AUSTRALIAN JOURNAL OF HUMANITIES AND ISLAMIC STUDIES RESEARCH (AJHISR)
Vol.1, Issue 1, Jul-15 to Dec-15
Abstract:
Languages are tools that connect people globally and help them acquire knowledge. It is a highly critical decision to choose a language or a set of languages for inclusion in curriculum in a manner that would be most productive at personal, community and national level. What we need to see in our next generation has to be ‘sowed the seeds for’ today. Our study present an overview of choices related to languages inclusion in curriculum for Muslim children from the perspective of acquiring local languages, Arabic, English and other international languages. Findings suggest that learning this set comprising of 4 languages is already practiced in different cultures and institutions. However selection of languages to be included in mix needs be carefully considered. Paper also highlights factors that govern influence of a particular language globally or for communities and recommend a set of languages that can be adopted for curriculum with further research.
ANALYTICAL STUDY TO REVIEW OF ARABIC LANGUAGE LEARNING USING INTERNET WEBSITESijcsit
Arabic language is one of the most commonly used language in the world. It plays a very important role in
educational operations around the world. It contains various parts such as poetry, poem, novel, and
stories, as well as linguistic and grammatical rules and movements of letters, which change the word
according to the movements accompanying each letter, for example, there are movements of lifting and
breaking and annexation and silence. In this paper, we will review the research papers that studied the
Arabic language learning websites, using the content analysis to determine strengths, weaknesses,
advantages, disadvantages, and limitations. This research paper concluded that there is still a shortage
and scarcity in the number of articles and websites on the internet that teach Arabic language. The
suggestion is to assign task of development to Arab world instituties and others by increasing their number
of websites on the internet and enriching their scientific content to improve it and increase its spread
between the learners.
An assessment of linguistic competence among tourism studentssandhya rao mehta
This presentation explores the extent to which students of Tourism Majors are equipped in their English language and associated skills to be incorporated into the tourism industry in Oman. It examines the issue from a variety of stakeholders such as instructors, students as well as industry professionals.
Arabic language is one of the most commonly used language in the world. It plays a very important role in educational operations around the world. It contains various parts such as poetry, poem, novel, and stories, as well as linguistic and grammatical rules and movements of letters, which change the word according to the movements accompanying each letter, for example, there are movements of lifting and breaking and annexation and silence. In this paper, we will review the research papers that studied the Arabic language learning websites, using the content analysis to determine strengths, weaknesses, advantages, disadvantages, and limitations. This research paper concluded that there is still a shortage and scarcity in the number of articles and websites on the internet that teach Arabic language. The suggestion is to assign task of development to Arab world instituties and others by increasing their number of websites on the internet and enriching their scientific content to improve it and increase its spread between the learners.
This document provides an introduction, body, and conclusion to a case study on multilingualism in contemporary India conducted by Pushpi Bagchi. The introduction discusses the debate around loss of linguistic diversity in India, which has over 20 official languages. The body explores themes of English as the unofficial national language, language as a cultural asset, advocating for regional languages, and multilingualism in India. Interviews with Indian students in Edinburgh are presented. The conclusion suggests that while English is prominent, regional languages are still important to cultural identity and pride, and linguistic diversity in India will continue to evolve.
This document provides an introduction, contents page, and first chapter of a book titled "Speaking in Tongues" by Pushpi Bagchi. The book is a case study on multilingualism in contemporary India. The introduction discusses the importance of both English and regional Indian languages. It outlines that the book will use interviews and research to explore language as part of cultural identity and the significance of linguistic diversity in a globalizing world. The first chapter discusses how English has become India's unofficial national language but that regional languages are still important to cultural identity. It also explores advocacy for languages through education and multilingual communication.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes a research paper about the status of Mewati language in relation to Hindi and Urdu in the Mewat region of India. It examines how social institutions like schools and madrasas contribute to language shift away from Mewati. The document discusses the Three Language Formula policy and how its implementation has pushed minority languages out of schools. While Urdu is taught in madrasas, its association with Muslim identity has also contributed to the decline of the local Mewati language. The document argues that language maintenance of minority languages like Mewati requires inclusion in school curriculums.
Hindi Diwas is celebrated every year on September 14 in India to commemorate the adoption of Hindi written in the Devanagari script as an official language. It aims to promote the use of Hindi and preserve its cultural heritage amid increasing use of English. Various literary and cultural events are held across the country on this day, including poetry recitals, essay competitions and awards given for enriching the Hindi language. Hindi was adopted as one of India's official languages on this date in 1949 to strengthen national unity and identity.
ANALYTICAL STUDY TO REVIEW OF ARABIC LANGUAGE LEARNING USING INTERNET WEBSITESijcsit
Arabic language is one of the most commonly used language in the world. It plays a very important role in
educational operations around the world. It contains various parts such as poetry, poem, novel, and
stories, as well as linguistic and grammatical rules and movements of letters, which change the word
according to the movements accompanying each letter, for example, there are movements of lifting and
breaking and annexation and silence. In this paper, we will review the research papers that studied the
Arabic language learning websites, using the content analysis to determine strengths, weaknesses,
advantages, disadvantages, and limitations. This research paper concluded that there is still a shortage
and scarcity in the number of articles and websites on the internet that teach Arabic language. The
suggestion is to assign task of development to Arab world instituties and others by increasing their number
of websites on the internet and enriching their scientific content to improve it and increase its spread
between the learners.
An assessment of linguistic competence among tourism studentssandhya rao mehta
This presentation explores the extent to which students of Tourism Majors are equipped in their English language and associated skills to be incorporated into the tourism industry in Oman. It examines the issue from a variety of stakeholders such as instructors, students as well as industry professionals.
Arabic language is one of the most commonly used language in the world. It plays a very important role in educational operations around the world. It contains various parts such as poetry, poem, novel, and stories, as well as linguistic and grammatical rules and movements of letters, which change the word according to the movements accompanying each letter, for example, there are movements of lifting and breaking and annexation and silence. In this paper, we will review the research papers that studied the Arabic language learning websites, using the content analysis to determine strengths, weaknesses, advantages, disadvantages, and limitations. This research paper concluded that there is still a shortage and scarcity in the number of articles and websites on the internet that teach Arabic language. The suggestion is to assign task of development to Arab world instituties and others by increasing their number of websites on the internet and enriching their scientific content to improve it and increase its spread between the learners.
