Nationalist Trends in the Transformation of New Zealand’s Maori Language Policy

Language is an important carrier of human culture and a specific method for communication between humans.It is one of the most important symbols of human identity and flags of dividing group identity.At present,in the modern national state,the government is paying more attention to language policy and being more and more prudent to it.In the process of making and implementing language policy,the government must take into account a range of factors such as the country’s national history,politics,culture,economy,and relations between different social groups.From the mid-nineteenth century,when New Zealand became a British colony,until the mid-twentieth century,the Maori people were inspired to defend their rights and respect for themselves by the rise of Maori nationalist ideology and Maori political radicalism in a struggle that lasted more than 100 years.Until 1994,there were more than 800 kohanga reo,early childhood institutions that established Maori language instruction independent of the school system,and the nationalism drives to revitalize the Maori national language was at its peak.The process of revolution on Maori language policies in New Zealand reflects a trend of nationalist thoughts from Maori becoming more deep.Exploring the process of change in New Zealand’s Maori language policy will help to develop the study of the social history of indigenous peoples during the colonial period and will contribute to the study of the development of colonized countries and regions in the post-colonial period.The change in New Zealand’s Maori language policy has provided an important example of the preservation and revitalization of the indigenous languages of the world’s former colonies,which is of great significance for the preservation of linguistic and cultural diversity.

On the Relationship between Chinese Language Education in Malaysia and Indonesia with Their National Conditions

Chinese language education exists in both Malaysia and Indonesia. The commonalities and individualities of the national conditions of both countries have an impact on their Chinese language education. The official languages scripts, and major beliefs of the two countries are quite similar, and under their influence, local Chinese have special expectations for Chinese language education. Compared to Indonesia, Malaysian Chinese have a larger proportion of the population and a tendency towards marriage, which to some extent is more conducive to the Chinese language education of local Chinese. Both countries’ national conditions and personalities have unfavorable factors for local Chinese language education.

Case Study of Three Arab American Language Identity： Bilingual, Binational, or Both

Growing applied linguistics research has discussed the upsurge of the usage of Arabic language among Arabic speakers in the United States （Bale, 2010; Sehlaoui, 2008）; language contact and conflict among Arab Americans （AAs） （Rouchdy, 2002）; and how mobility--both virtual and physical--influences their identities （Duff, 2015） This study researches how AAs define their affiliation to the Arabic language in the United States to understand their attitudes on language variety and ethnic diversity, religion and identity, and stereotypes of Arabs. After analyzing interviews, all three AA participants self-selected their identity based on linguistic and physical contexts Thus, the findings suggest further research on AAs should consider cyber identity as a factor for bilingual speakers and compare it with Arabic speakers in their home country

Fostering Chinese National Unity:Advocating the National Common Language and Writing System for Heightened Community Awareness

The promotion of the national common language and writing system stands as a cornerstone in cultivating a sense of community among the Chinese nation.The national common language and writing system,serving as a potent vehicle for cultural dissemination and linguistic communication,acts as a crucial bridge fostering unity,mutual support,cultural exchange,and cohesion among diverse ethnic groups.Its widespread promotion not only reinforces the cohesion of the Chinese nation but also plays a pivotal role in fortifying national and cultural identity.The advocacy and dissemination of the national common language and writing system contribute significantly to enhancing the sense of community within the Chinese nation.This concerted effort serves as an internal driving force,creating a positive feedback loop that strengthens both national identity and the cultural bonds shared by the Chinese people.The reciprocal relationship between the promotion and popularization of the national common language and writing system reinforces a mutual sense of assistance and reciprocity.This bidirectional dynamic propels a synergistic interplay,fostering a beneficial cycle in the promotion and widespread adoption of the national common language and writing system.In essence,the promotion and popularization of the national common language and writing system not only contribute to its advancement but also serve to deepen the sense of community within the Chinese nation.This reciprocal interaction between the two elements establishes a robust foundation for nurturing a strong and cohesive Chinese community.

