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language</title> <meta name="description" content="Search results for: official language"> <meta name="keywords" content="official language"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="official language"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4207</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: official language</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4207</span> Towards an Indigenous Language Policy for National Integration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odoh%20Dickson%20Akpegi">Odoh Dickson Akpegi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper is about the need for an indigenous language in order to meaningfully harness both our human and material resources for the nation’s integration. It then examines the notty issue of the national language question and advocates a piece meal approach in solving the problem. This approach allows for the development and use of local languages in minority areas, especially in Benue State, as a way of preparing them for consideration as possible replacement for English language as Nigeria’s national or official language. Finally, an arrangement to follow to prepare the languages for such competition at the national level is presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20language" title="indigenous language">indigenous language</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language" title=" English language"> English language</a>, <a href="https://publications.waset.org/abstracts/search?q=official%20language" title=" official language"> official language</a>, <a href="https://publications.waset.org/abstracts/search?q=National%20integration" title=" National integration"> National integration</a> </p> <a href="https://publications.waset.org/abstracts/33579/towards-an-indigenous-language-policy-for-national-integration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33579.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">560</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4206</span> The Role of Official Languages and Language Training Policy in Adult Immigrant Integration in Canada</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lillie%20Lum">Lillie Lum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Focusing on the role of official language in immigrant integration, this paper will first report the results of a literature review and demonstrate that there is no doubt on the necessity of adequate language skills for newcomers to successfully settle, adapt, and integrate socially, culturally and economically in Canada. This paper attempts to synthesize the literature in order to shed light on the language policy terrain which is not easy to navigate. Then, by outlining what is currently available in the language policy environment, it will ask if the current state of language training in Canada is adequate to assist newcomers in their language acquisition process. At a deeper level, it aims to continue to raise questions in this policy area. Are current policy responses likely to improve linguistic capabilities in the future, particularly for immigrant workers with poor language proficiency? This paper is timely given the magnitude of the language issue and the value of immigrants for Canada’s economic, social, and political vitality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=official%20language%20education" title="official language education">official language education</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrant%20integration%20into%20Canada" title=" immigrant integration into Canada"> immigrant integration into Canada</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20factors" title=" economic factors"> economic factors</a>, <a href="https://publications.waset.org/abstracts/search?q=policy%20implications" title=" policy implications"> policy implications</a> </p> <a href="https://publications.waset.org/abstracts/46455/the-role-of-official-languages-and-language-training-policy-in-adult-immigrant-integration-in-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46455.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4205</span> Exploring Motivation and Attitude to Second Language Learning in Ugandan Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nanyonjo%20Juliet">Nanyonjo Juliet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Across Sub-Saharan Africa, it’s increasingly becoming an absolute necessity for either parents or governments to encourage learners, most particularly those attending high schools, to study a second or foreign language other than the “official language” or the language of instruction in schools. The major second or foreign languages under consideration include but are not necessarily limited to English, French, German, Arabic, Swahili/Kiswahili, Spanish and Chinese. The benefits of learning a second (foreign) language in the globalized world cannot be underestimated. Amongst others, it has been expounded to especially involve such opportunities related to traveling, studying abroad and widening one’s career prospects. Research has also revealed that beyond these non-cognitive rewards, learning a second language enables learners to become more thoughtful, considerate and confident, make better decisions, keep their brain healthier and generally – speaking, broaden their world views. The methodology of delivering a successful 2nd language – learning process by a professionally qualified teacher is located in motivation. We strongly believe that the psychology involved in teaching a foreign language is of paramount importance to a learner’s successful learning experience. The aim of this paper, therefore, is to explore and show the importance of motivation in the teaching and learning of a given 2nd (foreign) language in the local Ugandan high schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language" title="second language">second language</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=official%20language" title=" official language"> official language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20of%20instruction" title=" language of instruction"> language of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=globalized%20world" title=" globalized world"> globalized world</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20rewards" title=" cognitive rewards"> cognitive rewards</a>, <a href="https://publications.waset.org/abstracts/search?q=non-cognitive%20rewards" title=" non-cognitive rewards"> non-cognitive rewards</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process"> learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/175351/exploring-motivation-and-attitude-to-second-language-learning-in-ugandan-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175351.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4204</span> Attitudes towards Bilingualism: The Case of Cameroon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patricia%20W.%20Ngassa">Patricia W. Ngassa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language attitude is an area arousing the interest of linguists who are continuously discovering new methods of detecting attitudes. This paper problematizes Cameroonians’ alleged tendency of neglecting home languages and considering Bilingualism in borrowed languages as more important. 30 questionnaires were used to know attitudes of parents towards bilingualism and our home languages. Results revealed that our borrowed official languages are considered more important than home languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title=" mother tongue"> mother tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=Cameroon" title=" Cameroon"> Cameroon</a>, <a href="https://publications.waset.org/abstracts/search?q=official%20language" title=" official language"> official language</a> </p> <a href="https://publications.waset.org/abstracts/17761/attitudes-towards-bilingualism-the-case-of-cameroon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17761.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">623</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4203</span> Language Services as a Means of Language Repository for Tuition Support and Facilitation of Learning in Institution of Higher Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mzamani%20Aaron%20Mabasa">Mzamani Aaron Mabasa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research study examines the reality that the Language Services Directorate can be considered a language repository hub. The study postulates that multilingual education guided by language policy implementation can improve student performance and pass rate. Various documents in the form of style guides, glossaries and tutorial letters may be used to enable students to understand complex words, sentences, phrases and paragraphs when technical vocabularies are used. This paper addresses the way in which quality assurance can transform South African official languages, including Sign Language, as mandated by the Language Policy for Higher Education. The paper further emphasizes that Language Services is unique in the sense that it involves all South African officials as tools for student support and facilitation of learning. This is in line with the Constitution of the Republic of South Africa (1996) and the Unisa Language Policy of 2023, which declares the status, parity and esteem of these official languages regarding usage in formal function domains, namely education, economy, social and politics. The aim of this paper is to ensure that quality assurance is ultimately accomplished in terms of teaching and learning standards. Eventually, all South African languages can be used for official domains to achieve functional multilingualism. This paper furthermore points out that content analysis as a research instrument as far as a qualitative approach is concerned may be used as a data collection technique. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=repository" title="repository">repository</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/188292/language-services-as-a-means-of-language-repository-for-tuition-support-and-facilitation-of-learning-in-institution-of-higher-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">31</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4202</span> Retrospective Insight on the Changing Status of the Romanian Language Spoken in the Republic of Moldova</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gina%20Aurora%20Necula">Gina Aurora Necula</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From its transformation into a taboo and its hiding under the so-called “Moldovan language” or under the euphemistic expression “state language” to its regained status recognition as an official language, the Romanian language spoken in the Republic of Moldova has undergone impressive reforms in the last 60 years. Meant to erase the awareness of citizens’ ethnic identity and turn a majority language into a minority one, all the laws and regulations issued on the field succeeded into setting numerous barriers for speakers of Romanian. Either manifested as social constraints or materialized into assumed rejection of mother tongue usage, all these laws have demonstrated their usefulness and major impact on the Romanian-speaking population. This article is the result of our research carried out over 10 years with the support of students, and Moldovan citizens, from the master's degree program "Romanian language - identity and cultural awareness." We present here a retrospective insight of the reforms, laws, and regulations that contributed to the shifted status of the Romanian language from the official language, seen as the language of common use both in the public and private spheres, in the minority language that surrendered its privileged place to the Russian language, firstly in the public sphere, and then, slowly but surely, in the private sphere. Our main goal here is to identify and make speakers understand what the barriers to learning Romanian language are nowadays when the social pressure on using Russian no longer exists. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20barriers" title="linguistic barriers">linguistic barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=lingua%20franca" title=" lingua franca"> lingua franca</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20sphere" title=" private sphere"> private sphere</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20sphere" title=" public sphere"> public sphere</a>, <a href="https://publications.waset.org/abstracts/search?q=reformation" title=" reformation"> reformation</a> </p> <a href="https://publications.waset.org/abstracts/151966/retrospective-insight-on-the-changing-status-of-the-romanian-language-spoken-in-the-republic-of-moldova" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151966.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">115</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4201</span> Multilingualism and the Question of National Language in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salome%20Labeh">Salome Labeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Diverse Languages that exist in Nigeria, gave rise to the need to choose among these languages, which one or ones to be used as the National Language(s) in Nigeria. The Multilingual Nature of Nigeria has been examined, in relation to the provisional result of 1991 census conducted in Nigeria and the status of language policy in the country, which eventually led to the discovery of the fact that Hausa, Igbo, Yoruba languages have the highest speaker in terms of population, and are already made co-official languages in Nigeria, alongside with English language. Then, these languages should be considered as the National Languages, if eventually a language policy emerges in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multilingual" title="multilingual">multilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=languages" title=" languages"> languages</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/21305/multilingualism-and-the-question-of-national-language-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21305.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4200</span> Peace through Language Policy as a Solution to the Ethnic Conflict in Sri Lanka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20M.%20W.%20Rajapakshe">R. M. W. Rajapakshe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sri Lanka, which is officially called the Democratic Socialist Republic of Sri Lanka is an island nation situated near India. It is a multi-lingual, multi- religious and multi – ethnic country, where Sinhalese form the majority and the Tamils form the largest ethnic minority. The composition of the population (ethnic basis) in Sri Lanka is as follows: Sinhalese: 74.5%, Tamil (Sri Lankan): 12.6%, Muslim: 7.5 %, Tamil (Indian): 5.5%, Malay: 0.3%, Burgher: 0.3 %, other: 0.2 %. The Tamil people use the Tamil language as their mother tongue and the Sinhala people use the Sinhala language as their mother tongue. A very few people in both communities use English as their mother tongue and however, a large number of people use English as a second language. The Sinhala Language was declared the only official language in Sri Lanka in 1959. However, it was not acceptable to Tamil politicians as well as to the common Tamil people and it was the beginning of long standing ethnic crisis which later became a military war where a lot of blood was shed. As a solution to the above ethnic crisis the thirteenth amendment to the constitution of Sri Lanka was introduced in 1987 and according to it both Sinhala and Tamil were declared official languages and English as the link language in Sri Lanka. Thus, a new programme namely, second language teaching programme under which Sinhala was taught to Tamil students and Tamil was taught to Sinhala students, was introduced at government schools. Language teaching includes knowledge of the culture of the target language. As all cultures are mixed and have common features students have reduced their enmity about the other community and learned to respect the other culture. On the other hand as all languages are mixed, students came to the understanding that there are no pure languages. Thus, they learned to respect the other language. In the case of Sri Lanka the Sinhala language is mixed with the Tamil language and vice versa. Thus, the development of second language teaching is the prominent way to solve the above ethnic problem and this study clearly shows it. However, the above programme suffers with lack of trained second language teachers, infrastructure facilities and insufficient funds and, they can be considered as the main obstacles to develop the second language teaching programme. Yet, there are no satisfactory answers to those problems. The data were collected from relevant books, articles and other documents based on research and forty five recordings, each with one hour duration, of natural conversations covering all factions of the Sinhala community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnic%20crisis" title="ethnic crisis">ethnic crisis</a>, <a href="https://publications.waset.org/abstracts/search?q=official%20language" title=" official language"> official language</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20teaching" title=" second language teaching"> second language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Sinhala" title=" Sinhala"> Sinhala</a>, <a href="https://publications.waset.org/abstracts/search?q=Tami" title=" Tami"> Tami</a> </p> <a href="https://publications.waset.org/abstracts/65301/peace-through-language-policy-as-a-solution-to-the-ethnic-conflict-in-sri-lanka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65301.