This document provides an introduction, body, and conclusion to a case study on multilingualism in contemporary India conducted by Pushpi Bagchi. The introduction discusses the debate around loss of linguistic diversity in India, which has over 20 official languages. The body explores themes of English as the unofficial national language, language as a cultural asset, advocating for regional languages, and multilingualism in India. Interviews with Indian students in Edinburgh are presented. The conclusion suggests that while English is prominent, regional languages are still important to cultural identity and pride, and linguistic diversity in India will continue to evolve.
This document provides an introduction, contents page, and first chapter of a book titled "Speaking in Tongues" by Pushpi Bagchi. The book is a case study on multilingualism in contemporary India. The introduction discusses the importance of both English and regional Indian languages. It outlines that the book will use interviews and research to explore language as part of cultural identity and the significance of linguistic diversity in a globalizing world. The first chapter discusses how English has become India's unofficial national language but that regional languages are still important to cultural identity. It also explores advocacy for languages through education and multilingual communication.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes a research paper about the status of Mewati language in relation to Hindi and Urdu in the Mewat region of India. It examines how social institutions like schools and madrasas contribute to language shift away from Mewati. The document discusses the Three Language Formula policy and how its implementation has pushed minority languages out of schools. While Urdu is taught in madrasas, its association with Muslim identity has also contributed to the decline of the local Mewati language. The document argues that language maintenance of minority languages like Mewati requires inclusion in school curriculums.
Hindi Diwas is celebrated every year on September 14 in India to commemorate the adoption of Hindi written in the Devanagari script as an official language. It aims to promote the use of Hindi and preserve its cultural heritage amid increasing use of English. Various literary and cultural events are held across the country on this day, including poetry recitals, essay competitions and awards given for enriching the Hindi language. Hindi was adopted as one of India's official languages on this date in 1949 to strengthen national unity and identity.
This document summarizes a study examining the revitalization of the endangered Torwali minority language in Pakistan. The study finds that the Torwali community has strategically mobilized limited resources to achieve sustainable revival of their language and culture. Key aspects of the Torwali approach include an holistic, identity-based integrated model that uses identity building as a catalyst for language and culture revitalization. The revitalization process also emphasizes social development and empowerment alongside language and culture development. The Torwali example provides valuable insights for other endangered language communities seeking to revitalize their languages through an integrated approach.
The document discusses the debate around using mother tongue versus English as the primary medium of instruction in primary school classes in India. It notes that while mother tongues are important for teaching culture and history, English has become a lingua franca and is necessary for conducting business and interacting with other parts of the country. Both have advantages - mother tongues aid development but English is important for the modern world. The document does not take a definitive stance, but explores reasons for both options.
English background as the predictors for students’ speaking skills in pakistanAlexander Decker
This study examined the relationship between students' English language background and their speaking skills in Pakistan. The study assessed 60 male secondary students' speaking skills using a standardized rubric. It found that students' last English class score and number of years in English medium schools significantly predicted their speaking score. However, attending an English language institute did not significantly impact speaking scores. Most students reported lacking confidence and shyness in speaking English with peers. The study aimed to provide information to help improve English language education in Pakistan.
Multilingualism and language attitudes students perceptions towards kiswahili...Alexander Decker
This document summarizes a study that investigated students' attitudes towards Kiswahili in Mtwara Region of Tanzania. The study found that most Tanzanian students have favorable attitudes towards Kiswahili and its status among secondary school students has not diminished. Kiswahili remains the most preferred language of use in all major domains. The study proposes enhancing the place and role of Kiswahili in Tanzania by exploring its use as a medium of instruction at secondary school levels. It also proposes measures to preserve local vernacular languages that face extinction due to language shift.
This document provides an outline for a research monograph on the impact of using English movies on speaking fluency. It begins with a dedication and acknowledgments section. The contents section lists the various parts and chapters of the monograph, including an introduction, literature review on concepts like speaking fluency and functions of speaking, and a methods section outlining the research questions, design, and data collection/analysis plan. The abstract previews that the study will investigate the effect of movies on undergraduate students' speaking skills using a mixed methods approach combining surveys and statistical analysis. An introduction then provides background on the importance of English in Morocco and challenges with achieving speaking fluency.
India, as well-known to all, is the home of diversity; linguistic, cultural, religious, and social diversity. All these aspects are interwoven together making India a vibrant nation promoting the impeccable idea of "unity in diversity". As a multilingual nation, the study of language contact, where hundreds of different languages are in a constant negotiation, provides an appropriate zone for investigating the language interaction and the sociolinguistic consequences resulting from such process. This paper casts the light on the Kurukh’s contact with Hindi and Sadri, being the languages spoken in the area under scrutiny, tracing the sociolinguistic consequences of this interaction through studying a sample of these tribes residing in Mandar area. It also seeks to find out the sociolinguistic status quo of Kurukh and its status among its speakers through considering the contexts and situations in which both Hindi and Kurukh are used. It has been reported that Hindi, Sadri, and Kurukh are used exchangeably in a complementary distribution. Kurukh is spoken in some certain domains; at home, talking with friends of the same speech community, and in-group occasions when they come together to celebrate their religious festivals or any other social occasions whereas Hindi and Sadri are used for conversing with people of other speech communities or when they are in the presence of out-group people. On the other hand, the children receive their education in Hindi-medium schools and some of them in that of English-medium. In the school context, the students of Kurukh background avoid using their mother tongue even when they talk to each other lest to be mocked at or stigmatized by their friends and classmates who do not understand their language. This linguistic behavior of the young generation puts the Kurukh language at stake and jeopardizes the linguistic identity of its speakers as the time goes by.
The document discusses Finland's approach to adult literacy education. It provides milestones in literacy education policy from 1993 to 2017. It outlines reforms to adult basic education that integrated different forms of literacy training. The goals were to create a complete structure that meets demands, removes overlaps, and builds efficient personalized educational paths. It also discusses stages of literacy development and promoting multiliteracy through connecting basic literacy to other literacies like visual and digital. The document advocates for a language-aware society that supports multiliteracy and helps all people reach their full potential.