民族,国族和Nation:安德森Nationalism理论的误译问题

安德森写的《想象的共同体》,早已成为nationalism理论经典,受到了台湾和大陆学界的热捧。但是na-tion一词翻译大有问题,原本nation涵盖了中文"民族","国族"两重意义,单纯译为"民族"不妥。从分析这一误译出发,作者指出《想象的共同体》一书的论述逻辑有将欧洲历史经验泛化的嫌疑,nationalism论述包含语音中心主义不适于中国语言文化,nationalism中的宗教因素和殖民地流动因素在中国历史文化并不适用。

Semantic Analysis of Chinese Names and the National Spirit Encoded

Language is a mark of great significance to a nation, while nation in turn bestows language with particular attributes and idiosyncratic functions. As a particular and principal communication tool cherished by the national society, national language tremendously pushes forward the consolidation and development of that society. When applied to practice in every aspect of social life, national language demonstrates equality of nationality, national characteristics and the accuracy of meaning conveyance, which cannot be replaced by other languages and thus determines the important role played by national language in the independence, existence and development of the nation.

Politics of Language Choice in African Education： The Case of Kenya and Malawi

In August 2015 the government of South Afiica issued Circular S10 of 2015, to inform education authorities that Mandarin would be taught in the schools beginning January 2016. Immediately, the South African Democratic Teachers＇ Union （Sadtu） expressed stiff opposition to it, rejecting it as constituting a ＂new form of colonization＂. The notification informed national and provincial education authorities that Mandarin would be incrementally implemented in schools such that ＂Grades 4-9 and 10 will be implemented in January 2016, followed by grade 11 in 2017 and grade 12 in 2018＂ （Nkosi, 2015）. Part of the justification for the introduction of Mandarin is that China is South Africa＇s biggest trading partner; as such, it is important for the children of South Africa to ＂become proficient in the Confucius language and develop a good understanding of Chinese culture＂ （Nkosi, 2015）. There was nothing said about China＇s reciprocation through changes to the language curriculum of China＇s educational system. Sadtu＇s reaction conforms to the interrogation of the use of language and education as the arena of power politics, exemplified here by the asymmetric power relations between the two countries. This feeds into the realities of African education that, largely, remains shackled through its content and languages of instruction to foreign knowledge systems, reinforced through globalization, science and technology. For instance, with regard to language of instruction the Malawi Government issued the Education Act of 2012 that decreed that English would be studied and used as medium of instruction from grade 1. Language-in-education policies of other African countries differ minimally from that of Malawi. With focus on Kenya and Malawi the paper will examine the politics of language and curricula in African education.

Non-neutrality of English and English language teaching

Due to the popularity of English, English language teaching has taken up an important position in China＇s education. Teachers of English may seldom consider the power behind this widely-used language during the teaching process. This article starts with revealing the power behind language so as to let teachers be aware of the hidden power behind English language and be conscious that English language is not neutral. At the same time, it reminds teachers of English to have a critical attitude on their teaching practice and help students to balance the study of Chinese and English.

Evaluation of the Literacy and Numeracy Screening Program in Three Types of National Primary Schools in Malaysia

Literacy and numeracy screening(LINUS)is a program implemented by the Malaysia Ministry of Education in primary schools nationwide to increase literacy skills of students in year 1–3.This study aimed at assessing the LINUS program implemented since 2010.Model of Critical Literacy by Freebody and Luke(1990)was applied in this study.Reading and writing tests for Malay language subject were developed from the module of LINUS program and conducted on 120 students from three different types of schools,namely national schools,national-type Chinese schools,and national-type Tamil schools.The results showed that the level of reading and writing of students was average.One-way analysis of variance tests showed significant differences between ethnic and type of schools with the reading and writing proficiency of the students;students of national schools scored the highest in reading test whereas the students of national-type Chinese school performed the best in writing test.In contrast,family socioeconomic status of the students did not influence their reading and writing proficiency.Therefore,teachers should take into account ethnic and type of schools in implementing the LINUS program as the main factors determining the level of literacy,achievement,and success of the LINUS program.