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4199</span> Cameroon’s State Bilingualism: Mending Fences between Linguistic Communities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Charles%20Esambe%20Alobwede">Charles Esambe Alobwede</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From the time of the biblical story of the Tower of Babel, languages as well as people have learnt to co-exist. It is obvious that when languages co-exist, there is the inevitable tendency of linguistic influence. This is because a language can either be a unifying factor or a factor of division within a given community, especially in a multicultural and multi-linguistic community where such a situation has led to socio-political and economic tension. Thus, leaders of such communities have a duty to plan and implement a language policy that will meet the needs of all members of the community in order to enhance its corporateness. The present article will focus on some of the major reasons that prompted the government of Cameroon to embark on an official bilingual policy after independence in 1961 and then evaluate the evolution of the linguistic situation. The article will equally look at the consequences, especially on a socio-political platform and what today has been termed 'the Anglophone problem' in Cameroon which has caused a fuse between the country’s minority Anglophone population and the majority Francophone administration. Data for the present article is collected from literature on the state of official bilingualism in Cameroon, newspapers articles on the prevailing situation in the country and interviews with actors on the field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20policy" title="language policy">language policy</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20influence" title=" linguistic influence"> linguistic influence</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural" title=" multicultural"> multicultural</a>, <a href="https://publications.waset.org/abstracts/search?q=official%20bilingualism" title=" official bilingualism"> official bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-political%20tension" title=" socio-political tension"> socio-political tension</a> </p> <a href="https://publications.waset.org/abstracts/73154/cameroons-state-bilingualism-mending-fences-between-linguistic-communities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73154.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4198</span> The Challenge of Teaching French as a Foreign Language in a Multilingual Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20C.%20Opara">Carol C. Opara</a>, <a href="https://publications.waset.org/abstracts/search?q=Olukemi%20E.%20Adetuyi-Olu-Francis"> Olukemi E. Adetuyi-Olu-Francis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The teaching of French language, like every other language, has its numerous challenges. A multilingual community, however, is a linguistic environment housing diverse languages, each with its peculiarity, both pros, and cones. A foreign language will have to strive hard for survival in an environment where various indigenous languages, as well as an established official language, exist. This study examined the challenges and prospects of the teaching of French as a foreign language in a multilingual community. A 22-item questionnaire was used to elicit information from 40 Nigerian Secondary school teachers of French. One of the findings of this study showed that the teachers of the French language are not motivated. Also, the linguistic environment is not favourable for the teaching and learning of French language in Nigeria. One of the recommendations was that training and re-training of teachers of French should be of utmost importance to the Nigerian Federal Ministry of Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=french%20as%20foreign%20language" title=" french as foreign language"> french as foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20community" title=" multilingual community"> multilingual community</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/113035/the-challenge-of-teaching-french-as-a-foreign-language-in-a-multilingual-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113035.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">218</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4197</span> Bedouin Dialects: Language Use and Identity Perceptions of Bedouin-Speaking University Students in North-Western Saudi Arabia and Implications for Language Vitality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hend%20Albalawi">Hend Albalawi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Amid the dynamic use of the Arabic language worldwide, Saudi Arabia employs Modern Standard Arabic (MSA) as its formal, official language, whereas other dialects of Arabic are common in informal situations. Such trends not only maintain the powerful, state-supported status of MSA but are liable to also affect the use and status of other varieties, including Bedouin dialects, and prompt code-mixing behaviour among their speakers. Exposure to MSA and English in education in Saudi Arabia may also be liable to reduce the vitality of Bedouin dialects in the country, particularly among current generations of educated Bedouin speakers. Therefore, the proposed research will involve examining the perceived vitality of Bedouin dialects in Saudi language policies prescribing MSA as the official national language of Saudi Arabia and requiring university students to complete English-language coursework in the national education system. It will also entail identifying Bedouin speakers’ attitudes towards the use of Bedouin dialects in order to assess the need, if any, to implement policies in Saudi Arabia that can enhance the use of those dialects amid the competing use of MSA and English in the country. Empirical data collected from questionnaires and semi-structured interviews that purport patterns of the everyday use of languages among Bedouin-speaking university students in Tabuk, as well as the content of language policy documents, can clarify whether policy-based pressure to use MSA and English in mainstream educational and social activities in Saudi Arabia has jeopardised the language vitality of Bedouin dialects in north-west Saudi Arabia. The findings of the research can thus ultimately contribute to the development of policies to support and enhance the use of Bedouin dialects and, in turn, their language vitality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=Bedouin%20dialects" title=" Bedouin dialects"> Bedouin dialects</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy" title=" language policy"> language policy</a>, <a href="https://publications.waset.org/abstracts/search?q=vitality" title=" vitality"> vitality</a> </p> <a href="https://publications.waset.org/abstracts/124197/bedouin-dialects-language-use-and-identity-perceptions-of-bedouin-speaking-university-students-in-north-western-saudi-arabia-and-implications-for-language-vitality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124197.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4196</span> Student's Reluctance in Oral Participation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soumia%20Hebbri">Soumia Hebbri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English language has become a major medium for communication across borders. Nowadays, it is seen as a communicative medium not only for business but also for academic purposes. Some scientists describe English language as a way to enjoy an admired position in many countries. It is neither a national nor an official language in North Africa; it is considered as the most widely taught foreign language at the educational system. In order to achieve mastery of a foreign language, learners must develop the four principal language skills: Reading, writing, listening and speaking. However, being able to interact orally with others, using effectively the target language, is nowadays very important. People who cannot speak a foreign language cannot be considered effective language users, even if they can read and understand it. The teachers’ role in promoting foreign language acquisition is very important, as they are responsible for providing students appropriate contexts to foster communicative situations that allow students to express themselves and interact in the target language. So, we should understand the student’s reasons of their reluctance in oral participation when dealing with oral communicative tasks, in order to get insights about the possible motivating factors that may improve their involvement and participation in the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EL" title="EL">EL</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=ET" title=" ET"> ET</a>, <a href="https://publications.waset.org/abstracts/search?q=TEFL" title=" TEFL"> TEFL</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a> </p> <a href="https://publications.waset.org/abstracts/28792/students-reluctance-in-oral-participation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28792.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">503</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4195</span> How Western Donors Allocate Official Development Assistance: New Evidence From a Natural Language Processing Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Benson">Daniel Benson</a>, <a href="https://publications.waset.org/abstracts/search?q=Yundan%20Gong"> Yundan Gong</a>, <a href="https://publications.waset.org/abstracts/search?q=Hannah%20Kirk"> Hannah Kirk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Advancement in national language processing techniques has led to increased data processing speeds, and reduced the need for cumbersome, manual data processing that is often required when processing data from multilateral organizations for specific purposes. As such, using named entity recognition (NER) modeling and the Organisation of Economically Developed Countries (OECD) Creditor Reporting System database, we present the first geotagged dataset of OECD donor Official Development Assistance (ODA) projects on a global, subnational basis. Our resulting data contains 52,086 ODA projects geocoded to subnational locations across 115 countries, worth a combined $87.9bn. This represents the first global, OECD donor ODA project database with geocoded projects. We use this new data to revisit old questions of how ‘well’ donors allocate ODA to the developing world. This understanding is imperative for policymakers seeking to improve ODA effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20aid" title="international aid">international aid</a>, <a href="https://publications.waset.org/abstracts/search?q=geocoding" title=" geocoding"> geocoding</a>, <a href="https://publications.waset.org/abstracts/search?q=subnational%20data" title=" subnational data"> subnational data</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/176229/how-western-donors-allocate-official-development-assistance-new-evidence-from-a-natural-language-processing-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176229.