This document provides an overview of the revised 2006 Ontario curriculum for language education from Grades 1-8. It outlines the importance of literacy and language skills for students' intellectual, social and emotional development. The curriculum is designed to help all students become literate by providing them with the knowledge and skills needed to communicate effectively through listening, speaking, reading, writing and representing. It is organized around four strands: oral communication, reading, writing, and media literacy. The goals are for students to use language as a tool for learning, communication and participation in society.
Linguistic rights an imperative for indigenous language development towards r...Alexander Decker
This document discusses linguistic rights for indigenous populations and their importance for rural development and entrepreneurship. It argues that indigenous peoples have been denied access to education, governance, and economic opportunities because official languages have been imposed on them without their consent. Recognizing linguistic rights and providing education in indigenous languages can help harness talents, skills, and knowledge in rural communities to support national growth. The document calls for capacity building for educators to teach adult literacy and entrepreneurial skills in indigenous Nigerian languages, to better utilize the untapped potential in rural areas and promote sustainable development.
Language policy in India: A Voyage from Ancient India to Modern IndiaHathib KK
A comprehensive discussion on language policy in India- Language policy during Vedic Age-Language Policy during Budhist period-Language Policy during Islamict period-Language Policy during British period-Language Policy After Independence- Three Language formula-
This document discusses code mixing and code switching in language use. It begins by defining bilingualism as the ability to use two languages. Code mixing occurs when elements of one language are transferred into another language in communication. Code switching refers to changing between two languages above the clause level. The document then provides examples of code mixing and code switching between English and Indonesian. It discusses how teachers often use code mixing to help students understand lessons. The research questions examine the types and most dominant forms of code mixing used by an English teacher in their classroom.
K 12 english language arts curriculum conceptual frameworkJeanky Verzo
The document outlines a conceptual framework for education with 4 components: 1) language learning process using techniques like spiral progression and learner-centeredness, 2) effective language use including understanding cultures and language, 3) making meaning through language using oral/written communication macro-skills, and 4) holistic assessment with characteristics like proximity to performance and a holistic view of language.
Correlation of academic excellence and cognitive academic language proficienc...Alexander Decker
This document discusses the relationship between academic language proficiency and academic performance at the university level. It begins by defining academic language proficiency as the linguistic knowledge and skills needed to complete academic tasks. It then discusses how basic interpersonal communication skills differ from cognitive academic language proficiency, with the latter being more cognitively demanding. Finally, it hypothesizes that higher levels of English language proficiency are required for Ethiopian university students to succeed academically.
This document proposes a new language policy for India to address current issues and maximize human resource development. It argues that India's current English-focused policy has led to declining language proficiency and barriers to education. It recommends adopting a comprehensive, nationally coordinated policy that promotes Indian languages as mediums of instruction while still teaching English as a second language. Key aspects include developing each Indian language for professional education, courts, and laws while coordinating technical vocabulary based on Sanskrit. The aim is to boost the economy by increasing access to education without language discrimination.
Mother tongue usage and classroom instructionoircjournals
This document summarizes a research paper that studied the influence of teachers' attitudes on the use of mother tongue/first language in early childhood education classrooms in Nandi County, Kenya. The study found that teacher attitude positively influences the use of mother tongue/first language as the language of instruction. It recommends supporting in-service teacher training on using mother tongue/first language and providing resources to ensure schools comply with language policies that emphasize first language instruction. The document provides background on language policies in Kenya and debates around the use of first versus second languages in education.
This document discusses the environmental influences threatening the vitality of the Kanuri language. It focuses on three main criteria for determining linguistic vitality according to UNESCO: shifts in language domains of use, absolute number of speakers, and response to new domains and media. Regarding shifts in domains, the document explains how Kanuri speakers in Kano are shifting to speaking Hausa instead of Kanuri in most social contexts due to the dominance of Hausa. It also notes the lack of promotion of indigenous languages in Nigeria has reduced the number of Kanuri speakers. Finally, it discusses how the proliferation of Hausa films and media is influencing Kanuri speakers and culture.
The Appropriateness in Advice-Giving From a Cross-Cultural PerspectiveYasser Al-Shboul
This cross-cultural study investigates the differences in the perceptions of the appropriateness in advice giving in English between American English native speakers (AEL1) and Jordanian learners of English as a foreign language (JEFL). Data were collected using an adopted version of a Multiple Choice Questionnaire (MCQ) by Hinkel (1997). The questionnaire consists of eight situations that required advice giving or opting out to a peer acquaintance (equal status) and an instructor (higher status). Each situation was accompanied by three MC selections in random order: direct advice, hedge advice, and indirect comments. The fourth selection was an explicit choice for opting out that remained constant for all selections. Results revealed that both groups have the same perception of the social distance in the situations involving peer acquaintance and instructor. They, however, differed in the types of advice they showed as the appropriate choice. JEFL participants considered direct advice or hedge advice as appropriate option to be used with peer acquaintance and with instructors where in American culture the AEL1 participants found these strategies as least likely appropriate. The paper suggests EFL programs that promote awareness for JEFL on various appropriate conversational strategies in English. The results are expected to be useful information in cross-cultural comparison studies and other related areas.
India has many languages but does not have an official national language due to linguistic diversity and controversies. Hindi is the most prominent language but is still not accepted nationwide. The three-language formula was implemented in education to promote multilingualism and reduce inequalities by having students learn their mother tongue, Hindi, and English. However, case studies show this formula has not been fully or consistently applied across states. The status of languages in India remains unclear and language planning continues to be a challenge.
This document outlines the K to 12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy that language is central to intellectual, social, and emotional development. It also establishes several guiding principles for language acquisition, including that all languages are interrelated, language learning is an active and continuous process, and learning requires making meaning. The document then discusses the needs of Generation Z learners, who have grown up with ubiquitous technology, short attention spans, and in a highly diverse environment. The ultimate goal of the curriculum is to produce graduates who can effectively communicate, understand other content areas, and be successful in their chosen careers or fields of study.
How to integrate culture in second language educationAlexander Decker
This document discusses approaches to integrating culture into second language education. It defines culture and argues that culture and language are inseparable, so culture learning must be an integral part of language learning. The document outlines several key approaches to teaching culture, including teaching cultural topics alongside language skills, raising students' cultural awareness, and using activities like role plays and discussions of cultural texts to develop cultural understanding and skills. The goals of cultural instruction are to help students understand cultural differences and develop empathy for other cultures. Teachers should consider factors like the educational context, students' ages and language levels when deciding how to integrate culture into the language classroom.
