asian Hinduism. The home to more than forty recognized tribal communities, Assam has tremendous religious, ethnic, and linguistic diversity, which has helped shape the unique forms of Hinduism that have flourished in the region. Moreover, Assam also has a long reputation as a realm of magic, witchcraft, and the supernatural; for example, even in the early 21st century, the town of Mayong in Morigaon district is infamous as the quintessential “land of black magic.” The historical roots of Hinduism in Assam date back to at least the Varman dynasty of the 4th to 7th centuries, when Vedic sacrifices such as the aśvamedha and other Brahmanical rites were widespread. However, most of the kings of Assam from the Varmans onward came from non-Hindu tribal backgrounds, and the form of Hinduism that developed in the region has long been a complex negotiation between Sanskritic traditions and indigenous practices from the many local communities of the region. During the Assamese Pāla dynasty of the 8th to 12th centuries, Śākta traditions became dominant, and major texts such as the Kālikā Purāṇa were composed, praising the great mother goddess Kāmākhyā (goddess of desire) and her retinue of yoginīs. A unique form of Hindu tantra probably also began to flourish at this time, and Assam has a long reputation as one of the oldest heartlands or perhaps even the original homeland of tantra in South Asia. The Ahom kings of the 13th to 19th centuries continued the patronage of powerful goddesses while also building temples to Śiva, Viṣṇu, and others. During the 16th century, Assam like much of northern India witnessed a powerful revival of Vaiṣṇava bhakti, led by the devotional reformer Śaṅkaradeva (b. 1449–d. 1568). Through Śaṅkaradeva’s influence, Vaiṣṇavism remains a dominant cultural and religious force in Assam to this day. However, even in the 21st century, Assamese Hinduism remains incredibly diverse, and one can still see a wide range of indigenous, folk, and local practices that range from magic and menstruation festivals to spirit possession and ecstatic dance performances.

Assessment practices in Saudi higher education during the COVID-19 pandemic

This study determines the assessment practices used by teaching staff in Saudi universities, explores how these assessment practices have changed during the coronavirus disease 2019 pandemic, and investigates how teaching staffs’ priorities and preferences for education on assessment during the pandemic were shaped. To support professional development, the study also aims to raise teaching staffs’ awareness of assessment practices. Teaching staff in Saudi universities were invited to complete the Approaches to Classroom Inventory survey. The results showed that the most highly endorsed practices included giving feedback, linking assessments to learning objectives and learning outcomes, using scoring guides, and monitoring and revising assessment approaches. The least endorsed practices included mapping summative assessment to curriculum expectations, responding to the cultural and linguistic diversity of students, and accommodating students with special needs/exceptionalities in assessments. Further, during the pandemic, formative assessments were rarely used. Although faculty members from various colleges and fields of specialty showed similar patterns in endorsing assessment practices, they differed in their preferences and needs for assessment education.

Thinking Language Awareness at a Science Centre

Situated in the highly multilingual context of Vancouver, this article discusses aspects of a collaborative research project, intertwining the development of language awareness and scientific, technological, and multilingual literacies in a science centre environment. Participants were multilingual, kindergarten-aged children who attended an interactive, activity-based science educational program in a local science centre and participated in writing activities in a nearby community centre. The article will discuss the science centre as a transformative learning environment to harness cultural and linguistic diversity, a vital resource to simultaneously develop language awareness, and science knowledge. Multimodal data sources include visual documentation of the linguistic landscape at the science centre, as well as photographs, video recordings and field notes of children working individually or in small groups, and a selection of the products children created.

Multilingualism in International Business

Language situations vary in different nations. In some countries, a variety of languages are spoken; in others, a single language is used. People who have the linguistic competence to speak several languages are multilingual. What role does multilingualism play in multinational corporations? Is multilingualism a problem or a solution for international business? Does English as a lingua franca play a role in international business? How business leaders react to multilingualism or Englishization? Opinions are divided. Multilingualism has been the focus of interest in recent decades due to globalization, tourism, technology advancement, international trade, and so forth. Language barriers and linguistic diversity surfaced which may impact corporate communications in international business. Specific language policies might be needed for corporate communications. The aims of this chapter are to explore the roles of multilingualism and Englishization in international business, and to seek approaches for better corporate communications. Associated issues and problems as well as solutions and recommendations will be explored and discussed.

Online Language Learning

This chapter addresses two forces in contemporary societies. The first is that societies today are characterized by cultural and linguistic diversity and increasing human mobility. In this complex setting, language learning has acquired more significance, with the need to communicate worldwide. Secondly, our society is experiencing dramatic technological advancements, one of which pertains to online learning. In this era of ubiquitous learning, where the use of learning management systems, mobile applications, social networks, and other digital technologies can underpin learning, it is necessary to re-address language learning. This overview will categorize the types of online language learning tools and practices that are emerging and prevalent and it will analyze their instructional approaches in the use of the technology. Ιt will also focus on the digital learners that access them having as an ultimate goal to understand the characteristics and needs of the contemporary global, multilingual, and digital learners and how these can be addressed in the learning process.

Working With a Culturally and Linguistically Diverse Individual With Specific Learning Disability

With the constantly rising multilingualism in the United States, cultural and linguistic diversity is gradually becoming more and more present at schools throughout the country. Therefore, there is a critical need for resources to support speech-language pathologists (SLPs) to work with culturally and linguistically diverse (CLD) clients. This case study examines a CLD client with a diagnosis of specific learning disability (SLD). SLD is a disorder characterized by one or more significant impairments in reading, spelling, writing, or arithmetical skills, which are not the direct result of other disorders or inadequate schooling. This chapter discusses approaches to appropriately assess the client's language skills and provides intervention suggestions to account for the CLD nature of the client and her SLD.

Confronting Assumptions in Immigrant Multilingual Deaf Education

Within the American deaf community, multilingualism is evidence among deaf individuals who use three (or more) languages daily. Despite the linguistic diversity, limited research focuses on multilingualism, multilingual education, or multilingual development in this population. The increasing multilingual immigrant D/HH student population in the United States coupled with a scarcity of research on multilingual immigrant D/HH learners has triggered various assumptions about their education. This chapter will focus on addressing the assumptions surrounding the education of immigrant multilingual deaf learners.

Cultural Diversity and Performance of Cameroonian Companies

The objective of this study is to highlight the effects of ethnic, linguistic, and religious diversity on business sustainability in Cameroon. To achieve this objective, the authors used data from a survey conducted in the cities of Douala and Yaoundé by the Laboratory for Research in Fundamental and Applied Economics (LAREFA) of the University of Dschang. Using a censored Tobit model, the following results were obtained: (1) Ethnic diversity and linguistic diversity each have a positive effect on the sustainability of Cameroonian companies. However, when the linguistic diversity index is too high, its effect becomes significantly negative. (2) Whatever its level, religious diversity has a negative effect on the sustainability of Cameroonian companies.