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4194</span> The Threat Posed by Dominant Languages to Minor Languages or Dialects: The Case of isiZulu and isiBhaca in Umzimkhulu, KwaZulu-Natal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yanga%20Lusanda%20Praiseworth%20Majola">Yanga Lusanda Praiseworth Majola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The small town of Umzimkhulu is situated in the KwaZulu-Natal province of South Africa and was once the Bantustan of Transkei. Citizens of Umzimkulu are called amaBhaca because they speak isiBhaca, which is a non-standard language but is mutually intelligible to three standard official languages, isiXhosa, isiZulu, and siSwati. Since Umzimkhulu was under the Eastern Cape Province prior to 2006, isiXhosa is used for official purposes, particularly in schools, then isiZulu is used in other sectors; this is despite the fact that the majority of Umzimkhulu citizens regard themselves as amaBhaca. This poses a threat to both isiBhaca as a language and the identity of amaBhaca because Umzimkhulu is situated in KZN, where isiZulu is the dominant language spoken by the majority in the province. The primary objective of this study is to unveil, using the language dominance theory, how dominant languages pose a threat to minority and developing languages or dialects. The study employed a mixed-methods approach. Data was obtained from key community members and leaders who were identified as amaBhaca, who have lived in Umzimkhulu their whole lives. The main findings of the study are that although isiBhaca is classified as a dialect of isiXhosa, linguistically, it is closer to isiZulu, and thus isiZulu poses much threat to the existence of isiBhaca since it becomes easy for amaBhaca to switch from isiBhaca to isiZulu and end up not having an interest in isiBhaca. Respondents revealed that in their view, isiBhaca is a language of its own, and the continuous use and empowerment of isiZulu in Umzimkhulu, particularly in the professional settings, is detrimental to isiBhaca, and this subsequently has the potential of endangering the existence of isiBhaca and might lead to its attrition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20dominance" title="language dominance">language dominance</a>, <a href="https://publications.waset.org/abstracts/search?q=dominant%20languages" title=" dominant languages"> dominant languages</a>, <a href="https://publications.waset.org/abstracts/search?q=minority%20languages" title=" minority languages"> minority languages</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20attrition" title=" language attrition"> language attrition</a> </p> <a href="https://publications.waset.org/abstracts/146176/the-threat-posed-by-dominant-languages-to-minor-languages-or-dialects-the-case-of-isizulu-and-isibhaca-in-umzimkhulu-kwazulu-natal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146176.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4193</span> Investigating Teachers’ Approaches in Teaching English and Students’ Communicative Ability in a Tertiary College</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adel%20Ben%20Mohamed">Adel Ben Mohamed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The widespread use of the English language around the world has pushed many countries to consider such a language as a top priority in their educational system. One of these countries is the Sultanate of Oman. In this frame, the Omani government has allocated huge budgets as well as resources in order to implement the English language in its education system. The importance of English is prevalent in Oman. This is clearly noticeable through remarkable signs. For instance, most of the official documents in Oman are in both Arabic (the mother tongue) or English. In addition to that, there is a mushroom of English language institutes all over the country. In 2020, there are over fourteen English language institutes and centers in Oman (esl base, 2020). Moreover, these days most of the Omani parents are sending their children for tuition to learn the English language. Hence, it is apparent that the Sultanate of Oman is giving a great value to the importance of English in attaining various goals. However, in the world of work, what is more, important today is fluency rather than accuracy. Therefore, many people go for communication English rather than technical English. For example, Oman Daily Observer newspaper published a job advertisement of a sale assistant on 23rd of November 2020, recommended that speaking very well English is a must to be hired for the position (Oman Observer, 2020). In line with this and because of the great importance of the English language in Oman, the ministry of higher education has placed much emphasis on this official foreign language. Therefore, in the Omani educational system, all post -secondary students must sit for one year in one of the higher education institutions as a General Foundation Programmes (GFP) prior to moving to their respective majors in diploma level. Accordingly, the implementation of any teaching approach is determined by different factors: some are directly linked to teachers while others are related to organizational variables. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20approaches" title="teaching approaches">teaching approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative" title=" communicative"> communicative</a>, <a href="https://publications.waset.org/abstracts/search?q=ability" title=" ability"> ability</a>, <a href="https://publications.waset.org/abstracts/search?q=investigating" title=" investigating"> investigating</a> </p> <a href="https://publications.waset.org/abstracts/148576/investigating-teachers-approaches-in-teaching-english-and-students-communicative-ability-in-a-tertiary-college" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148576.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4192</span> Teaching Vietnamese as the Official Language for Indigenous Preschool Children in Lai Chau, Vietnam: Exploring Teachers' Beliefs about Second Language Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thao%20Thi%20Vu">Thao Thi Vu</a>, <a href="https://publications.waset.org/abstracts/search?q=Libby%20Lee-Hammond"> Libby Lee-Hammond</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20McConney"> Andrew McConney</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Vietnam, the Vietnamese language is normally used as the language of instruction. The dominance of this language places children who have a different first language such as Indigenous children at a disadvantage when commencing school. This study explores preschool teachers’ beliefs about second language acquisition in Lai Chau provinces where is typical of highland provinces of Vietnam and the proportion of Indigenous minority groups in high. Data were collected from surveys with both closed-end questions and opened-end questions. The participants in this study were more than 200 public preschool teachers who come from eight different districts in Lai Chau. An analysis of quantitative data survey is presented to indicate several practical implications, such as the connection between teachers’ knowledge background that gained from their pre-service and in-service teacher education programs regarding second language teaching for Indigenous children and their practice. It also explains some factors that influence teachers’ beliefs and perspective about Indigenous children and pedagogies in their classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20children" title="indigenous children">indigenous children</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20Vietnamese" title=" learning Vietnamese"> learning Vietnamese</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20beliefs" title=" teachers’ beliefs"> teachers’ beliefs</a> </p> <a href="https://publications.waset.org/abstracts/80196/teaching-vietnamese-as-the-official-language-for-indigenous-preschool-children-in-lai-chau-vietnam-exploring-teachers-beliefs-about-second-language-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80196.