The document discusses the rules around praying while sitting due to inability to stand or other difficulties. Some key points:
- Standing, bowing, and prostrating are essential parts of obligatory (fard) prayers, so if one is able to do so they must pray standing.
- If unable to stand due to sickness or old age, one may pray sitting on the ground or chair. Sitting is permissible for optional (nafl) prayers even if able to stand, but the reward is half of praying standing.
- A minor discomfort is not enough reason to pray sitting for obligatory prayers - the difficulty must be to the extent of causing harm.
- If able to sit on
This document discusses the concept of hope in Islam. It begins by defining hope linguistically and terminologically, noting that hope refers to attachment of the heart to something desired and taking steps to achieve it. It distinguishes true hope from wishful thinking, noting hope requires effort while wishful thinking leads to laziness. True hope involves utilizing all means within one's capacity, like a gardener planting seeds, watering plants and maintaining the garden, then hoping for Allah's mercy and blessings. The document emphasizes that a Muslim must strive to maintain hope in Allah to remain steadfast in religion.
This document summarizes a study examining the revitalization of the endangered Torwali minority language in Pakistan. The study finds that the Torwali community has strategically mobilized limited resources to achieve sustainable revival of their language and culture. Key aspects of the Torwali approach include an holistic, identity-based integrated model that uses identity building as a catalyst for language and culture revitalization. The revitalization process also emphasizes social development and empowerment alongside language and culture development. The Torwali example provides valuable insights for other endangered language communities seeking to revitalize their languages through an integrated approach.
The document discusses the debate around using mother tongue versus English as the primary medium of instruction in primary school classes in India. It notes that while mother tongues are important for teaching culture and history, English has become a lingua franca and is necessary for conducting business and interacting with other parts of the country. Both have advantages - mother tongues aid development but English is important for the modern world. The document does not take a definitive stance, but explores reasons for both options.
English background as the predictors for students’ speaking skills in pakistanAlexander Decker
This study examined the relationship between students' English language background and their speaking skills in Pakistan. The study assessed 60 male secondary students' speaking skills using a standardized rubric. It found that students' last English class score and number of years in English medium schools significantly predicted their speaking score. However, attending an English language institute did not significantly impact speaking scores. Most students reported lacking confidence and shyness in speaking English with peers. The study aimed to provide information to help improve English language education in Pakistan.
Multilingualism and language attitudes students perceptions towards kiswahili...Alexander Decker
This document summarizes a study that investigated students' attitudes towards Kiswahili in Mtwara Region of Tanzania. The study found that most Tanzanian students have favorable attitudes towards Kiswahili and its status among secondary school students has not diminished. Kiswahili remains the most preferred language of use in all major domains. The study proposes enhancing the place and role of Kiswahili in Tanzania by exploring its use as a medium of instruction at secondary school levels. It also proposes measures to preserve local vernacular languages that face extinction due to language shift.
This document provides an outline for a research monograph on the impact of using English movies on speaking fluency. It begins with a dedication and acknowledgments section. The contents section lists the various parts and chapters of the monograph, including an introduction, literature review on concepts like speaking fluency and functions of speaking, and a methods section outlining the research questions, design, and data collection/analysis plan. The abstract previews that the study will investigate the effect of movies on undergraduate students' speaking skills using a mixed methods approach combining surveys and statistical analysis. An introduction then provides background on the importance of English in Morocco and challenges with achieving speaking fluency.
India, as well-known to all, is the home of diversity; linguistic, cultural, religious, and social diversity. All these aspects are interwoven together making India a vibrant nation promoting the impeccable idea of "unity in diversity". As a multilingual nation, the study of language contact, where hundreds of different languages are in a constant negotiation, provides an appropriate zone for investigating the language interaction and the sociolinguistic consequences resulting from such process. This paper casts the light on the Kurukh’s contact with Hindi and Sadri, being the languages spoken in the area under scrutiny, tracing the sociolinguistic consequences of this interaction through studying a sample of these tribes residing in Mandar area. It also seeks to find out the sociolinguistic status quo of Kurukh and its status among its speakers through considering the contexts and situations in which both Hindi and Kurukh are used. It has been reported that Hindi, Sadri, and Kurukh are used exchangeably in a complementary distribution. Kurukh is spoken in some certain domains; at home, talking with friends of the same speech community, and in-group occasions when they come together to celebrate their religious festivals or any other social occasions whereas Hindi and Sadri are used for conversing with people of other speech communities or when they are in the presence of out-group people. On the other hand, the children receive their education in Hindi-medium schools and some of them in that of English-medium. In the school context, the students of Kurukh background avoid using their mother tongue even when they talk to each other lest to be mocked at or stigmatized by their friends and classmates who do not understand their language. This linguistic behavior of the young generation puts the Kurukh language at stake and jeopardizes the linguistic identity of its speakers as the time goes by.
The document discusses Finland's approach to adult literacy education. It provides milestones in literacy education policy from 1993 to 2017. It outlines reforms to adult basic education that integrated different forms of literacy training. The goals were to create a complete structure that meets demands, removes overlaps, and builds efficient personalized educational paths. It also discusses stages of literacy development and promoting multiliteracy through connecting basic literacy to other literacies like visual and digital. The document advocates for a language-aware society that supports multiliteracy and helps all people reach their full potential.
This document provides an overview of the revised 2006 Ontario curriculum for language education from Grades 1-8. It outlines the importance of literacy and language skills for students' intellectual, social and emotional development. The curriculum is designed to help all students become literate by providing them with the knowledge and skills needed to communicate effectively through listening, speaking, reading, writing and representing. It is organized around four strands: oral communication, reading, writing, and media literacy. The goals are for students to use language as a tool for learning, communication and participation in society.
Linguistic rights an imperative for indigenous language development towards r...Alexander Decker
This document discusses linguistic rights for indigenous populations and their importance for rural development and entrepreneurship. It argues that indigenous peoples have been denied access to education, governance, and economic opportunities because official languages have been imposed on them without their consent. Recognizing linguistic rights and providing education in indigenous languages can help harness talents, skills, and knowledge in rural communities to support national growth. The document calls for capacity building for educators to teach adult literacy and entrepreneurial skills in indigenous Nigerian languages, to better utilize the untapped potential in rural areas and promote sustainable development.