Testative Discussion on how to be an Eligible Interpreter--Based on the People’s Republic of China of the National People’s Congress and Committee of the People’s Political Consultative Conference from 2012 to 2014

In recent years,with the rapid development of the Chinese economy,the“two sessions”in March of every year which sponsored by the ministry of foreign affairs attract more and more journalists from all over the world.The press conference in the“two sessions”likes an important window to show China’s policies and claims to the world.Meanwhile,the premier who answers questions in the press conference,respectively,shows the world the eloquence and polite manners of China’s premier,such as Premier Wen Jiabao and Premier Li Keqiang.Their astute response,excellent,and emotional expression makes a deep impression on audiences.Moreover,as a bridge between the speaker and the listeners,the interpretation once is incorrect will cause some mistakes even conflicts.Therefore,the interpreter plays a most important role in the press conference.How to improve the interpretation level in the press conference is a significant topic.The thesis mainly introduces the content of press conference interpreting from 2012 to 2014.At present,the practical study of press conference interpretation is far from enough.The last part gives the summary of the study and points out the main findings for the further study.

On the Legal Status of Sign Language and Braille in China:Development Process and Institutional Evolution

on the 30^(th)anniversary of the implementation of the Law of the people’s Republic of China on the protection of persons with Disabilities,re-examining the standardization of sign language and Braille will help implement the 14^(th)Five-Year plan and further improve the protection system for the rights and interests of persons with disabilities.From the perspective of regulation,conception and cultivation,it is necessary to clarify the legal status of sign language and Braille in China,accelerate the development of education,and heighten the awareness of rights protection.Identifying sign language and Braille either as a part of the standard national spoken and written language or as a supplementary language can both reaffirm their actual status in the practice of language and script standardization,but the actual needs of the promotion and use of sign language and Braille have not yet been met.only when the two are clearly defined as being forms of the standard national spoken and written language can their legal status be fundamentally consolidated,and a systematic structure for the protection of the rights and interests of persons with disabilities be realized.In order to determine the legal status of the two as being forms of the standard national language,a three-level system of“legal foundation-legislative implementation-system support”should be put in place,so as to form a synergy for the promotion of national standard sign language and Braille.

The Conceptual Transformation of“National Language”and the Initial Construction of National Common Language at the End of Qing Dynasty

At the end of Qing Dynasty(1864-1911),the traditional concept of"national language"underwent a modern transformation,which began to refer to the common language of the nation-state.This conceptual change was stimulated by both Japanese thought and practice.The construction of the national common language formally started with the promulgation and implementation of the"Gui-Mao school system,"accelerated by the opening of the preparatory constitution,and began in its early practice through the enactment of the Statutes for the Establishment of Schools in the Mongolian,Tibetan and Hui Areas and the Decision of the Central Educational Conference of the Ministry of Education on the Unification of the State Language.This construction was always led by the court,jointly promoted by people from the government and the folk,and Manchu,Mongolian,and Han officials inclining the new.It not only can be regarded as one of the important contents of the New Deal and Constitutional Movement at the end of Qing Dynasty that has been neglected,but also the result of the long-term implementation of the official language by the Qing court and the increasing role of the Chinese language in the country's domestic and foreign affairs.It had an important impact on the emergence and early development of the consciousness of the modern Chinese nation.

National Language Capacity in Global Competition

The term national language capacity refers to the sum total of a nation＇s ability to grasp linguistic resources, provide language services, deal with linguistic issues, develop the language, and related tasks. Key capacities include the possession of linguistic resources, utilization of language and language services, development and use of linguistic resources, the language of the members of the nation, reserves of linguistic talent, language management, development of language enterprises and linguistic influence. The development of informatization has made national language capacity an important part of national strength. It is hard power as well as soft power, playing a very important role in social progress and cultural inheritance, in promoting economic development and technological innovation, and in protecting a country＇s national security and international development.