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4191</span> Spoken Subcorpus of the Kazakh Language: History, Content, Methodology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuralay%20Bimoldaevna%20Kuderinova">Kuralay Bimoldaevna Kuderinova</a>, <a href="https://publications.waset.org/abstracts/search?q=Beisenkhan%20Samal"> Beisenkhan Samal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The history of creating a linguistic corpus in Kazakh linguistics begins only in 2016. Though within this short period of time, the linguistic corpus has become a national corpus and its several subcorpora, namely historical, cultural, spoken, dialectological, writers’ subcorpus, proverbs subcorpus and poetic texts subcorpus, have appeared and are working effectively. Among them, the spoken corpus has its own characteristics. The Kazakh language is one of the languages belonging to the Kypchak-Nogai group of Turkic peoples. The Kazakh language is a language that, as a part of the former Soviet Union, was directly influenced by the Russian language and underwent major changes in its spoken and written forms. After the Republic of Kazakhstan gained independence, the Kazakh language received the status of the state language in 1991. However, today, the prestige of the Russian language is still higher than that of the Kazakh language. Therefore, the direct influence of the Russian language on the structure, style, and vocabulary of the Kazakh language continues. In particular, it can be said that the national practice of the spoken language is disappearing, as the spoken form of Kazakh is not used in official gatherings and events of state importance. In this regard, it is very important to collect and preserve examples of spoken language. Recording exemplary spoken texts, converting them into written form, and providing their audio along with orphoepic explanations will serve as a valuable tool for teaching and learning the Kazakh language. Therefore, the report will cover interesting aspects and scientific foundations related to the creation, content, and methodology of the oral subcorpus of the Kazakh language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=spoken%20corpus" title="spoken corpus">spoken corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazakh%20language" title=" Kazakh language"> Kazakh language</a>, <a href="https://publications.waset.org/abstracts/search?q=orthoepic%20norm" title=" orthoepic norm"> orthoepic norm</a>, <a href="https://publications.waset.org/abstracts/search?q=LLM" title=" LLM"> LLM</a> </p> <a href="https://publications.waset.org/abstracts/192605/spoken-subcorpus-of-the-kazakh-language-history-content-methodology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192605.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">8</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4190</span> The Philosophy of Language Theory in the Standard Malay Primary School Curriculum in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Rashid%20Bin%20Hj.%20Md%20Idris">Mohd Rashid Bin Hj. Md Idris</a>, <a href="https://publications.waset.org/abstracts/search?q=Lajiman%20Bin%20Janoory"> Lajiman Bin Janoory</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Bin%20Yusof"> Abdullah Bin Yusof</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahzir%20Bin%20Ibrahim"> Mahzir Bin Ibrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Malay language curriculum at primary school level in Malaysia is instrumental in ensuring the status of the language as the official and national language, the language of instruction as well as the language that unites the various ethnics in Malaysia. A research addressing issues related to the curriculum standard is, therefore, essential to provide value added quality to the existing National Education Philosophy in ongoing efforts to produce an individual who is balanced in intellectual, spiritual, emotional and physical developments. The objective of this study is to examine the Philosophy of Language Theory, to review the content of the Malay language subject in relation to the Standard Curriculum for Primary Schools (KSSR), and to identify aspects of Theory of Philosophy in the Standard Curriculum for Primary Schools. The Malay language Primary School Curriculum is designed to enable students to be competent speakers and communicators of the language in order to gain knowledge, skills, information, values, and ideas and to enhance skills in social relations. Therefore, this study is designed to help educators to achieve all the stated goals. At the same time students at primary school level are expected to be able to apply the principle of language perfection as stated in the Philosophy of Language Theory to enable them to understand, appreciate and to take pride in being a Malaysian who speaks the language well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language" title="language">language</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy" title=" philosophy"> philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=theory" title=" theory"> theory</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=standard" title=" standard"> standard</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20education%20philosophy" title=" national education philosophy"> national education philosophy</a> </p> <a href="https://publications.waset.org/abstracts/27511/the-philosophy-of-language-theory-in-the-standard-malay-primary-school-curriculum-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27511.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">594</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4189</span> Literacy in First and Second Language: Implication for Language Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inuwa%20Danladi%20Bawa">Inuwa Danladi Bawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the challenges of African states in the development of education in the past and the present is the problem of literacy. Literacy in the first language is seen as a strong base for the development of second language; they are mostly the language of education. Language development is an offshoot of language planning; so the need to develop literacy in both first and second language affects language education and predicts the extent of achievement of the entire education sector. The need to balance literacy acquisition in first language for good conditioning the acquisition of second language is paramount. Likely constraints that includes; non-standardization, underdeveloped and undeveloped first languages are among many. Solutions to some of these include the development of materials and use of the stages and levels of literacy acquisition. This is with believed that a child writes well in second language if he has literacy in the first language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first%20language" title="first language">first language</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20language" title=" english language"> english language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a> </p> <a href="https://publications.waset.org/abstracts/3745/literacy-in-first-and-second-language-implication-for-language-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4188</span> Emotions in Health Tweets: Analysis of American Government Official Accounts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Garc%C3%ADa%20L%C3%B3pez">García López</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Government Departments of Health have the task of informing and educating citizens about public health issues. For this, they use channels like Twitter, key in the search for health information and the propagation of content. The tweets, important in the virality of the content, may contain emotions that influence the contagion and exchange of knowledge. The goal of this study is to perform an analysis of the emotional projection of health information shared on Twitter by official American accounts: the disease control account <em>CDCgov</em>, National Institutes of Health, <em>NIH</em>, the government agency <em>HHSGov</em>, and the professional organization <em>PublicHealth</em>. For this, we used Tone Analyzer, an International Business Machines Corporation (IBM) tool specialized in emotion detection in text, corresponding to the categorical model of emotion representation. For 15 days, all tweets from these accounts were analyzed with the emotional analysis tool in text. The results showed that their tweets contain an important emotional load, a determining factor in the success of their communications. This exposes that official accounts also use subjective language and contain emotions. The predominance of emotion joy over sadness and the strong presence of emotions in their tweets stimulate the virality of content, a key in the work of informing that government health departments have. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotions%20in%20tweets" title="emotions in tweets">emotions in tweets</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20detection%20in%20the%20text" title=" emotion detection in the text"> emotion detection in the text</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20information%20on%20Twitter" title=" health information on Twitter"> health information on Twitter</a>, <a href="https://publications.waset.org/abstracts/search?q=American%20health%20official%20accounts" title=" American health official accounts"> American health official accounts</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions%20on%20Twitter" title=" emotions on Twitter"> emotions on Twitter</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions%20and%20content" title=" emotions and content"> emotions and content</a> </p> <a href="https://publications.waset.org/abstracts/95743/emotions-in-health-tweets-analysis-of-american-government-official-accounts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95743.