Language policy in India: A Voyage from Ancient India to Modern IndiaHathib KK
A comprehensive discussion on language policy in India- Language policy during Vedic Age-Language Policy during Budhist period-Language Policy during Islamict period-Language Policy during British period-Language Policy After Independence- Three Language formula-
This document discusses code mixing and code switching in language use. It begins by defining bilingualism as the ability to use two languages. Code mixing occurs when elements of one language are transferred into another language in communication. Code switching refers to changing between two languages above the clause level. The document then provides examples of code mixing and code switching between English and Indonesian. It discusses how teachers often use code mixing to help students understand lessons. The research questions examine the types and most dominant forms of code mixing used by an English teacher in their classroom.
K 12 english language arts curriculum conceptual frameworkJeanky Verzo
The document outlines a conceptual framework for education with 4 components: 1) language learning process using techniques like spiral progression and learner-centeredness, 2) effective language use including understanding cultures and language, 3) making meaning through language using oral/written communication macro-skills, and 4) holistic assessment with characteristics like proximity to performance and a holistic view of language.
Correlation of academic excellence and cognitive academic language proficienc...Alexander Decker
This document discusses the relationship between academic language proficiency and academic performance at the university level. It begins by defining academic language proficiency as the linguistic knowledge and skills needed to complete academic tasks. It then discusses how basic interpersonal communication skills differ from cognitive academic language proficiency, with the latter being more cognitively demanding. Finally, it hypothesizes that higher levels of English language proficiency are required for Ethiopian university students to succeed academically.
This document proposes a new language policy for India to address current issues and maximize human resource development. It argues that India's current English-focused policy has led to declining language proficiency and barriers to education. It recommends adopting a comprehensive, nationally coordinated policy that promotes Indian languages as mediums of instruction while still teaching English as a second language. Key aspects include developing each Indian language for professional education, courts, and laws while coordinating technical vocabulary based on Sanskrit. The aim is to boost the economy by increasing access to education without language discrimination.
Mother tongue usage and classroom instructionoircjournals
This document summarizes a research paper that studied the influence of teachers' attitudes on the use of mother tongue/first language in early childhood education classrooms in Nandi County, Kenya. The study found that teacher attitude positively influences the use of mother tongue/first language as the language of instruction. It recommends supporting in-service teacher training on using mother tongue/first language and providing resources to ensure schools comply with language policies that emphasize first language instruction. The document provides background on language policies in Kenya and debates around the use of first versus second languages in education.
This document discusses the environmental influences threatening the vitality of the Kanuri language. It focuses on three main criteria for determining linguistic vitality according to UNESCO: shifts in language domains of use, absolute number of speakers, and response to new domains and media. Regarding shifts in domains, the document explains how Kanuri speakers in Kano are shifting to speaking Hausa instead of Kanuri in most social contexts due to the dominance of Hausa. It also notes the lack of promotion of indigenous languages in Nigeria has reduced the number of Kanuri speakers. Finally, it discusses how the proliferation of Hausa films and media is influencing Kanuri speakers and culture.
The Appropriateness in Advice-Giving From a Cross-Cultural PerspectiveYasser Al-Shboul
This cross-cultural study investigates the differences in the perceptions of the appropriateness in advice giving in English between American English native speakers (AEL1) and Jordanian learners of English as a foreign language (JEFL). Data were collected using an adopted version of a Multiple Choice Questionnaire (MCQ) by Hinkel (1997). The questionnaire consists of eight situations that required advice giving or opting out to a peer acquaintance (equal status) and an instructor (higher status). Each situation was accompanied by three MC selections in random order: direct advice, hedge advice, and indirect comments. The fourth selection was an explicit choice for opting out that remained constant for all selections. Results revealed that both groups have the same perception of the social distance in the situations involving peer acquaintance and instructor. They, however, differed in the types of advice they showed as the appropriate choice. JEFL participants considered direct advice or hedge advice as appropriate option to be used with peer acquaintance and with instructors where in American culture the AEL1 participants found these strategies as least likely appropriate. The paper suggests EFL programs that promote awareness for JEFL on various appropriate conversational strategies in English. The results are expected to be useful information in cross-cultural comparison studies and other related areas.
India has many languages but does not have an official national language due to linguistic diversity and controversies. Hindi is the most prominent language but is still not accepted nationwide. The three-language formula was implemented in education to promote multilingualism and reduce inequalities by having students learn their mother tongue, Hindi, and English. However, case studies show this formula has not been fully or consistently applied across states. The status of languages in India remains unclear and language planning continues to be a challenge.
This document outlines the K to 12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy that language is central to intellectual, social, and emotional development. It also establishes several guiding principles for language acquisition, including that all languages are interrelated, language learning is an active and continuous process, and learning requires making meaning. The document then discusses the needs of Generation Z learners, who have grown up with ubiquitous technology, short attention spans, and in a highly diverse environment. The ultimate goal of the curriculum is to produce graduates who can effectively communicate, understand other content areas, and be successful in their chosen careers or fields of study.
How to integrate culture in second language educationAlexander Decker
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This document discusses an integrated learning approach called QuLIL (Quran Language Integrated Learning) that uses the Quran and Arabic language as the basis for instruction. It presents QuLIL as a holistic and vertical language approach that is well-suited to the global era. The document outlines the QuLIL model, which involves four stages of instruction: sensitization, research, development, and consolidation/synthesis. It also discusses key principles of QuLIL relating to content, communication, cognition, and culture. Finally, it provides examples of literacy resources and instructional approaches that could be used as part of QuLIL.
9Esmaeel Indian education in promoting the Heritage langua.docxransayo
9
Esmaeel
Indian education in promoting the Heritage language
Introduction
In the current formal education, the curriculum is involving the maximization of the instruction in many subjects through the heritage language. Regarding this, we can say that there are many benefits that attribute to Indian education in promoting the Heritage language. This is because the Indian education has shown many psychological and cultural benefits of having skills in a person’s heritage language. Furthermore, there is cognitive development as well as the development of problem-solving skills, which indubitably leads to creativity. In this paper, I will explore the subject of Indian education in promoting the Heritage language from the previous studies and support the argument that there are many benefits that attribute to Indian education in promoting the Heritage language.
