Problems and Challenges of Foreign Labour Migrants

This paper is based on problems and challenges of foreign labour migration and the main aim of this paper is to identity the problems and challenges faced by migrant workers in the destination countries, and is based on five different manpower agencies. Information was collected through 255 respondents and respondent’s household’s information and descriptive and cross sectional research design and sample selection has been based on purposive method. About 37.3 percent foreign labour migrants want to go Malaysia and highest i.e. 29.4 percent respondents want to go foreign labour work by cause of poverty and 23.5 percent respondents by cause of unemployment. More than 90 percent respondents do not have any knowledge about right of foreign labour migrants. Total 163 respondents had returned from foreign labour migration; the highest 36.2 percent respondents are returned back from Malaysia. More than 55 percent foreign labour migrants stayed in foreign employment for 2-4 year and 35 percent returned migrants engaged in factory labour and 36 percent foreign labour returned migrants worked 12 hours. The highest i.e. 60.8 percent returned foreign labour migrants were sick of frequent fever and 58.8 percent foreign labour returned migrants had their treatment charge paid by their companies. Lack of information about the adequate the destination countries, poverty, unemployment, manpower agencies or agents’ exploitation, discrepancy in wages before and after departure, working condition and situation in the destination countries, language, environment, out off that work permit problems are the major problems in both origin and destination place. To promote the rights of migrant’s worker is major issue in present time. Foreign labour migration sending the large amount of remittance of Nepal, but they have not been able to utilize in productive sectors.

Assessing Signed Language Skills in Bi-/Multilingual, Deaf and Hard of Hearing Children

Providing appropriate and evidence-based services for linguistically diverse, bilingual, and multimodal deaf and/or hard-of-hearing (D/HH) children is an important aspect of education and intervention programs. The increasing linguistic diversity of D/HH children creates challenges for professionals who need to understand and document these children’s linguistic systems through appropriate and informative assessment of children’s speech, and spoken language, and/or sign language skills. However, assessment can prove challenging, particularly when a child’s language environment contains more than one language in one or more modality. In this chapter, areas of assessment relevant to bilingual D/HH children are discussed to guide practitioners’ decisions on selecting and using appropriate assessment materials and approaches. Special focus is given to assessment considerations that can inform practice when assessment resources for a particular language are not available.

The Project of Communicative Educational Resource in Russian as a Foreign Language with the Use of V-Learning Technology

The article describes the project structure of an electronic educational resource in Russian as a foreign language which is based on a system of social interaction including a component of virtual simulation of the Russian language environment. The relevance of the study arises from modern trends in the development of communicative language learning and computer technology that provides the need to study and develop new efficient approaches improving the theory and practice of distance learning of Russian as a foreign language. The purpose of the study is to make a theoretical research on drawing up the structure of an electronic educational resource in Russian as a foreign language with the use of a virtual simulator of the Russian language environment as its component. The main methods are observation of modern trends in the development of electronic resources, analysis of research literature, generalization of the authors' empirical experience in the development of prototypes of learning systems based on the technology of virtual worlds and educational and game applications in the Russian language. The research materials are the works of Russian and foreign researchers devoted to the use of virtual reality technology in language learning. In the course of the study, the modern trends in the development of electronic resources were analyzed, and on this basis the basic principles and practical approaches to the formation of an electronic language environment were identified. The study resulted in theoretical and practical provisions considering an electronic educational resource in Russian as a foreign language as a living and self-developing virtual ecosystem. The results can be used to create a communication-oriented electronic educational resource on Russian as a foreign language.

Teaching Russian in a closely-related Slovak environment

The article discusses features of studying Russian as a foreign language in schools in Slovakia. The relevance of the research is determined by the fact that the new socio-political conditions in which Russian is studied as a second foreign language competing with other languages have brought about changes in the status, goals, motives for study, content, approaches to selecting, grouping and presenting material, the methodological concept of teaching. The aim of the work is to identify the features of teaching Russian as a second foreign language in a closely related Slovak language environment. The authors drew on the method of comparison and collation, the method of application (overlaying fragments of language systems), method of component analysis, method of word-formation analysis, methods of analysis of official statistical, sociolinguistic data. In the course of the study, the data of the State Institute for Education Statistics and Forecasts of the Slovak Republic, the peculiarities of Slovak students motivation for learning the Russian language were analyzed, a comparative analysis of the main lexical and grammatical phenomena of the Russian and Slovak languages was carried out. The research resulted in identifying the specifics of Russian as a Slavic language in the status of a second foreign language, the extent of its demand in school practice in Slovakia, reviewing the motives for studying it, and, on the basis of this, developing requirements for selecting, grouping, and studying lexical and grammatical material. The authors see the prospects for teaching the Russian language in Slovakia in combining the system-structural and linguoculturological approaches.

