scholarly journals A Quantitative Investigation of Language Policy in International Schools in East Asia

2020 ◽  
Vol 2 (2) ◽  
pp. 1-18
Author(s):  
Clayton Wayne Lehman ◽  
Brett Welch
Keyword(s):  
Language Learning ◽  
East Asia ◽  
Language Policy ◽  
Teacher Knowledge ◽  
International Schools ◽  
Accreditation Process ◽  
Written Language ◽  
Teacher Roles ◽  
Quantitative Investigation ◽  
Knowledge Of Language

Many international schools develop a formal written language policy to address language learning and use.  Additionally, schools often develop a language policy as part of an authorization and or accreditation process.  Although a school may have a formal written language policy, sometimes teachers are unaware the policy exists.  The purpose of this study was to examine teacher knowledge of language policy in English-medium international schools in East Asia. Additionally, the researchers explored whether there were differences in teacher knowledge of language policy between schools that have an affiliation with CIS, IB, and ACS WASC and schools with no affiliation. Further, the researchers examined how often teachers followed the language policy and if the policy defined the roles of teachers. This quantitative survey-based study had 544 participants, of whom 387 were teachers. The main finding revealed that a sizeable percentage of teachers reported that their school does not have a formal written language policy or were unsure if one exists.  Additional findings revealed similarities in language policy knowledge between CIS and IB schools and schools with no affiliation.  Further, less than half of the teachers follow the language policy consistently, and many policies do not specify teacher roles.

Sinitic in a Global Perspective

2018 ◽  
Author(s):  
Peter Francis Kornicki
Keyword(s):  
East Asia ◽  
South Asian ◽  
Spoken Language ◽  
Written Language ◽  
Global Perspective ◽  
The Common

This chapter focuses on the language rupture in East Asia, that is to say, the loss of the common written language known as literary Chinese or Sinitic. The gradual replacement of the cosmopolitan language Sinitic by the written vernaculars was a process similar in some ways to the replacement of Latin and Sanskrit by the European and South Asian vernaculars, as argued by Sheldon Pollock. However, Sinitic was not a spoken language, so the oral dimension of vernacularization cannot be ignored. Charles Ferguson’s notion of diglossia has been much discussed, but the problem in the context of East Asia is that the only spoken languages were the vernaculars and that Sinitic was capable of being read in any dialect of Chinese as well as in the vernaculars used in neighbouring societies.

scholarly journals Subtitling Calligraphy

2021 ◽  
Vol 1 (1) ◽  
pp. 115-133
Author(s):  
Markus Nornes
Keyword(s):  
East Asia ◽  
Human Body ◽  
Chinese Character ◽  
Intimate Relationship ◽  
Global Dimension ◽  
Written Language ◽  
Chinese Cinema ◽  
Specific Difference ◽  
Art Forms ◽  
Sister Arts

Abstract This essay examines a regional, not global, dimension of Chinese cinema: the Chinese character in its brushed form. Calligraphy and cinema have an intimate relationship in East Asia. Indeed, the ubiquity of the brushed word in cinema is one element that actually ties works in Korean, Japanese and Sinophone Asia together as a regional cinema. At the same time, I will explore the very specific difference of Chinese filmmakers’ use of written language. On first glance, cinema and calligraphy would appear as radically different art forms. On second glance, they present themselves as sister arts. Both are art forms built from records of the human body moving in (an absent) time and space. The essay ends with a consideration of subtitling, upon which Chinese cinema’s global dimension is predicated. How does investigating this very problem lead us to rethinking the nature of the cinematic subtitle, which is very much alive―a truly movable type?

The Implications of Emergent Literacy Research for Children With Developmental Disabilities

1991 ◽  
Vol 1 (1) ◽  
pp. 38-44 ◽  
Author(s):  
David A. Koppenhaver ◽  
Patsy P. Coleman ◽  
Sophia L. Kalman ◽  
David E. Yoder
Keyword(s):  
Developmental Disabilities ◽  
Language Learning ◽  
Emergent Literacy ◽  
Continuous Process ◽  
Literacy Learning ◽  
Written Language ◽  
Literacy Research ◽  
Children With Developmental Disabilities

Recent research in emergent literacy has led to a conceptualization of literacy learning as a continuous process that begins at birth. Such a view has critical implications for children with developmental disabilities because it implies that the potential for written language learning is present in everyone. In this article, emergent literacy research in both nondisabled children and children with developmental disabilities is synthesized. Implications of the research for parents, practitioners, and researchers are drawn.

On Language Design

2016 ◽  
Author(s):  
Charles Yang
Keyword(s):  
Language Learning ◽  
Language Evolution ◽  
Language Design ◽  
Domain Specific ◽  
Innate Knowledge ◽  
Knowledge Of Language

Summary. How the current study impacts traditional problems in linguistics, and how it leads to a simplification of the theory of UG and language learning, with a reduced role for domain-specific innate knowledge of language, leading to an arguably more plausible solution to the problem of language evolution.