Persuasive Syntheses of Indian Education
It would be true to say that most indigenous communities find their native languages of the dominant cultures as the best for giving instruction. This is because there is overwhelming evidence-based research that has been done on the bilingual education, which has shown that Indian educations promotes the heritage language and also brings other benefits. According to Haley De Korne, the Indian education promotes the native language which also comes with improvement of the instruction process as well as the overall school performance (Korne). We can thus say that this formal school-based of Indian program is complemented by a genuine and beneficial community involvement. It is thus a shared goal towards promoting the heritage language and making instruction more efficient.
Consequently, there are various benefits attributed to Indian education in promoting the heritage language. Teresa McCarty has it that the students will have an ability to increase the metalinguistic awareness together with the knowledge relating to the Indian language. This entails the metalinguistic skills, which are indubitably very significant piece of intellectual development to the students (McCarty). Such skills lead the development of reading skills development, which plays a crucial role in the overall academic performance a student.
According to Manjula Shinge, the metalinguistic abilities have been found to have a greater phonemic awareness, especially in the bilingual students (Shinge). For instance; they have the ability to answer various questions with the sounds having the same soundings at the beginning. Further, they have the ability to break the words into corresponding syllables and most importantly be successful more than the monolingual students (Shinge).
Combs and Nichola argue that the study of the Indian language in promoting its heritage has also been found to increase the knowledge of such language together with the development of math’s and logic skills (Combs and Nichola). Students who study using native language have been found to have standard.
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What languages to include in curriculum for muslim children
1. AUSTRALIAN JOURNAL OF HUMANITIES AND ISLAMIC STUDIES RESEARCH (AJHISR)
Vol.1, Issue 1, Jul-15 to Dec-15
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WHAT LANGUAGES TO INCLUDE IN CURRICULUM FOR MUSLIM CHILDREN
Muhammad Nabeel Musharraf (Revised in Nov, 15)
ABSTRACT:
Languages are tools that connect people globally and help them acquire knowledge. It is a highly
critical decision to choose a language or a set of languages for inclusion in curriculum in a manner
that would be most productive at personal, community and national level. What we need to see in
our next generation has to be ‘sowed the seeds for’ today. Our study presents an overview of
choices related to languages inclusion in curriculum for Muslim children from the perspective of
acquiring local languages, Arabic, English and other international languages. Findings suggest that
learning this set comprising of 4 languages is already practiced in different cultures and institutions.
However selection of languages to be included in mix needs be carefully considered. Paper also
highlights factors that govern influence of a particular language globally or for communities and
recommend a set of languages that can be adopted for curriculum with further research.
INTRODUCTION:
Children learn languages the most in their early childhood (“Language development,” 2015).
Accordingly, the language they obtain the first is language of people they live with, in most cases,
their parents. However, due to social circumstances, they may need to learn other languages as well,
as they move ahead in life and develop certain motives. While acquiring second language,
maintaining native language is found to be highly beneficial in terms of cognitive, social,
psychological and academic aspects (IDRA, 2000; Sue Fernandez, 2007). This paper will discuss some
factors that can affect choice of languages that can be included in curriculum for Muslim children,
formally or informally, to achieve relevant motives and intended outcomes.
DECISION TO LEARN OTHER LANGUAGES:
Whether or not other languages get selected for study depends on ‘usefulness’ of learning those
languages to learners:
“When the numerous variables and viewpoints are considered, USEFULNESS emerges as the most
important factor in predicting whether a choice of literacy instruction medium will be successful. The
perception of the usefulness may be different, however: useful for national unity and technological
progress, as seen from a top-down perspective; or useful for reading and writing in one's daily life
and for job opportunities, as seen from a bottom-up perspective” (Baker, 1996)
‘Usefulness’ depends on ‘purpose’ or ‘motive’ for which language may be studied. The motivational
factors for learning languages other than the local language are classified as follows (Merritt, 2013):
a. Integrative motivation:
Learners who study a language with the aim of ‘better understanding a culture, language,
and society’ are integratively motivated. Linguistic studies show that integrative motivation
yields faster and more effective language learning results than other types. Learners from
2. AUSTRALIAN JOURNAL OF HUMANITIES AND ISLAMIC STUDIES RESEARCH (AJHISR)
Vol.1, Issue 1, Jul-15 to Dec-15
7
multilingual nations can be integratively motivated to learn their national languages as a way
of connecting with their countrymen: English and French in Canada; German, French and
Italian in Switzerland; Hindi and regional languages in India, Pushto, Punjabi and Urdu in
Pakistan etc.
b. Instrumental motivation:
Learners who study a foreign language in order to achieve other goal (as compared to
above) are instrumentally motivated. In these cases, language competence isn’t the goal in
itself, but rather the vehicle to achieving a separate professional or personal
accomplishment.
Considering the context of Muslim students, both types of motivation would be required. They need
to integrate more effectively with societies and people of countries they live in (integrative
motivation). This intention and competence achieved in languages because of this can be used for a
variety of productive purposes. Similarly, Muslim children also need to have instrumental motivation
in order to understand religious literature in Arabic and gain spiritual up-lift by referring to the very
sources of Islam i.e. Quran and Sunnah.
Following is further explanation of relevant aspects in line with these motivational factors.
IMPORTANCE OF STUDYING LOCAL AND NATIONAL LANGUAGE(S):
It is extremely important to learn the language of the area we live in. Not having proficiency in local
language would definitely hinder integration with broader community and stir confusions and
misunderstandings, as pointed out by Musharraf (2015) while discussing lack of availability of
teachers in Europe who can deliver Islamic education in schools using local languages. The point is
further highlighted by the recent criticism, such as in case of a prominent community leader in
Australia who required an interpreter to address the media (“Mufti ‘translation’ under fire,” 2015). If
this lack of language skill persists, ‘us’ vs ‘them’ mindset would continue to prevail stirring division
within communities and racism. As explained above, this should not be at the expense of learning
native or other desired languages. Most governments also encourage children to learn multiple
languages in line with perceived benefits of this approach (O’Regan, 2014, 2014; Sue Fernandez,
2007).
IMPORTANCE OF STUDYING ARABIC:
“Allah, the Almighty and Wise, chose and singled out Arabic from amongst all the languages of the
world - past, present and future - to be the vehicle for His final Revelation to the whole of humanity.
This fact alone should constitute sufficient reason for Muslims to learn Arabic” (“Ten Reasons Why
Muslims Should Learn Arabic,” 2014).