Lexico-semantic relativity and versatility in translation and intercultural communication

The aim of the article is to discuss translation regularities in correlations of words that denote culture-related phenomena that exist in many cultures or that are specific to certain cultures and languages. The focus is on Russian and English culturonyms. The authors dwell on the principle of functional dualism that claims that language can equally address internal and external cultures. This principle is developed in the new linguistic discipline termed interlinguoculturology (Kabakchi 1998, Kabakchi Beloglazova 2020). Nonetheless, under the impact of the World Englishes paradigm, the article points to blurring the concept of external culture - Russian bilinguals, speaking or writing in Russian English, use this variety for expressing their own culture; the same is true for other world Englishes that have branched from the prototypical British English model. Despite the polemical relations of the two research schools, which are close and yet different in some of their tenets, there is much in common in their semantic and pragmatic research of how varieties of English adapt and domesticate culturonyms, in particular binary words belonging to two languages and often associated with each other in translation. The paper discusses examples of binary polyonyms (universal culturonyms) whose meaning depends on the context of the situation and, therefore, is differently received in diverse cultures; binary analogues whose equivalent selection is based on scrutinizing the dictionary entry and on the knowledge of the cultural background, and binary interonyms that partly help translators and partly interfere with their work, being deceptive cognates differing in their referential or connotational meanings. The article concludes that the interpretation of culture-bound words in foreign-culture-oriented texts depends on various pragmatic and semantic processes and is grounded in a word semantic flexibility and its matter-of-course adaptation in a cultural and language environment.

On the multidimensionality of bilingualism and the unique role of language use*

The multidimensionality of the bilingual experience makes the investigation of bilingualism fascinating but also challenging. Although the literature distinguishes several aspects of bilingualism, the measurement methods and the relationships between these aspects have not been clearly established. In a group of 171 relatively young Polish–English bilinguals living in their first-language environment, this study investigates the relationships between the multiple measures of bilingualism. The study shows that language entropy – an increasingly popular measure of the diversity of language use – reflects a separate aspect of the bilingual experience from language-switching and language-mixing measures. The findings also indicate that language proficiency is not a uniform aspect of the bilingual experience but a complex construct that requires appropriately comprehensive measurements. Collectively, the findings contribute to the discussion on the best practices for quantifying bilingualism.

VIRTUAL REALITY IN TEACHING OF FOREIGN LANGUAGES

The study of the mechanisms of language and speech abilities has shown that the most effective method of learning a foreign language is the method of full immersion, since students enter the natural language environment and are in it constantly. But the learning process in the classroom, no matter how organized and communicative it may be, cannot replace the real teaching experience. Since the most important factors for effective learning of a foreign language are the language environment and motivation, therefore, the development of new motivational language learning environments, including virtual reality (VR), is the main elements of the learning process. In such an educational space, virtual reality helps students to understand phenomena and situations that cannot be understood and explained using traditional methods in order to become part of the real world through modeling. In general, virtual reality is an ideal learning environment, and the possibilities of its technologies for learning have an extremely high potential for application

THE DEVELOPMENT OF GERMAN ISLAND DIALECT IN RUSSIA (ON THE EXAMPLE OF THE RUSSIAN GERMANS’ DIALECT OF THE KIROV REGION)

Cпецифика формирования и развития немецких островных диалектов в России, в частности, в Кировской области, связана с проблемой исследования языковой стабильности в условиях сложной несбалансированной языковой ситуации и интерференции. Целью статьи является выявление особенностей развития немецких островных диалектов в условиях иноязычного окружения. Необходимо отметить, немецкие островные диалекты Кировской области имеют своеобразные языковые черты и включают как новые словарные единицы, так и языка окружающего большинства. The specificity of the formation and development of German island dialects in Russia, in particular in the Kirov region, is associated with the problem of linguistic stability in a complex imbalanced linguistic situation and interference. The aim is to identify the development features of German island dialects in a foreign language environment.

Takwīn al-Bīah al-Lughawiyyah Litarqiyah al-Mahārah al-Intājiyyah fī al-Ma’āhid al-‘Aṣriyyah bi Ponorogo

This qualitative research aimed to find out: 1) the formation of formal and natural language environment to improve students' speaking skills in various modern Islamic boarding Schools at Ponorogo. 2) the formation of formal and natural language environment to improve students' writing skills in various Modern Islamic Boarding Schools at Ponorogo. The results indicate that: 1) Students' speaking skills are improved through the following Arabic language environmental activities: using Arabic in daily conversation, Arabic learning, the use of language laboratory, adding new daily vocabulary, annual language competition, listening to foreign language news, language error correction, speech competition, poetry reading, debate, and Arabic storytelling. 2) Students' writing skills are improved through the following Arabic language environmental activities: writing foreign-language articles, speeches, debate, English storytelling, poetry, songs, drama texts, and Arabic news texts, weekly writing exercises, and writing Arabic articles competition.