“民语言”学生食用菌栽培学课程教学改革的实践与探索

以新疆农业大学"民语言"学生食用菌栽培课程为例,基于当前"民语言"学生的学习特点和"民语言"学生食用菌栽培学课程的学习特点,针对课程教学中存在的主要问题开展了课程改革的教学活动,实现"民语言"学生平等享有教育教学资源、能够充分发挥学习主动性,达到提高专业技能和创新能力培养的教学目标。结合课程教学内容,通过抓住市场环节、提高食用菌认知度、培养学习兴趣;增设实验项目、提高动手能力、巩固教学效果;成立学习小组、开展兴趣活动、注重知识的拓展与更新,系统掌握知识提高科学研究素养;展开讨论会、巩固专业知识和技能几个方面展开教学活动改革。

Folk Narrative and EFL： A Narrative Approach to Language Learning

This paper aims to bridge folk narrative studies and literature on foreign language learning, by overview of the applications of folk narratives--from fairy tales to contemporary legends--to EFL learning. It focuses on how the very nature of oral narratives, of which the English language has varied and rich tradition, can act on the acquisition of English as a foreign language from a linguistic point of view providing an teaching and a particularly and a cultural

Language Endangerment： An Overview of the Ethnolinguistic Vitality of Some Cameroonian Languages

The nation of Cameroon practices Exoglossic Bilingualism whereby, French and English are used as official languages instituted by the constitution of Cameroon. Alongside the official languages are about 284 minority languages with unequal vitality. The official languages together with a lingua franca Pidgin English and a few indigenous languages which have gained regional recognition exert great pressure on some of the indigenous minority languages, endangering them and leaving some almost at the verge of extinction if the situation is not reversed. Endeavours at assessing the language vitality situation reveal that Ngwo and Marjkur （generally known as mankon） spoken in the North West, Nweh in the South West, and Ngomba in the West regions of Cameron face such pressure and are each relatively endangered. Various strategies worthwhile to overcome language endangerment have been considered.

Marie Corelli＇s The Secret Power in Bengali Rendering： Translation, Indianisation and Cultural Criss-crossing

Since the 1980s and 1980s, a new trend in the discipline of Translation Studies has emerged beyond the boundaries of Europe. Scholars from post-colonial nations like Canada, India, China, Africa, and Latin America have argued that translation was used in the past as a means of depriving the colonised people of their voice. In the colonial structure, the hegemonic culture used to dominate, making the others subservient. Translation in the colonial period reflected that hierarchy. In this light, decades after the independence of India, translation from a reverse direction, that is, rendering popular English texts in minority languages, may be seen as a process of＂writing back＂. Even if the original text concerned is not a ＂political＂ writing, and the translation is apparently meant for ＂safer-zones＂ such as ＂young students＇ literature＂, a tendency of claiming cultural equality, overlapping the translator＇s own cultural and literary heritage with the original author＇s, can be discovered. This paper attempts to focus on these issues in a particular text—the 1995 Bengali translation of Marie Corelli＇s 1921 science-fiction, The Secret Power. The purpose of this paper is to explore how Sudhindranath Raha has intermingled Biblical references and Western contexts with allusions to Indian culture and Sanskrit literature, thereby claiming a space for mutual understanding and respect between two cultures.

Inclusion or Exclusion of Roma Children From the Serbian Educational System？

The Roma represents one of the major ethnolinguistic minorities in Serbia. According to the last census, 108,193 Roma citizens live in the Republic of Serbia, and they represent 1.44% of the total population. Because of the frequent migrations and unreported places of residence, it may be considered that this data do not demonstrate the real situation. According to the unofficial data of the Ministry for Human and Minority Rights, it is considered that there are between 400 to 500 thousand Roma citizens in Serbia. Due to a number of economic and social reasons less than 40% of Roma children become part of the overall formal education system. Even though many Non-Governmental Organization （NGO） programs try to include Roma children into educational system, segregation and discrimination are still present. The causes tbr exclusion of the Roma children from the Serbian educational system are numerous： poor economic situation of Roma families, complicated bureaucracy, and low level of competence in language of education, etc.. This paper examines the main reasons for exclusion of the Roma children from the Serbian educational system, and offers some ideas for programs that could change the present situation and help Roma children integrate in educational system and society.