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4187</span> Transportation Language Register as One of Language Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diyah%20Atiek%20Mustikawati">Diyah Atiek Mustikawati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language register refers to a variety of a language used for particular purpose or in a particular social setting. Language register also means as a concept of adapting one’s use of language to conform to standards or tradition in a given professional or social situation. This descriptive study tends to discuss about the form of language register in transportation aspect, factors, also the function of use it. Mostly, language register in transportation aspect uses short sentences in form of informal register. The factor caused language register used are speaker, word choice, background of language. The functions of language register in transportations aspect are to make communication between crew easily, also to keep safety when they were in bad condition. Transportation language register developed naturally as one of variety of language used. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20register" title="language register">language register</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20variety" title=" language variety"> language variety</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=transportation" title=" transportation"> transportation</a> </p> <a href="https://publications.waset.org/abstracts/37039/transportation-language-register-as-one-of-language-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37039.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">486</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4186</span> Ukrainians Professors in a Luso-Hispanophone Brazilian Border Region: a Case-Study on the Management of Multilingualism in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isis%20Ribeiro%20Berger">Isis Ribeiro Berger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In view of recent war conflicts between Russia and Ukraine, the government of Paraná State, in Brazil, started a program to host Ukrainian scientists in state universities in 2022. The initiative aimed at integrating these scientists into the Brazilian academic community, strengthening the role of universities in producing science and innovation even in times of war, as well as fostering Higher Education internationalization. Paraná state was a pioneer in this initiative due to the fact it has been home to the largest contingent of immigrants and descendants of Ukrainians in Brazil because of migratory processes that began at the end of the 19th century. One of the universities receiving Ukrainian scientists is in Foz do Iguaçu, a city that borders Argentina and Paraguay. It is a multilingual environment, whose majority languages are Portuguese (the official language of Brazil), Spanish (the official language of both Argentina and Paraguay), as well as Guarani (the co-official indigenous language of Paraguay). It is in such a sociolinguistic environment that two Ukrainian professors began their activities within the scope of an Interdisciplinary Postgraduate Program (master’s and doctorate degree). This case study, whose theme is the management of multilingualism, was developed within the scope of Language Policy. It aimed at identifying the attitudes of both Ukrainian professors and postgraduate students towards multilingualism in this context, given the plural linguistic repertoire of the academic community, as well as identifying the language management strategies for the construction of knowledge implemented by the program and in the classroom by these participants. Therefore, the study was conducted under a qualitative approach, for which surveys and interviews were adopted as part of its methodological procedures. Data revealed the presence of different languages in the classroom (Portuguese, Spanish, English and Ukrainian), which made pedagogical practices challenging for both professors and students, whose levels of knowledge in the different languages varied significantly. The results indicate that multilingualism was the norm as the means of instruction adopted in this context, in which bilingual Portuguese-English-Ukrainian instruction was used by the professors in their lectures. Although English has been privileged for the internationalization of Higher Education in various contexts, it was not used as an exclusive means of instruction in this case, mostly because it is a predominantly Portuguese-Spanish-speaking environment. In addition, the professors counted on the mediation of an interpreter hired by the program since not every student had sufficient knowledge of English as part of their repertoires. The findings also suggest Portuguese is the language that most of the participants of this study prefer, both because it is the mother tongue of majority, and because it is the official language of the host country to the professors, who have sought to integrate to the local culture and community. This research is inserted in the Axis: Multilingualism and Education, of the UNESCO Chair on Language Policies for Multilingualism to which this study is related. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=border%20region" title=" border region"> border region</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism%20management" title=" multilingualism management"> multilingualism management</a>, <a href="https://publications.waset.org/abstracts/search?q=Ukrainian%20professors" title=" Ukrainian professors"> Ukrainian professors</a> </p> <a href="https://publications.waset.org/abstracts/170647/ukrainians-professors-in-a-luso-hispanophone-brazilian-border-region-a-case-study-on-the-management-of-multilingualism-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170647.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4185</span> Investigating Translations of Websites of Pakistani Public Offices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sufia%20Maroof">Sufia Maroof</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This empirical study investigated the web-translations of five Pakistani public offices (FPSC, FIA, HEC, USB, and Ministry of Finance) offering Urdu tab as an option to access information on their official websites. Triangulation of quantitative and qualitative research design informed the researcher of the semantic, lexical and syntactic caveats in these translations. The study hypothesized that majority of the Pakistani population is oblivious of the Supreme Court’s amendments in language policy concerning national and official language; hence, Urdu web-translations of the public departments have not been accessed effectively. Firstly, the researcher conducted an online survey, comprising of two sections, close ended and short answer based questions. Secondly, the researcher compiled corpus of the five selected websites in a tabular form to compare the data. Thirdly, the administrators of the departments had been contacted regarding the methods of translation and the expertise of the personnel involved. The corpus was assessed for TQA after examining the lexical, semantic, syntactical and technical alignment inaccuracies and imperfections. The study suggests the public offices to invest in their Urdu webs by either hiring expert translators or engaging expertise of a translation agency for this project to offer quality translation to public. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20translations" title="machine translations">machine translations</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20offices" title=" public offices"> public offices</a>, <a href="https://publications.waset.org/abstracts/search?q=Urdu%20translations" title=" Urdu translations"> Urdu translations</a>, <a href="https://publications.waset.org/abstracts/search?q=websites" title=" websites"> websites</a> </p> <a href="https://publications.waset.org/abstracts/124271/investigating-translations-of-websites-of-pakistani-public-offices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124271.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4184</span> A Comparison of Using English Language in Homestay Business between Samut Songkram, Thailand and Yangzhou, China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Panisa%20Panyalert">Panisa Panyalert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to study the difference between Thailand and China in using English language in the homestay business, and also promoting using English language in the Thai community for developing employees in the tourism business. Then, the two provinces which are Samut Songkram province, Thailand and Yangzhou province, China where English is not the official language can be occurred more problems and difficulties in the communication to foreign tourists. The study uses the questionnaire for collecting the data by distributing the questionnaire to the homestay’s staff both in Samut Songkram province, Thailand and Yangzhou province, China. The sample group is 100 homestays for each province. The method of participant as observer role is required to play during visiting each homestay. Due to the comparative of the research between Samut Songkram and Yangzhou homestays, there are two hypotheses, hypothesis one: there will be relationships between English using and the profit of a homestay, probability because if the homestay staff can speak English, there will be more travelers, especially foreigners come for staying, and hypothesis two: managers in Thailand may know more English than the Chinese homestay staff. The questionnaire is separated into three parts to answer the two hypotheses. The first part is about the general information of the informant, the second part is mainly concerned with the homestay business characteristics, and the third part is English language using. As a result, the research is clearly answered the second hypothesis which is Thai homestay is using more English language than Chinese homestay. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/abstracts/search?q=guesthouse" title=" guesthouse"> guesthouse</a>, <a href="https://publications.waset.org/abstracts/search?q=homestay" title=" homestay"> homestay</a>, <a href="https://publications.waset.org/abstracts/search?q=using%20English" title=" using English "> using English </a> </p> <a href="https://publications.waset.org/abstracts/18299/a-comparison-of-using-english-language-in-homestay-business-between-samut-songkram-thailand-and-yangzhou-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18299.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4183</span> Code Switching and Code Mixing among Adolescents in Kashmir</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarwat%20un%20Nisa">Sarwat un Nisa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the remarkable gifts that a human being is blessed with is the ability to speak using a combination of sounds. Different combinations of sounds combine to form a word which in turn make a sentence and therefore give birth to a language. A person can either be a monolingual, i.e., can speak one language or bilingual, i.e., can speak more than one language. Whether a person speaks one language or multiple languages or in whatever language a person speaks, the main aim is to communicate, express ideas, feelings or thoughts. Sometimes the choice of a language is deliberate and sometimes it is a habitual act. The language which is used to put our ideas across speaks many things about our cultural, linguistic and ethnic identities. It can never be claimed that bilinguals are better than monolinguals in terms of linguistic skills, bilinguals or multilinguals have more than one language at their disposal. Therefore, how effectively two languages are used by the same person keeps linguists always intrigued. The most prominent and common features found in the speech of bilingual speakers are code switching and code mixing. The aim of the present paper is to explore these features among the adolescent speakers of Kashmir. The reason for studying the linguistics behavior of adolescents is the age when a person is neither an adult nor a child. They want to drift away from the norms and make a new norm for themselves. Therefore, how their linguistics skills are influenced by their age is of great interest because it can set the trend for the future generation. Kashmir is a multilingual society where three languages, i.e., Kashmiri, Urdu, and English are regularly used by the speakers, especially the educated ones. Kashmiri is widely used at home or mostly among adults. Urdu is the official language, and English is used in schools and for most of the written official correspondences. Thus, it is not uncommon to find these three languages coming in contact with each other quite frequently. The language contact results in the code switching and code mixing. In this paper different aspects of code switching and code mixing are discussed. Research Method: The data were collected from the different districts of Kashmir. The informants did not have prior knowledge of the survey. The situation was spontaneous and natural. The topics were introduced by the interviewer to the group of informants which comprised of three participants. They were asked to discuss the topic, most of the times without any intervention of the interviewer. Along with conversations, the informants also filled in written questionnaires comprising sociolinguistic questions. Questionnaires were analysed to get an idea about the sociolinguistic attitude of the informants. Percentage, frequency, and average were used as statistical tools to analyse the data. Conclusions were drawn taking into consideration of interpretations of both speech samples and questionnaires. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=code%20mixing" title="code mixing">code mixing</a>, <a href="https://publications.waset.org/abstracts/search?q=code%20switching" title=" code switching"> code switching</a>, <a href="https://publications.waset.org/abstracts/search?q=Kashmir" title=" Kashmir"> Kashmir</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title=" bilingualism"> bilingualism</a> </p> <a href="https://publications.waset.org/abstracts/88252/code-switching-and-code-mixing-among-adolescents-in-kashmir" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88252.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4182</span> Calling Persons with Disability as Divine: Exploring and Critiquing Meanings of Divyang (The One with a Divine Limb) in the Indian Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vinay%20Suhalka">Vinay Suhalka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In India, the official nomenclature used by the State for persons with disability is divyang (literally, the one with a divine limb), a word coming from the Sanskrit language. Disability thus gets portrayed as divine, at least in the welfare sector from where it flows down even to the popular imagination where it gets equated to divinity. This paper looks at reference to persons with disabilities as divyangs and goes on to discusses what such usage for an already marginalized group achieves and misses out. The issue of nomenclature and language has always been a contested one when it comes to disability. At the same time, there is also an issue of who determines these labels for the persons with disability. Nomenclature and language used for disability can have real consequences for the population of persons with disability as it may empower or disempower them. Thus, this paper looks at the issue of what it means for persons with disabilities as ‘exceptionally gifted’ and hence divyang. Language can be a powerful tool to communicate meanings and messages associated with a term. When the persons with disabilities as a group are described as ‘exceptionally gifted, talented and the source of inspiration’, it essentially stereotypes and marginalizes them by putting a burden of performance that all of them ought to be achievers, and it is only then that they would be assimilated in the larger society. This paper also argues that such a situation creates a ‘double bind’ where the person is always trying to match up to the labels (the disabled as ‘achiever, overcomer, inspirational’) created by somebody else and looks at self through the eyes of others. This conceptual paper also presents an overview of disability labels while simultaneously looking at projecting disability as divinity which has the potential to wrongly portray the lives of persons with disability in India due to the official usage of the term. It also explores the question of visibility of disability since the idea of divyang implicitly assumes that all disabilities are visible. In reality, however, it may not be the case simply because all forms of disabilities are not visible, people may choose not to visibilize their disabilities if they can and pass as able-bodied, fearing the stigma that surrounds disability. Finally, it argues for an increased focus on understanding the everyday lived realities of those with disability in order to regard it as an important form of difference which could be a potential resource for the society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=persons%20with%20disability" title="persons with disability">persons with disability</a>, <a href="https://publications.waset.org/abstracts/search?q=labels" title=" labels"> labels</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20use" title=" language use"> language use</a>, <a href="https://publications.waset.org/abstracts/search?q=divinity" title=" divinity"> divinity</a> </p> <a href="https://publications.waset.org/abstracts/103613/calling-persons-with-disability-as-divine-exploring-and-critiquing-meanings-of-divyang-the-one-with-a-divine-limb-in-the-indian-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103613.