Language, Identity, and Arab Nationalism: Case Study of Palestine

Palestine became a predominantly Arab country with a Muslim majority in the late seventh century.Known to the entire Muslim world by its Arabic name,Filastin,Palestine’s physical characteristics and boundaries were consolidated in the seventh century.In the case of the Palestinian version of Arabic Nationalism,language was also crucial to the formation of a national identity.At the turn of the 20th century,the Ottoman Empire and all its constituents started losing land and power,many provinces,including Palestine,were left to consider their options.Standard Arabic provides a medium of communication over the vast geographical area whose numerous and widely diverse local dialects it transcends and the Levantine Arabic spoken by Palestinians in the Diaspora gives the Palestinians in many countries a sense of identity and awareness of their common cultural heritage.

铸牢中华民族共同体意识融入民族地区语言教育对策研究

民族地区语言教育发展是推动各族群众交往交流交融,促进民族团结的重要举措。民族地区只有不断加强国家通用语言文字教育才能更好地适应当前阶段的客观需要,加强民族间的交往交流交融,实现书同文、语同音、心相通、情相融。文章基于民族地区通用语言教育对于铸牢中华民族共同体意识的重要意义,通过梳理既有文献及研究成果,了解当前民族语言教育发展现状,就部分民族地区语言教育存在的突出问题,提出了加强语言教育师资队伍、加大语言教育投入力度、推广普及国家通用语言文字、增强课程思政在语言教育课堂的融合程度四条策略,并认为在民族地区推广普及国家通用语言文字,要开拓创新,多措并举,多管齐下,切实解决当前存在的问题,加快推进民族地区语言教育进程,以语言相通促进各族群众的沟通交流和国家认同,进而铸牢中华民族共同体意识。

The Historical Role of the Policy of National Common Language on the Development of Ethnic Groups

In the work concerning ethnic groups in the People's Republic of China,the Communist Party of China(CPC)and the state adopted the policy of promoting national common language in line with the needs of ethnic development,while safeguarding the rights of various ethnic groups in using their languages.This paper reviews the role of the policy of national common language in facilitating the development of ethnic areas in different historical periods of China.It is believed that this practical and gradual policy of language conforms to the needs of social,economic and cultural development in different periods in China,which greatly improves the comprehensive abilities of the people of all ethnic groups and turns the Chinese nation into a community of shared future with higher acceptance and stronger cohesion.

在强国建设中彰显大外作为

人才培养在中华民族伟大复兴进程中占据突出地位,也是建设中国特色社会主义教育强国的核心议题。本文从落实立德树人根本任务、重构大学外语课程体系、推进人工智能赋能大学外语教学三个方面论述大学外语教育在强国建设中的担当作为。

清代满语文的使用发展与满汉文化交融

满语在清代被称为“国语”“清语”,清朝统治者提出的“国语骑射”政策对满族具有重要意义。纵观有清一代,清代满语文的使用发展历经几次重大历史变革,从满文的创制到规范再到满语文使用的衰落,反映了满族在对待满语发展、运用,乃至满语语言体系的基本看法,而满语满文的濒危推动满族融入中华民族的进程。

西部民族地区理科教育高质量发展面临的挑战与应对——基于文化生态理论的视角

推进民族地区教育高质量发展是“十四五”时期我国教育事业发展的客观要求。进入新时代,西部民族地区理科教育发展中面临着诸多挑战,如学生的国家通用语言文字能力依然较弱,理科教师的培养与补充机制还不健全,传统民族教育体系的局限性日益凸显,理科教育文化生态失衡等。为此,提出推进西部民族地区理科教育高质量发展的几项对策:全面提升学生的国家通用语言文字能力,充分发挥国家通用语言文字在理科学习中的基础作用;建立理科教师培养与补充的长效机制;全面推进国家统编理科教材的使用;改革民族地区复杂多样的高考招生模式,向以国家通用语言文字考试为主的高考模式过渡;促进智能教育与理科教育的深度融合;创新理科教学方式,激发学生的科学学习热情。