Teaching Gallo at School

This study explores the origins and current status of the Gallo language at school--a minority language spoken in the eastern part of Brittany--among older speakers （group 1-41 informants） and students of Gallo （group 2-17 informants）. The paper discusses different pedagogical methods, learning materials, and learners＇ status. The most important mission of schools is to increase public awareness about their linguistic environment which helps reassert minority identity through language acquisition and linguistic maintenance. Implementing an educational language curriculum for regional languages constitutes a main step towards the preservation of linguistic minorities. According to the informants interviewed during the fieldwork, both groups express positive reactions towards the presence of Gallo at school （group 1--80%; group 2--92.9%）. However, in follow-up discussions, a certain number of older speakers seem to be more reluctant, because the variety of Gallo taught at school is different from the one which was transmitted to them. In conclusion, bilingual and immersion programs are increasingly successful in Brittany and could lead to a wider recognition of Eastern Brittany＇s language and culture.

What Fails English as the Dream Language of Rural India？

Rural masses in India view English as the language of socio-economic empowerment through education. Education could be either in English or in regional languages, but children should learn English, because it is seen as the key to the world of opportunities in higher education and employment. The governments need to politically respond to the aspirations of the common masses keeping aside both politicised language policies and theoretical linguistic inputs that encourage one＇s mother tongue as the ideal medium of instruction. Onerous responsibility lays on men, methods, and materials over which government have the least say, but the practising teachers of English and academics who help bureaucrats in framing language policies in India are solely responsible for non-realization of dreams of the masses. There is something terribly rotten in the state of English-teaching enterprise in India. This paper proposes to examine the present state of affairs in the teaching of English to rural students and to offer constructive alternatives to the existing package of men, materials, and methods.

On the English translation from the customs and cultural differences between Chinese and Western

Culture is the sum of the products from human creation of material and spiritual. It contains the values, behaviors, literary arts, customs, lifestyles, economical and political system and so on that human groups possess. Language is the carrier and the crystallization of culture, it is also a mirror which is reflecting the culture. Any kind of national language is always inextricably linked with the nation＇s culture, and any language is the reflection of the culture. Mastering a language must understand the culture of the language belongs, especially cultural differences in customs. Culture refers to cultural practices throughout society and everyday commtmication activities by the national customs form. Due to the big contrast of culture and customs between Western and Chinese, if the English learners want to grasp English, they must understand and master the differences between Chinese and Western culture, they can not speak in English with Chinese cultural communication patterns. Differences between Chinese and Western customs exist everywhere, to understand these cultural practices will help understanding and use English correctly.

Study on the Policy of Embodying Language Difference between Chinese and Western Culture

For centuries, cross-cultural exchange activities throughout history, language and culture from the communication is an integral part of the contact. For the entire human history, cross-cultural communication is not strange. It plays an important role in studying different languages. Language is the carrier of culture and the main manifestation of culture. Language is developing with the development of a nation, it is an integral part of national culture, history, customs and local customs and practices, the nation＇s culture and social customs are also in the national language to show. The different historical background and development process leads to great difference exists in Western languages. With mutual understanding and deepen, the conflict in western culture are increasing. Language is the primary from of communication. And the use of language and culture are closely related. So ＂differences between Chinese culture and Western culture in English language＂ has become the important topic of intercultural communication.

Addition of Minority Languages to Standards of Safety Information

The necessity of adding safetyinformation which is in minority languagesinto standards is discussed.The requirementsof the WTO-TBT agreement and IECare analyzed.The relevant laws and foundationtechnology for minority languages inChina are discussed.The precedents ofstandards or technical regulations are enumerated.The conclusion is put forward thatsafety information in minority languagesshould be added into standards as soon aspossible.