Muslims believe in Quran’s Aijaz (distinguished and miraculous nature) in terms of its meaning and
spiritual uplift it provides. Arabic is considered to be the most comprehensive language (Ad-
Dausaree, 2006) in terms of depth and width of words and meanings. Judah Ibn Tibbon, who is
known as ‘father of translators’ for his works in Arabic-to-Hebrew translation (Jewish Virtual Library,
2002; Sela, 2003, p. 140), explains the high status of Arabic by mentioning it as “in fact the most
comprehensive language, full of resources concerning every subject. It satisfies the necessities of all
3. AUSTRALIAN JOURNAL OF HUMANITIES AND ISLAMIC STUDIES RESEARCH (AJHISR)
Vol.1, Issue 1, Jul-15 to Dec-15
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those who speak or write this language. Its expressions are exact and clear, and it reaches to the
heart of all questions, much more than it is possible with Hebrew” (Sela, 2003, pp. 140–141).
If Muslims need to understand word of Allah in a better way, they need to understand Arabic. If next
generation of Muslims doesn’t know about Arabic and can’t read literature in Arabic, they will not be
able to refer to the huge body of Islamic literature which is written in Arabic, including classical texts
which form basis of interpretation for matters related to Quran Exegesis, Hadith, Fiqh and other
branches of Islamic knowledge. Translation can often not convey the same meaning as original text
(Ngo, 2011), it at all available.
“Muslims holds the importance of Arabic language in very high esteem with most of their beliefs
being inseparable from Arabic” (“Importance of Arabic,” 2013). Most Muslims use Arabic in their
personal and spiritual lives in some capacity. Some use it for daily prayers and supplications and
understanding Quran, where-as others need it for communication within their communities
(Esposito, 2002; Reem, 2009).
In accordance with above points, there is no doubt about the place of Arabic language in curriculum
taught to Muslim children. In our opinion, all Muslim children should at least be taught enough
Arabic language to enable them understand the meaning of Quran and what they say in praying
while delivering those words from their tongues.
We see variation in level of focus on Arabic language if we look at curricula taught to Muslim
children. In some places, it is taught as a core subject [e.g. in Madaris Al Islamia (Moosa, 2015) or in
Middle-Eastern schools], whereas in others it covers only the basic level information. We also see
some secular institutions in Muslim world which do not cover Arabic language at all. Many parents
choose private teaching options for Arabic reading and/or writing (Musharraf, 2015).
LEARNING OTHER LANGUAGES AND PLACE OF ENGLISH IN CURRICULUM:
The Islamic Golden age was filled with great achievements from Muslims in terms of discoveries,
innovations and inventions which form basis of some the most sophisticated present day
organizations, processes and technologies. The beginning of this golden age can be attributed to the
mass-translation effort led by Muslim caliphs who brought in a huge amount of literature from other
languages to Arabic. This massive pool of information and knowledge from various sources was not
available to any other single language-speaking source or group at their own. Muslims accordingly
were able to integrate this literature and build further on that to progress with their scientific and
intellectual discoveries (Ahmed, 2011; Al-Khalili, 2010).
Arabic remained the official language of Muslims for centuries. But this is, unfortunately, not the
case anymore. Muslims neither have such literature available in Arabic anymore nor do all the
Muslims speak Arabic. In fact, research shows that recent translations into and out of Arabic
language have been fewer than other languages in terms of its native speakers (Erard, 2014). The
low volume of translations into Arabic has been identified as an obstacle to the dissemination of
outside knowledge into the Arab world (Baer, 2014) and vice versa.
In such a situation, there are three options for Muslims to re-gain access to broader international
literature:
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- Learn a language, spread over wide geo-graphical areas, that has a high global-following and
understanding from masses, to use as a tool to access literature in that language
- Learn sufficient level of Arabic across the board, in all Muslim communities around the globe
and re-start mass-translation effort
- Learn local languages as well as selected global languages so that literary works and
literature can be mutually translated to increase wider availability.
Adding Arabic to third option would further increase its vitality.
In our opinion, third option is a quick way of enable required outcomes. However, identification of a
suitable language that can be considered ‘global’ in contemporary times is a matter that needs
careful observation and data analysis.
Languages vary enormously in ‘global importance’ because of historical, demographic, political, and
technological forces (Ronen et al., 2014). It is argued: “The influence of any language is a
combination of three main things: the number of countries using it as their first language or mother-
tongue, the number of countries adopting it as their official language, and the number of countries
teaching it as their foreign language of choice in schools. The intrinsic structural qualities of a
language, the size of its vocabulary, the quality of its literature throughout history, and its
association with great cultures or religions, are all important factors in the popularity of any
language. But, at base, history shows us that a language becomes a global language mainly due to
the political power of its native speakers, and the economic power with which it is able to maintain
and expand its position”.(Luke Mastin, 2011)
When we look at the figures, with no oversight to factor of geographical spread, we see English as
being the most influential language (Pegg, 2012). “On almost any basis, English is the nearest thing
there has ever been to a global language. Its worldwide reach is much greater than anything
achieved historically by Latin or French, and there has never been a language as widely spoken as
English. Many would reasonably claim that, in the fields of business, academics, science, computing,
education, transportation, politics and entertainment, English is already established as the de facto
lingua franca” (Luke Mastin, 2011). Another research from MIT reveals: “English has the most
transmissions to and from other languages and is the most central hub” (Erard, 2014).
It is to be noted that, by recommending utilization of English as a ‘global’ language, we are not at all
recommending not studying or not focussing on other languages, including native/ local languages
and Arabic. In fact the notion that “English is enough” is found by researcher to be very weak (Sue
Fernandez, 2007). If we confine ourselves to English alone, we may not be able to reach broader
global population.
According to our study, the most useful combination, while keeping geographical spread in
consideration, can be [ENGLISH]-[ARABIC]-[FRENCH or SPANISH] in combination with local
language(s).
Following graphics from Pegg (2012) further clarify this opinion by explaining geographic
concentration of Arabic, Spanish, French and English languages. We can see that most parts of the
world are well covered by these four languages.
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Figure 1 Arabic Figure 2 French Figure 3 English Figure 4 Spanish
However, above figures also reveal that even learning ONLY these three languages would not ensure
a complete global out-reach. To fill this gap, learning of local languages should remain a priority.
