Andrew Cowell, Naming the world: Language and power among the Northern Arapaho. Tuscon: University of Arizona Press, 2018. Pp. 312. Hb. $50.

2020 ◽  
Vol 49 (1) ◽  
pp. 161-162
Author(s):  
Kathryn Mara
Keyword(s):  
World Language ◽  
Northern Arapaho ◽  
Language And Power ◽  
University Of Arizona ◽  
The World

How words make the world: language materialities and the circulation of the Sakha algys

Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jenanne Ferguson
Keyword(s):  
Spoken Language ◽  
Spoken Word ◽  
World Language ◽  
Material World ◽  
The World ◽  
The Way

Abstract This article investigates contemporary uses of the Sakha language algys (blessing poems) and reveals the “old” and “new” types of language materiality present in this genre of ritual poetry. Focusing primarily on one example of algys shared online in 2018, I discuss how performing algys has always involved close interconnection between language and the material world and present the changing contexts and forms of algys transmission that highlight both fixity and fluidity in the way speakers conceive of language and materiality. Despite the new mobilities and technologies that build upon the previously established written textual forms of this poetry—and contribute to its continued circulation and transmission—certain elements of traditional algys remains salient for speakers, reinforced by ideologies or ontologies of language that foreground the power of the (spoken) word. This is connected to the production of qualia and the invocation of chronotopes. Thus, while textual forms further enable processes of citationality as they are circulated online; the written words alone do not constitute an algys. Rather, here the importance of embodied, spoken language materiality is at the fore.

Post-Yugoslav Serbian Literature and Its Roots in the Social and Political Changes

2018 ◽  
Vol 14 (1) ◽  
pp. 101-118
Author(s):  
Milan Orlić
Keyword(s):  
Social Context ◽  
The Other ◽  
Cultural Discourse ◽  
World Language ◽  
Cultural Paradigms ◽  
The Social ◽  
Post Modernism ◽  
The World ◽  
Socialist Realist ◽  
The One

Post-Yugoslav literature and culture came out of the stylistic formations of Yugoslav modernism and postmodernism, in the context of European cultural discourse. Yugoslav literature, which spans the existence of “two” Yugoslavias, the “first” Yugoslavia (1928–1941) and the “second” socialist Yugoslavia (1945–1990), is the foundation of various national literary and cultural paradigms, which shared the same or similar historical, philosophical and aesthetic roots. These were fed, on the one hand, by a phenomenological understanding of the world, language, style and culture, and on the other, by an acceptance of or resistance to the socialist realist aesthetics and ideological values of socialist Yugoslav society. In selected examples of contemporary Serbian prose, the author explores the social context, which has shaped contemporary Serbian literature, focusing on its roots in Serbian and Yugoslav 20th century (post)modernism.

scholarly journals Becoming Global Citizens through Bilingualism: English Learning in the Lives of University Students in China

2011 ◽  
Vol 2011 ◽  
pp. 1-9 ◽  
Author(s):  
Yangguang Chen
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
World Language ◽  
Cultural Traditions ◽  
Global Citizens ◽  
Global Issues ◽  
Chinese Learners ◽  
The World ◽  
English Classroom ◽  
L1 And L2

The ongoing globalisation has led to a tremendous expansion of the English language. With China striving to become part of the world economy since the late 1970's, there has been a great emphasis placed on the education of young people to become a world citizen with fluent English. “Being a global citizen” is having strong interests in global issues, cultivating the understanding and appreciation of diverse values, and enhancing country's competitiveness. All this however needs to be realized through communication in English, the world language. Improving communicative competence among Chinese learners of English depends on how English is learnt in the FL classroom and how it gets practiced outside the classroom. Data drawn from English corners, English clubs and English church all show that those informal learning settings have a complentary role to play especially when the formal English classroom is found having various deficits. Data also confirm that informal settings offer the opportunity to close the gap between L1 and L2 learning processes, and nurtutre learners' communicative competence through social intercourse and intercultural exchanges. Moreover, EFL learning is inherently intercultural, which facilitate cross cultural perspectives through bilingualism and bridges over the indigenous cultural traditions and the western democratic values.

scholarly journals Book Reviews

2021 ◽  
Vol 12 (1) ◽  
pp. 246-263
Author(s):  
Natalie Bump Vena ◽  
Paige Dawson ◽  
Thomas De Pree ◽  
Sarah Hitchner ◽  
George Holmes ◽  
...  
Keyword(s):  
Lake Superior ◽  
Development Projects ◽  
New Haven ◽  
Yale University ◽  
Energy Politics ◽  
University Of Arizona ◽  
The World ◽  
Duke University ◽  
Tibetan Herders