Secondary Text： Author＇s Conception and Translator＇s Individuality

Translation, or interpretive and language code conversion of the text, is considered as an independent complex type of speech activity which consists of such stages as perception, understanding and interpretation of the foreign-language text and actual translation, that is selection of language means for the expression of the interpretive version of the original. Considerable attention is paid nowadays to the translations of works of such literary genre as literary fairy tale. Fairy tale is a type of prosaic folklore, which is met in the folklore of various peoples. Not only have literary fairy tales grown on the basis of folklore, but they also inherited its genre characteristics, developing and transforming them. Translation as an interpretive conversion of the text is considered within the concept ＂secondary text＂. The conspicuous feature of secondary texts is the double reference of the word： to its own culture referent and to a foreign culture referent. The secondary text cannot be completely understood and appreciated without its reference to ＂the second plane＂. Subjected to analysis are the problems of preserving original pragrnatics in secondary texts. The challenge of national fairy tales translation lies in the discrepancy of cultural concepts of the two nations and in considerable distinctions between the characters of Russian and British national fairy tales. The traditions of Russian national culture and the consistency of grammatical gender expression in the Russian language lead to gender shifts in the translation of English literary fairy tales.

Learn a rich foreign language research on teaching voice Chinese language of minority

Foreign teaching and Chinese language teaching of minority are two different forms of teaching in nature, both the nature and the system of teaching are different, but in the teaching objectives, content, principles, methods, and therefore there are many similarities, so two studies outcomes can learn from each other. In this paper, with voice teaching as an example, we will talk about foreign language studies in ethnic minority Chinese Teaching. I think, in the teaching program design, the teaching Chinese minorities can learn from the simplified idea of teaching phonological Mr. Zhao Jin ruing, which is proposed foreign teaching Chinese, to simplify Voice teaching. In teaching principles, we should emphasize specific principles, instructional design based on students＇ different characteristics. In the teaching content, teaching should not only pay attention phonetic syllables within the system, but also more emphasis on syllables voice level teaching, especially teaching speech flow. In teaching methods, we should learn teaching, research tone, softly and so on.

Packaging design under Traditional Cultural Perspective --cultural wedding gifts in China

Chinese traditional culture is a valuable asset, and we must continue to inherit and carry forward the fine traditional culture of the Chinese nation. This paper discusses the impact of packaging design in aspects of colors, graphics, materials, one by one. Color is the most direct visual language, giving a deep impression. The use of traditional patterns can reflect the national spirit and national culture. People can also generate intimacy, affecting the consumer＇ s desire to purchase. The national characteristic of the goods has a strong aesthetic characteristic, can reflect national pride. Traditional culture input a lot of fresh blood into China＇ s packaging design, with the combination of modem packaging. China＇ s Marriage is formed in a long historical and cultural heritage of the Chinese nation; its source can be traced back several hundred thousand years ago. But the wedding industry rises in recent decades, with the rapid social development of new era, commercial activities have become increasingly frequent, wedding gift packaging design requirements have been increased from the basic material needs to spiritual needs. I think if the wedding gift wrapping design wants to be competitive on the market; it needs to create a new personal design philosophy.

An Autoethnography on Language Ideologies in English Curriculum Development

The paper examines how language ideology in English education affects its curriculum development. By exploring the topic from an autoethnographic perspective, the researcher describes how his transnational learning and teaching experience informed his perception of language ideological changes in English curriculum development. The researcher＇s lived experiences from China to the United States witness how English curriculum develops in an ideological continuum from functional ideology to critical ideology, with cultural ideology and progressive ideology existing between the two extremes. The author then concluded： While language ideology has evolved from stage to stage, due to effects of factors like student acceptance and political ideology, English curriculum in China is still dominated by functional ideology. The paper finally proposes how English language curriculum development should go at the current stage of internationalization.

Difficulties Linked to Hebrew Language Among Immigrants in Israel

The present study examines language barriers experienced by Ethiopian women in Netanya, Israel. It aims at providing data on both the existing literature on the subject as well as on the empirical results based on answers to a questionnaire. In particular, this paper looks into the difficulties linked to the Hebrew language with regard to the integration of these women, which is regarded as a hindrance towards a better and thorough integration in the city of Netanya. This language barrier affects all aspects of their daily life particularly in the fields of education and employment. This investigation into language barriers is seen through the eyes of one Ethiopian woman within her three-generation family. In addition to the disadvantage linked to language, this survey points out the discrimination which this minority population, especially women faces.