Some of the biggest local languages are Mandarin, Russian, Hindi and Portugese. In this mix of
proposed 4-language learning option, Persian cannot be included due to its following concentrated
in smaller number of countries. It would accordingly be classified as ‘local’ language. For the
purposes of this study, local languages are those which concentrated in certain areas and do not
have a geographically spread out following1
.
As a case study, let us consider the example of Pakistan.
The two prominent languages taught in most government and private schools are Urdu and English.
Arabic and local languages are taught in some instances but not with a great deal of zeal and
enthusiasm. Language proficiency for most students is accordingly restricted to these two languages
except in case of ‘spoken’ proficiency depending on language spoken at home.
In Madaris (traditional religious education institutions), we see ARABIC-ENGLISH-URDU-PERSIAN
combination. English, in most cases, is not taught at reasonable level of detail or to a standard where
students can easily read/ write literature and engage in effective conversations. The focus
accordingly is more on Arabic and Persian. While, we recommend maintaining focus on Arabic
language, inclusion of Persian in curriculum needs to be re-evaluated through further research.
In line with above graphs and discussion, a possible combination that needs to be assessed for
usability in religious institutions can be: [ARABIC]-[ENGLISH]-[LOCAL LANGUAGE]-[FRENCH or
FRENCH]. Local language, depending on geographical location, can accordingly be Urdu, Mandarin,
Hindi, Bengali, Persian or other national languages that have large following.
Another important point to note here is the fact that children can become fluent in multiple
languages if introduced at an early age without much struggle (O’Regan, 2014). This further
highlights the importance of adding second language(s) in curriculum from early stages rather than
leaving it to higher grades or adulthood.
Situations when language other than these can be recommended for Inclusion in curriculum:
If communication with special foreign community is required for a particular purpose, that language
should be included in curriculum. For example, in some European countries such as Greece, many
parents want their children to learn Turkish. Similarly we have come to know about cases where
some dua’at (callers to Islam or Islamic missionaries) have learnt specific languages to convey the
message of Islam to certain communities.
CONCLUSIONS:
1
This point is further clarified in Appendix 1 of Vol1, Issue 1 for AJHISR (Jul-Dec 15)
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With this we conclude that Muslims around the world can increase their access to international and
their own religious literature by learning English and Arabic languages. Learning local languages shall
remain a high priority too as in the absence of it, integration and adjustment within communities is
highly improbable and often leads to disintegration. Considering the existing 4 language model
adopted in religious institutions, it is considered useful to explore possibility of changing the
languages included in curriculum based on their international relevant and influence. Right decision
in the regard will govern what our next generation will be able to access, refer to, learn and
disseminate.
Refer to Appendix 1 for related graphics on size of
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Ahmed, N. (2011). Harun and Mamun- the Age of Reason. Retrieved October 11, 2015, from
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Al-Khalili, J. (2010). Science and Islam - BBC Four. BBC. Retrieved from
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Baer, D. (2014). These Charts Show Which Languages Have The Most Global Influence. Retrieved
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languages-2014-12
Baker, V. (1996). Native Language versus National Language Literacy: Choices and Dilemmas in
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Erard, M. (2014, December 15). Want to influence the world? Map reveals the best languages to
speak. Science Mag. Retrieved from http://news.sciencemag.org/social-
sciences/2014/12/want-influence-world-map-reveals-best-languages-speak
Esposito, J. L. (2002). What everyone needs to know about Islam (Vol. 2). Oxford University Press
New York. Retrieved from http://www.e-islamic-library.com/wp-
content/uploads/2015/04/Esposito-What-Everyone-Needs-to-Know-About-Islam-2002.pdf
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IDRA. (2000). Why is it Important to Maintain the Native Language? Intercultural Development
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of the “Synergise!” Biennial National Conference of the Australian Institute of Interpreters
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Pegg, D. (2012). The 25 Most Influential Languages in the World. Retrieved October 11, 2015, from
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APPENDIX 1
This appendix further explains the points highlighted in paper:
WHAT LANGUAGES TO INCLUDE IN CURRICULUM FOR MUSLIM CHILDREN (Pg 6-13)
(Revised in Nov, 15)
Background:
Paper recommends four languages for educators and curriculum designers to facilitate their
students acquire maximum global out-reach with language abilities.
Languages recommended by paper are:
[Arabic] – [English] – ]A Local Language] – [Spanish OR French]
Following graphic representation1
clarifies the point further:
Figure 1 Languages Around the globe
1
It is adopted from graphics presented by (López, 2015)
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From the chart, we see that Chinese has the highest number of speakers. But they are all mainly
concentrated in China with small followings in other countries. It would accordingly be considered a
local language and can be included in proposed 4 language model as such. It can also be included in
curriculum if required for communication with people within China for certain reasons, such as
missionary activities, education or other purposes. Seeing this with analysis presented by Pegg
(2012) further clarifies the argument above:
Figure 2 Concentration of Mandarin Language
Same is the case with Russian which is also concentrated in one connected geographical location.
Figure 3 Concentration of Russian Language
On the other hand, we see that our recommended languages English, Arabic, Spanish / French (in
combination with a local language) are spread across a number of geographical locations which can
ensure better geographical out-reach. This point is further explained by following graph (Weber,
1999) which shows that by learning the first four languages in the chart below, one can have
maximum global outrach.
Figure 4 Language and Number of Countries they are spoken in
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Further to this, it was already established in the paper that the English is considered to be the
language in which message can most easily get across the globe (reference to study conducted at
MIT).
To strengthen this point further, following graphics (López, 2015) show the number of people
learning English language are considerably higher than other languages.
Figure 5 Language Learners across the globe
Same figures were also presented by Noack & Gamio (2015) using graphics which make this
comparison even clearer:
Figure 5 Language Learners across the globe (Washington Post)
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Noack, R., & Gamio, L. (2015, April 23). The world’s languages, in 7 maps and charts. The Washington
Post. Retrieved from
https://www.washingtonpost.com/news/worldviews/wp/2015/04/23/the-worlds-
languages-in-7-maps-and-charts/
Pegg, D. (2012). The 25 Most Influential Languages in the World. Retrieved October 11, 2015, from
http://list25.com/the-25-most-influential-languages-in-the-world/
Weber, G. (1999). The Word’s 10 Most Influential Languages. AATF National Bulletin, Vol. 24, No. 3.
Retrieved from
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df