Research on the Evaluation of the Implementation Effect of Curriculum Examination Reform: Taking the Course of “Introduction to Language” as an Example

“Introduction to Language,”as the core course of the English major,mainly reveals the basic laws of language,enabling the students to have the ability to apply linguistic theories to explain language phenomena and solve specific language problems.This course is highly theoretical and has a certain degree of difficulty.The evaluation of student grades has always been based on examination reform,but several problems have been encountered during the implementation process.This article analyzes the current situation of the reform and implementation of the“Introduction to Language”course examination in applied universities and puts forth suggestions and specific measures to improve the assessment of the course,aiming to enhance the teaching effectiveness of the course and scientifically and comprehensively evaluate students’abilities.

Automatic Generation of Attribute-Based Access Control Policies from Natural Language Documents

In response to the challenges of generating Attribute-Based Access Control(ABAC)policies,this paper proposes a deep learning-based method to automatically generate ABAC policies from natural language documents.This method is aimed at organizations such as companies and schools that are transitioning from traditional access control models to the ABAC model.The manual retrieval and analysis involved in this transition are inefficient,prone to errors,and costly.Most organizations have high-level specifications defined for security policies that include a set of access control policies,which often exist in the form of natural language documents.Utilizing this rich source of information,our method effectively identifies and extracts the necessary attributes and rules for access control from natural language documents,thereby constructing and optimizing access control policies.This work transforms the problem of policy automation generation into two tasks:extraction of access control statements andmining of access control attributes.First,the Chat General Language Model(ChatGLM)isemployed to extract access control-related statements from a wide range of natural language documents by constructing unique prompts and leveraging the model’s In-Context Learning to contextualize the statements.Then,the Iterated Dilated-Convolutions-Conditional Random Field(ID-CNN-CRF)model is used to annotate access control attributes within these extracted statements,including subject attributes,object attributes,and action attributes,thus reassembling new access control policies.Experimental results show that our method,compared to baseline methods,achieved the highest F1 score of 0.961,confirming the model’s effectiveness and accuracy.

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.

A Study on American Language Policy

The attempt of this paper is to investigate the main characteristics of the American language policy. It is one important part of the project "A study on the Strategy of Spreading Chinese Language in United States of America". This paper firstly explains the concept of language policy and then introduces the two main characteristics of the American language policy.

A Comparative Study of the Value Orientations of Foreign Language Education Policies in China and the United States in the 21st Century

Since the 21 st century, both Chinese Mainland and the United States have formulated foreign language education policiesbased on their national needs. This paper makes a comparative study of the value orientations of foreign language education poli-cies in Chinese Mainland and the United States in the 21 st century and finds that both China and the United States have regardedtheir national interests as the essential value orientation of their foreign language education policies. To be specific,the core valueorientation of foreign language education policies in China is to enhance its cultural soft power.In contrast,the core value orienta-tion of foreign language education policies in the United States is to safeguard its national security. Through the comparison of thedifferent value orientations of foreign language education policies of the two countries, the paper provides some reference for the for-eign language education policy-making in Chinese Mainland.

The Effects of Language Policy on Minority Languages

Many countries have language policies with the purpose of promoting or discouraging the use of a particular language or a set of languages. In a multilingual country, the official language(s) is always favored by the national language policy; in contrast, the minority languages, to some extent, are hindered in their development. This paper, by the case studies of minority languages in New Zealand, Netherlands, and China, illustrates the effects of these countries' general language policies on their minority languages. Minority languages are seen as a part of cultural identity of minority groups. To protect their own culture and identity, they devote themselves to seek the equal right for their languages and cultures. In making language policies, the authorities should give respect and regard to the minority languages.

The Influence of the First Language （Arabic） on Learning English as a Second Language in Jordanian Schools, and Its Relation to Educational Policy： Structural Errors

This study was conducted to investigate the influence of the L 1 （first language） （Arabic） on learning ESL （English as a second language） in Jordanian schools, and its relation to education policy. The sample of the study consisted of 266 high school graduates Jordanian students in the academic year 2013-2014. A translation test consisted of 24 items and divided to eight areas was constructed to arrive at the objectives of the study. The study concluded that the percentage of total errors committed by the study sample in all areas exceeds percentage of correct answers （wrong answers is 52.48＇%, correct answers is 47.52%）, and the students committed more transfer errors in the types of verb to be, addition to, andpassive voice than other types of errors as a result of the effect of the L1.