Application of Nicknames Among llami Kurdish Students, West of Iran

The present study was an attempt made to explore the nature of utilizing nicknames, as an insufficiently researched area, in the context of Ilami Kurdish highschools. To realize this purpose, randomly as many as 200 male and female highschool students from both state and non-state schools were asked to participate in the survey by filling in the forms given to them. The elicited nicknames were those commonly used by students in their own mother tongue, that is Ilami Kurdish and not in Persian, as the formal language of people across lran. The data gathered were then analyzed using descriptive statistics. The findings revealed that physical characteristics, both for male and female students, accounted for the greatest category based on which nicknames were shaped among highschool students. Moreover, the most nicknames applied by llami Kurdish highschool students were found to be neutrally evaluated followed by positive and negative evaluation, respectively. Finally, statistical computation done by SPSS package demonstrated that gender did not act as a significant variable in this inquiry.

Comparative Study on Mongolian Version of Alexander Romance and Folktales About Alexander in Persian Language

The origin of Mongolian version of Alexander Romance has long been a confused issue. Nicholas Poppe, Francis Cleaves, and T. Namjil wrote articles about this, and assumed the Mongolian version of Alexander Romance was translated from Central Asian countries, more likely, Persian or Arabic, did not come up with determinate conclusion, though. In this paper, the authors aim at： （1） comparing the Mongolian version of Alexander Romance with the folktales about Alexander the Great in Persian language, which two are supposed to be the nearest; （2） analyzing the story structure （quest for immortality-denying the desire; belief of living forever-the truth of one must die）; and （3） explaining the background of Mongolian version of Alexander Romance, and as a result, arguing that the Mongolian version of Alexander Romance might not be a translated work; instead, it was edited and recreated in Buddhist thinking using the prevailing motif of Alexander＇s quest for immortality.

Sino-Western Regional Differences and Translation

Cultuare difference always exists in many aspects. Due to the national characters, regionalism, and times, translation can not be in a position when we try to translate without considering the language culture. Cultural difference between English and Chinese, determines the different features between English and Chinese.

Heritage of Arabic Language in South Caucasus： Arabic Inscriptions From Trialeti

In this article the author would like to discuss the usage of Arabic language in South Georgia as language of religious and ethnical minority in circumstances of Russian rule. The best examples of this are Arabic inscriptions on gravestones. In this article the author describes several inscriptions from Trialeri, South Georgia, which, because of unknown reasons, have never been studied by scientists before. Another important reason why the author has paid importance to those inscriptions is their recent condition and danger to lose them forever. The author has studied inscriptions from three main cemeteries： Beshtasheni, Tikma-Dash, and Minayasar. As a result of his research the author can say that Arabic language have been used by Muslims of Turk origins in Trialeti till Soviet time. They were using this language to preserve their identity, but it used to work only about a century. Soviet rule tried to destroy all identities and religions and especially after WWII they have reached more or less success. Today the Muslim population of Trialtei does not understand Arabic, they just know that their religion is Islam and in the graves with Arabic inscriptions lay their predecessors.

Linguistic Justice and Dual Language Programs

This paper makes the case that education aimed at Hispanic or Latino children in the United States needs to recognize both their linguistic and cultural roots （raices） as well as the educational wings （alas）. The reason the author believes dual language programs could benefit all is due to the fact that if done properly, it should promote bilingualism, respect, and equity for all students in the school. Dual language programs are relatively new in the United States. These programs aim to create bilingual, bicultural students without sacrificing these students＇ success in school or beyond. The goals of dual language are to provide high-quality instruction for language-minority students and to provide instruction in a second language for English-speaking students. Schools teach children through content, with teachers adapting their instruction to ensure children＇s comprehension and using content lessons to convey vocabulary and language structure. Striving for a balance of half language minority students and half English speaking students in each classroom, dual language programs also aim to teach cross-cultural awareness. Programs vary in terms of the amount of time they devote to each language, which grade levels they serve, how much structure they impose for the division of language and curriculum, and what populations they serve.