Langston, Nancy. 2017. Sustaining Lake Superior: An Extraordinary Lake in a Changing World. New Haven, CT: Yale University Press. 292 pp. ISBN 978-0-300-21298-3.Moore, Margaret. 2019. Who Should Own Natural Resources? Cambridge, MA: Polity Press. 140 pp. ISBN 978-1-509-52916-2.Middleton Manning, Beth Rose. 2018. Upstream: Trust Lands and Power on the Feather River. Tucson: University of Arizona Press. 244 pp. ISBN 978-0-8165-3514-9.Van de Graaf, Thijs, and Benjamin K. Sovacool. 2020. Global Energy Politics. Cambridge: Polity Press. ISBN 978-1-5095-3048-9.Wapner, Paul. 2020. Is Wildness Over? Cambridge, MA: Polity Press. ISBN 978-1-5095-3212-4.DeSombre, Elizabeth R. 2020. What Is Environmental Politics? Cambridge: Polity Press. 202 pp. ISBN 978-1-5095-3413-5.Ptáčková, Jarmila. 2020. Exile from Grasslands: Tibetan Herders and Chinese Development Projects. Seattle: University of Washington Press. ISBN: 9 78-0-295-74819-1.Liegey, Vincent, and Anitra Nelson. 2020. Exploring Degrowth: A Critical Guide. London: Pluto Press. 224 pp. ISBN 978-0-7453-4201-6.Behringer, Wolfgang. 2019. Tambora and the Year without a Summer: How a Volcano Plunged the World into Crisis. Medford, MA: Polity Press. 334 pp. ISBN 978-1-509-52549-2.Duvall, Chris S. 2019. The African Roots of Marijuana. Durham, NC: Duke University Press. 351 pp. ISBN 978-1-4780-0394-6.

Investigating Creativity in Online K-12 World Language Classrooms

2022 ◽  
pp. 143-167
Author(s):  
Anne Cummings Hlas ◽  
Jesselyn J. Nadolny ◽  
Christopher S. Hlas
Keyword(s):  
Mixed Methods ◽  
Online Teaching ◽  
Language Teachers ◽  
Mixed Methods Study ◽  
World Language ◽  
Teaching Context ◽  
Language Classroom ◽  
The World ◽  
Language Classrooms ◽  
K 12

This chapter outlines creativity in the world language classroom through the results of a mixed-methods study during the COVID-19 pandemic. While there has been a growing interest in creativity within education, little has been researched related to creative and uncreative factors in the language classroom, specifically in an online teaching context. For this reason, this research study explores creativity in the online world language K-12 classroom by examining teaching artifacts self-selected by K-12 language teachers, as well as interviews with interested participants. Findings suggest that creativity is multidimensional with creative factors overlapping within artifacts. Additionally, teachers have persisted throughout the pandemic to integrate creativity in order to engage students with the content in various ways, harness student attention, and give students choice. In addition, teachers have used various technologies to provide opportunities for students to work asynchronously and synchronously.

Inspiring Inquiry With the i2Flex Model in the World Language Classroom

2021 ◽  
pp. 174-187
Author(s):  
Christina J. Rocha
Keyword(s):  
Design Thinking ◽  
Project Based Learning ◽  
World Language ◽  
Inquiry Based Learning ◽  
World Languages ◽  
Language Classroom ◽  
The World ◽  
Constructivist Model ◽  
Global Understanding ◽  
World Language Classroom

This chapter introduces different methods for how to incorporate inquiry-based learning (IBL) practices with i2Flex methodology, both virtually as well as in the traditional world language classroom model using updated and relevant 21st century skills. Using the teacher as a constructivist model, the question formulation technique, design thinking, content and project based learning, learning among others are all explored in depth so the WL teacher can apply theory through practical examples that support a global understanding and context. World languages can be ESL, Spanish, Greek, Nahuatl, or any other WL(s) taught and spoken across cultures.

Hill, Kenneth C. (editor in chief), Hopi dictionary/Hopìikwa lavàytutuveni: A Hopi-English dictionary of the Third Mesa dialect, with an English-Hopi finder list and a sketch of Hopi grammar. Compiled by the Hopi Dictionary Project, Bureau of Applied Research in Anthropology, University of Arizona. Tucson: University of Arizona Press, 1998. Pp. xviii, 900. Hb $85.00.

1999 ◽  
Vol 28 (3) ◽  
pp. 481-482
Author(s):  
William Bright
Keyword(s):  
American Indian ◽  
Applied Research ◽  
Sweet Corn ◽  
Editorial Team ◽  
Indian Language ◽  
The Third ◽  
University Of Arizona ◽  
The World

This volume, containing some 30,000 entries, takes its place as one of the most sophisticated and comprehensive dictionaries ever prepared for an American Indian language; indeed, it is among the best dictionaries available for any language of the world, and a model for future lexicographers of “neglected” languages. The editorial team – including Hill, Emory Sekaquaptewa, Mary E. Black, Ekkehart Malotki, and the late Michael Lomatuway'ma – compiled the work in consultation with a large team of elder Hopi speakers from the westernmost Third Mesa (the villages of Oraibi, Kykotsmovi, Hotevilla, Bacavi, and Moencopi). Entries include information on inflection, definitions, examples (often illustrating aspects of Hopi culture), etymologies, and synonymy, as in the following sample entry:(1) kyàasom|ta (∼tota)vn.p. cook creamed corn. Hakim tùupeptote' mit pay hingsavàwyat hakim poyot akw ang sispayangwu; pu' hak ∼tangwu; kyasmi pamningwu. When they roast sweet corn in the pit oven, they scrape the kernels off the very short ears and cook them by boiling; that is creamed corn. kyàasom-ta [creamed:corn-caus] Syn. kyàasomkwiva.

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