Improved Mechanism for Detecting Examinations Impersonations in Public Higher Learning Institutions: Case of the Mwalimu Nyerere Memorial Academy (MNMA)

Currently, most public higher learning institutions in Tanzania rely on traditional in-class examinations, requiring students to register and present identification documents for examinations eligibility verification. This system, however, is prone to impersonations due to security vulnerabilities in current students’ verification system. These vulnerabilities include weak authentication, lack of encryption, and inadequate anti-counterfeiting measures. Additionally, advanced printing technologies and online marketplaces which claim to produce convincing fake identification documents make it easy to create convincing fake identity documents. The Improved Mechanism for Detecting Impersonations (IMDIs) system detects impersonations in in-class exams by integrating QR codes and dynamic question generation based on student profiles. It consists of a mobile verification app, built with Flutter and communicating via RESTful APIs, and a web system, developed with Laravel using HTML, CSS, and JavaScript. The two components communicate through APIs, with MySQL managing the database. The mobile app and web server interact to ensure efficient verification and security during examinations. The implemented IMDIs system was validated by a mobile application which is integrated with a QR codes scanner for capturing codes embedded in student Identity Cards and linking them to a dynamic question generation model. The QG model uses natural language processing (NLP) algorithm and Question Generation (QG) techniques to create dynamic profile questions. Results show that the IMDIs system could generate four challenging profile-based questions within two seconds, allowing the verification of 200 students in 33 minutes by one operator. The IMDIs system also tracks exam-eligible students, aiding in exam attendance and integrates with a Short Message Service (SMS) to report impersonation incidents to a dedicated security officer in real-time. The IMDIs system was tested and found to be 98% secure, 100% convenient, with a 0% false rejection rate and a 2% false acceptance rate, demonstrating its security, reliability, and high performance.

A Case Study of Language Policies in Hong Kong

Hong Kong belongs to China. However, Hong Kong has been a colony of the British Empire for 154 years and 11 months and it has been under Japan rule for three years and eight years. Hong Kong returned to China in 1997. Its special history has significant influence on the language development in Hong Kong. During the period of British Empire, the popularity of Christianity, the commercial usefulness of English and high prestige in the society have resulted in the widely spread of English.In addition, English-medium education is in a relatively high state under the colonial regime while Chinese-medium education to some extent is not emphasized. The government has ruled that if parents would like their children to be educated in a good government school, they need to receive English-medium education. Consequently, the majority of parents would like their children to be educated by English. Apart from that, English has a legal status as an official language during British Colonialism period in Hong Kong. Lastly, some scholars supported the existence of a new English variety in Hong Kong(Hong Kong English), but others do not believe that. The requirements of language policies and the process of language spread in Hong Kong could be explained using some theories such as‘linguistic imperialism',‘Kachru's concentric circles' and‘Schneider's five stages'. For instance, from Kachru's perspective, the development of English in Hong Kong could be placed at the beginning of the third stage.It will firstly demonstrate some primary language policies in Hong Kong before its‘Handover'to China. And then, it will show several significant language spread theories and focus on relating them to the requirements of language policies and the process of language spread in Hong Kong.

Language Policy in Nigeria and Nigerian Language Policy： Implications for Effective Communication in Non-Monolingual Nations

In Nigeria, almost 500 indigenous languages continue to compete with the English language that has assumed the status of a global linguistic code. The contact, in different domains between English and indigenous languages in the country continues to affect performance in English and contact languages, making effective communication in either English or any of the indigenous languages unattainable. The purpose of this study is to show that although no particular document, so named, exists expressing the nation＇s policy on language, nonetheless, the country has a policy on language that accommodates the indigenous languages as substrates, while the English language holds sway in various linguistic domains. Using a simple descriptive survey with data from previous studies, this paper examines the linguistic implications of the contact between English and indigenous languages on the younger generations who are losing contact with the mother tongue, and also not demonstrating enough proficiency in the English language. It is recommended that the opportunities that competence and maturation afforded a second language learner should be latched onto to gain the needed proficiency in English thus making them effective bilinguals and communicators in a world that is fast becoming a global village, and the inhabitants global citizens.

The Effect of Globalization on the Language Policy in a Multi-Cultural Kazakhstan

This paper focuses on the language policy of the Republic of Kazakhstan. It is intended to invite the readers for the broadening of the debate on the issues raised. The 20th century, for Kazakhs, became a century of tragic events which transformed them into the minority on their own native land. In spite of many collisions in history Kazakhs have not lost their language, the main wealth. At the beginning of the 21st century, Kazakhstan has tackled a lot of problems, connected with national and ethnic issues, social structure, and foreign and home policy. The influence of globalization is felt in every sphere of life in Kazakhstan. Serious ethno-demographic changes have occurred after gaining independence. Kazakhstan from the state with two dominating Kazakh and Russian diasporas has turned to the state with dominating one, the Kazakh ethnos. State language of the Republic of Kazakhstan now is Kazakh due to implementation of language policy

Exploring English Language Learning Policies in Iran Based on Secondary School Course Books for Learning English in Light of Globalization and Culture

With the globalization of English, the macro and micro cultures of the users of English around the world interact intensively. Considering these conditions, the local and global cultural interface seems an important issue which needs to be clarified in the materials and books used for learning English. Thus, the focus of this study was to explore the language learning policy of the new Iranian English course book at high schools, Prospect 1, recently published and taught for a year in Iran, in light of globalization and culture. This qualitative study was conducted through carrying out semi-structured interviews. The participants of this study were 30 teachers of Ministry of Education, who had the experience of teaching Prospect I for a year and they were mostly chosen from Mashhad and the rest from other cities of Khorasan province, Iran. The interview contained four main questions which were posed to the teachers. The findings of the study indicate that the language learning policy of Iran need to pay more attention to the learners＇ intercultural communicative competence because it mainly attempts at teaching English language focusing on the home culture in the Iranian context. The article ends with some pedagogical implications and more recommendations for developing research studies.