Intelligent CALL Systems for Writing Development

2021 ◽  
pp. 252-273
Author(s):  
Niall Curry ◽  
Elaine Riordan
Keyword(s):  
Language Learning ◽  
Technological Innovation ◽  
Language Proficiency ◽  
Writing Development ◽  
Written Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learner Engagement ◽  
Writing Practices ◽  
Teacher Surveys

Technological innovation in supporting feedback on writing is well established in computer-assisted language learning (CALL) literature. Regarding writing development, research has found that intelligent CALL systems that respond instantly to learners' language can support their production of better-written texts. To investigate this claim further, this chapter presents a study on learner use of Write & Improve (W&I). The study, based on learner engagement with W&I and learner and teacher surveys and focus groups, demonstrates that learners find W&I to be engaging and motivating. Moreover, there is evidence of improvements in learner writing practices and written language proficiency. For teachers, W&I can render feedback more efficient, allowing them to focus on more complex aspects of learner texts, while spelling and syntactic accuracy are addressed by W&I. Issues also emerge in the use of W&I, which present problem areas for teachers and learners and which signal important future considerations for CALL research.

Image as language: Teacher-created photographs and visual literacy for English language learning

2012 ◽  
Vol 37 (2) ◽  
pp. 113-121 ◽  
Author(s):  
Susan Britsch
Keyword(s):  
Social Studies ◽  
Language Development ◽  
Language Learning ◽  
Teacher Knowledge ◽  
Visual Literacy ◽  
English Language ◽  
Visual Learning ◽  
Content Learning ◽  
Second Language Development ◽  
Language Objectives

LANGUAGE IS NOT LEARNED through words alone; images lie at the heart of language development. This article suggests three essential guidelines for teachers as they create and use photographs for content learning, second-language development and image-reading. Each guideline is accompanied by content, visual literacy and language objectives. Photographs and sets of sample-levelled questions exemplify the use of the language objectives for content and visual learning in social studies, geometry or science. In sum, an informed use of visual imagery can enhance the exploration of curriculum content if based on teacher knowledge of content, of the language through which photographs speak, and of the language needed to talk about both content and image.

scholarly journals Major Patterns in the Neolithic Chronology of East Asia: Issues of the Origin of Pottery, Agriculture, and Civilization

Radiocarbon ◽  
2009 ◽  
Vol 51 (3) ◽  
pp. 891-903 ◽  
Author(s):  
Yaroslav V Kuzmin ◽  
J A Timothy Jull ◽  
G S Burr
Keyword(s):  
East Asia ◽  
Food Production ◽  
North China ◽  
State Level ◽  
Written Language ◽  
Far Eastern Russia ◽  
Neolithic Agriculture ◽  
Terminal Pleistocene ◽  
Far Eastern ◽  
Different Parts

General chronological frameworks created recently for the Neolithic complexes of China, Japan, Korea, and far eastern Russia allow us to reveal temporal patterns of Neolithization, origin of food production, and the emergence of civilizations. Pottery originated in East Asia, most probably independently in different parts of it, in the terminal Pleistocene, about 14,800–13,300 BP (uncalibrated), and this marks the beginning of the Neolithic. Agriculture in the eastern part of Asia emerged only in the Holocene. The earliest trace of millet cultivation in north China can now be placed at ∼9200 BP, and rice domestication in south China is dated to ∼8000 BP. Pottery in East Asia definitely preceded agriculture. The term “civilization,” which implies the presence of a state level of social organization and written language, has been misused by scholars who assert the existence of a very early “Yangtze River civilization” at about 6400–4200 cal BP. The earliest reliable evidence of writing in China is dated only to about 3900–3000 cal BP, and no “civilization” existed in East Asia prior to this time.

Computer-Assisted Language Learning in East Asia

2011 ◽  
pp. 377-388
Author(s):  
Hsien-Chin Liou
Keyword(s):  
Language Learning ◽  
East Asia ◽  
Computer Games ◽  
East Asian ◽  
Professional Associations ◽  
Computer Hardware ◽  
Computer Assisted ◽  
Information And Communications Technologies ◽  
Computer Based Learning ◽  
Academic Conference

Recently, there has been an obvious blooming of the manufacturing of computer hardware and peripherals in Asian countries: to illustrate, Korea, Japan, China, Singapore, and Taiwan. Meanwhile, various information and communications technologies (ICT) and computer games are blossoming among adolescents’ entertainment choices that promote their media literacies. Educators have long acknowledged the potential of using ICT to enhance instruction (hereafter referred to as CBL, computer-based learning), and organized conferences and associations to promote academic activities and disseminate updated information about them. In spite of the similar excitement in the East Asian area, at present, there is almost no authoritative scholarly CBL journal available in East Asia. Descriptions of regional academic-conference activities would help the international community understand the development and academic achievements in East Asian areas. The paper is organized with a detailed description about professional associations and conferences of CBL in East Asia with a focus on language learning, followed by the report of a unique project in Taiwan as an example of East Asian cases.

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