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4181</span> Comparing Hotels' Official Websites with Their Pages on Booking Sites: An Exploratory Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iman%20Shawky">Iman Shawky</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hotel websites frequently aim at encouraging visitors to become potential guests by completing their booking procedures, and accordingly, they have been proved to be attractive and appealing. That might be due to the consideration of them as one of the direct efficacious tools to promote and sell hotels' facilities, besides building strong communication with guests to create unforgettable brand images. This study tried to find out a step for five-star and four-star hotels to develop their websites to meet their visitors' or guests' requirements for an effective site. In addition, it aimed at exploring to what extent hotels' official websites compared with their pages on hotel booking sites still influence visitors' or guests' desires to book. Besides, it also aimed at investigating to what extent visitors or guests widely trust and use those sites to accomplish their booking. Furthermore, it tried to explore to what extent visitors' or guests' preferences of those sites can influence on hotels' financial performance. To achieve these objectives, the researcher conducted an exploratory study by surfing both hotels' official websites and their pages on booking sites of such hotels in Alexandria city in Egypt to make a comparison between them. Moreover, another separate comparison was made on Arab and foreign guests' views conducted by using a questionnaire during the past seven months to investigate the effectiveness of hotels' official websites against their pages on booking sites to trust and motive them to book. The results indicated that hotels' pages on booking sites represented widely trusted and used sites compared with their official websites for achieving visitors' or guests' booking process, while a few other visitors or guests still trusted official hotel websites for completing their booking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=five-star%20and%20four-star%20hotels" title="five-star and four-star hotels">five-star and four-star hotels</a>, <a href="https://publications.waset.org/abstracts/search?q=hotel%20booking%20sites" title=" hotel booking sites"> hotel booking sites</a>, <a href="https://publications.waset.org/abstracts/search?q=hotels%27%20financial%20performance" title=" hotels' financial performance"> hotels' financial performance</a>, <a href="https://publications.waset.org/abstracts/search?q=hotels%27%20official%20websites" title=" hotels' official websites"> hotels' official websites</a> </p> <a href="https://publications.waset.org/abstracts/123961/comparing-hotels-official-websites-with-their-pages-on-booking-sites-an-exploratory-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123961.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4180</span> (Re)Calibrating Language Capital among Malay Youths in Singapore</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mukhlis%20Abu%20Bakar">Mukhlis Abu Bakar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Certain languages are held in higher regard than others given their respective socio-economic and political value, perceived or real. The different positioning of languages manifests in a state’s language-in-education policy, such as Singapore’s which places a premium on English in relation to the mother tongue (MT) languages (Mandarin Chinese, Malay, and Tamil). Among the latter, Mandarin Chinese, as the language of the majority ethnic group, has a more privileged status. The relative positioning of the four official languages shapes Singaporeans’ attitude towards their bilingualism. This paper offers an overview of the attitudes towards English-Malay (EM) bilingualism among Malay youths in Singapore, those who are in school and those already working. It examines how 200 respondents perceive the benefits of their EM bilingualism and their EM bilingual identity. The sample is stratified along gender, socio-economic status, dominant home language and self-rated language proficiency. The online survey comprises questions on the cognitive, communicative, pragmatic and religious benefits of bilingualism, and on language identity. The paper highlight significant trends relating to respondents' positive attitudes towards their EM bilingualism and their bilingual identity. Positive ratings are lowest among young working adults. EM bilinguals also perceive their bilingualism as less useful than English-Chinese bilingualism. These findings are framed within Bourdieu’s metaphor of field and habitus in order to understand why Malay youths make their language choices and why they recalibrate their linguistic capital upon entering the workforce, and in so doing understand the impact a state’s language-in-education policy has on its citizens’ attitude towards their respective English-MT bilingualism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English-Malay%20bilingualism" title="English-Malay bilingualism">English-Malay bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20attitude" title=" language attitude"> language attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20identity" title=" language identity"> language identity</a>, <a href="https://publications.waset.org/abstracts/search?q=recalibrating%20capital" title=" recalibrating capital"> recalibrating capital</a> </p> <a href="https://publications.waset.org/abstracts/85106/recalibrating-language-capital-among-malay-youths-in-singapore" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85106.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4179</span> Official Secrecy and Confidentiality in Tax Administration and Its Impact on Right to Access Information: Nigerian Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kareem%20Adedokun">Kareem Adedokun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Official secrecy is one of the colonial vestiges which upholds non – disclosure of essential information for public consumption. Information, though an indispensable tool in tax administration, is not to be divulged by any person in an official duty of the revenue agency. As a matter o fact, the Federal Inland Revenue Service (Establishment) Act, 2007 emphasizes secrecy and confidentiality in dealing with tax payer’s document, information, returns and assessment in a manner reminiscent of protecting tax payer’s privacy in all situations. It is so serious that any violation attracts criminal sanction. However, Nigeria, being a democratic and egalitarian state recently enacted Freedom of Information Act which heralded in openness in governance and takes away the confidentialities associated with official secrets Laws. Official secrecy no doubts contradicts the philosophy of freedom of information but maintaining a proper balance between protected rights of tax payers and public interest which revenue agency upholds is an uphill task. Adopting the Doctrinal method, therefore, the author of this paper probes into the real nature of the relationship between taxpayers and Revenue Agencies. It also interfaces official secrecy with the doctrine of Freedom of Information and consequently queries the retention of non – disclosure clause under Federal Inland Revenue Service (Establishment) Act (FIRSEA) 2007. The paper finds among others that non – disclosure provision in tax statutes particularly as provided for in FIRSEA is not absolute; so also is the constitutional rights and freedom of information and unless the non – disclosure clause finds justification under any recognized exemption provided under the Freedom of Information Act, its retention is antithesis to democratic ethos and beliefs as it may hinder public interest and public order. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confidentiality" title="confidentiality">confidentiality</a>, <a href="https://publications.waset.org/abstracts/search?q=information" title=" information"> information</a>, <a href="https://publications.waset.org/abstracts/search?q=official%20secrecy" title=" official secrecy"> official secrecy</a>, <a href="https://publications.waset.org/abstracts/search?q=tax%20administration" title=" tax administration"> tax administration</a> </p> <a href="https://publications.waset.org/abstracts/71846/official-secrecy-and-confidentiality-in-tax-administration-and-its-impact-on-right-to-access-information-nigerian-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71846.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">341</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4178</span> Language Developmental Trends of Mandarin-Speaking Preschoolers in Beijing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nga%20Yui%20Tong">Nga Yui Tong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mandarin, the official language of China, is based on the Beijing dialect and is spoken by more than one billion people from all over the world. To investigate the trends of Mandarin acquisition, 192 preschoolers are recruited by stratified random sampling. They are from 4 different districts in Beijing, 2 schools in each district, with 4 age groups, both genders, and 3 children in each stratum. The children are paired up to conduct semi-structured free play for 30 minutes. Their language output is videotaped, transcribed, and coded for the calculation of Mean Length of Utterance (MLU). Two-way ANOVA showed that the variation of MLU is significantly contributed by age, which is coherent to previous findings of other languages. This first large-scale study to investigate the developmental trend of Mandarin in young children in Beijing provides empirical evidence to the development of standards and curriculum planning for early Mandarin education. Interestingly, the gender effect in the study is insignificant, with boys showing a slightly higher MLU than girls across all age groups and settings, except the 4.5 years same-gender dyads. The societal factors in the Chinese context on parenting and gender bias are worth looking into. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beijing" title="Beijing">Beijing</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20development" title=" language development"> language development</a>, <a href="https://publications.waset.org/abstracts/search?q=Mandarin" title=" Mandarin"> Mandarin</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/114658/language-developmental-trends-of-mandarin-speaking-preschoolers-in-beijing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114658.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge 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