Environmental Issues In Indonesian Language Policy

Environmental issues are not inexhaustible, such as climate change, rubbish, nuclear waste, industrial cesspool, compost heap, etc.. Unfortunately, internalization of the environment is not passively done, for example, through language （literature）. Environmental issues seem to have not received the attention seriously. Those issues can be seen in Indonesia language policies （ILP） from pre-colonial until reform era. ILP can be classified into seven periods, namely： pre-colonial （1331-1627）, Dutch （1816-1942）, Youth Pledge （1928-1942）, Japanese （1942-1945）, Old Order （1945-1966）, New Order （1966-1998）, Reform （1998-present）. The seventh period discusses the language policies, but an article focuses on environmental issues in language policy and language planning.

Reflections on Foreign Language Education Policy Reform in China Under the Background of“One Belt and One Road”Initiative

The initiative of“One Belt and One Road”is an important development strategy under the new normal economic background of China,and foreign economic development relies heavily on foreign language talents of the nation.However,the current foreign language education in China has faced problems from a shortage of compound foreign language talents,inadequacy of foreign languages offered,and imbalanced regional development.Given that the initiative has higher requirements for cultivating foreign language talents,we hold that China’s current foreign language education policy may reform from conducting theoretical studies of foreign language teaching,offering more foreign languages and enhancing professional development of teachers.Conversely,China’s foreign language talents can contribute more to the effective and smooth implementation of the“One Belt and One Road”initiative.

Language Policy Debate in Ghana： A Means of Elite Closure

The language policy in Ghana＇s educational system has become an issue of debate in recent years. A change in the language policy from the local languages as the medium of instruction to English for the first three years of primary school in the year 2002 was reversed in 2004. It is obvious that the language policy adopted does not reflect in improvement in school achievement. The debate must go beyond the use of English or the local languages for the first three years of primary education to address the real issues that hinder school achievement. This paper examines the factors that hinder school achievement in Ghana and other developing countries. The paper argues that the problem of poor academic performance in Ghana is not due to the language policy adopted. The paper points out that the language policy is just a veil that the politicians use to perpetuate the use of English as the language of rule in the higher domains in order to preserve the privileges with which this language is associated. The paper concludes that politicians in Ghana use the language policy in education as a means to perpetuate elite closure.

Native-speakerism in China:An Investigation of Foreign Language Education Policy and Learners’Attitudes

With the development of globalization,the use of English is no longer restricted to native speaker(NS)but also widely spread to non-native speaker(NNS).The importance of English learning is also acknowledged by Expanding and Outer Circle,and English as a foreign language(EFL)education plays a significant role in China’s education.Admitting the fact that non-native English teachers(NNESTs)take up a large proportion of English teachers,English language teaching(ELT)is still greatly influenced by native-speakerism.This research aims to investigate language ideologies reflected in Chinese foreign language education policy(FLEP)at higher education level,and Chinese English learners’attitudes towards native-speakerism and English teachers.A mixed method of policy analysis and survey is adopted in this research.After conducting analysing two FLEPs in higher education level,it is found that linguistic instrumentalism is the prominent language ideology,although native-speakerism and standard English ideology is implicitly demonstrated.Questionnaire is used to investigate 58 Chinese English learners’attitudes,revealing that most participants do not demonstrate bias towards either NESTs or NNESTs.Instead,the strengths and weaknesses of both NEST and NNEST are identified,though participants adhere to native-speakerism in terms of English variety.Overall,English learner’s attitudes are consistent with language ideologies in FLEPs.This research may provide implications for future studies on addressing native-speakerism in Chinese FLEPs,as well as relationship of students’attitudes and language policies.

A Brief Introduction of EU Language Policy——Multilingualism and its Negative Implications

Recently, a rise in attention of Brexit has come to the public. The UK and European Union would both have an enormouamount of influence mutually. One of the important issues raised by the European Union(EU) is also deserved to cope with, namely language policy. In this paper, I develop an analysis aimed at presenting the basis introduction of multilingualism and its negative effectduring the implementary process. The paper focuses on the current language policy—how does the multilingualism work and some challenges confronted by EU language official institution, whether maintaining or abandoning the present form of institutional multilingualism or not to keep balance between promoting diversity and achieving efficiency.

Studies on China＇ s Foreign Language Education Policies in Multimedia Context ( 1920 -2015)

This paper reviews the evolving foreign language education policies and their interaction with the development of the multimedia education and information technology in China since the 1920 s.Major national foreign language education policies have been cited to analyze their emergence in the multimedia context and their influences on foreign language education.Studies show that foreign language education in China has experienced several ups and downs throughout these years.The policy-making and the education practices maintain a dynamic balance between each other.

A Comparison of Australian and Canadian Language Policy from the Perspective of Language Rights

This study contrasts the language policy of Canada and Australia from the angle of language right.The similarity resides in that both attaches much importance to language education right in language policies.The difference lies in that Canadian language policy is partly aimed to guarantee territory integrity while Australia has little such concern.