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.

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.

Development of International Chinese Language Education in Iran:An Analysis in the Context of Iran’s Foreign Language Policy Characteristics

This paper focuses on examining the relevant policies concerning Chinese language education within Iran’s foreign language education policy framework from the perspective of its historical context.By analyzing the characteristics of Iran’s foreign language policy and the current situation of Chinese language teaching in Iran,this paper studies the future development of international Chinese language education in Iran.

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.

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.

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

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.

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.

Implementation of Language Policy in Taiwan： The Case Study of Recognizing Chinese Character Course

The language policy and curriculum in Taiwan have been balancing academic needs, ideology and political intention. This is an exploratory case study whose purpose is to explore the interrelationship between teachers and administrators and immigrants＇ perceptions of this language policy. Four teachers, three administrators and a male immigrant were interviewed. Data were collected through interviews and a classroom observation in northern and central Taiwan. This study found that present policy has caused teachers＇ difficulty in teaching these new immigrants due to diverse student body that contained elder Taiwan Residents and new immigrants with different Mandarin proficiency. Also, the textbook and limited resources and facility also had become the challenge for local schools to implement RCCC （Recognizing Chinese Character Class）.

Higher Education in Taiwan:An Observation Through the Perspective of English Language Teaching

Globalization has developed into an ideological discourse that drives change,because of the perceived immediacy and need to adapt to a new world order.It has a significant impact on the political,social,economic,cultural,and educational aspects.A visible transition has also been occurring in higher education.The world has grown extremely competitive because of the expending of globalization.Universities all over the world have to enhance their competitiveness through Englishization in higher education.Taiwan is experiencing educational reforms in higher education,in a way in which it is similar to other Asian nations,in order to maintain its competitiveness in the world.This article focuses on how globalization exacerbates competitiveness around the world,particularly in the educational sectors.The aim of this study is to review and to define how globalization is affecting higher education and in what way it has an impact on education policy in the context of Taiwan’s higher education.The effects of globalization on global citizenship will also be examined,in order to give a full reflection.

The Rise of the Elizabethan Language:Self-consciousness and Language Policy

The notion of"Queen's English",depending on who is the ruler of the time,could be traced back to the sixteenth century,when the idea that the monarch's usage of the language should be a model in speech and writing.That is where the"Elizabethan English" originated from.From the linguistic point of view,Elizabethan English is categorized into Early Modern English,which dominantly spanned the Renaissance,Elizabethan era and Shakespeare.On a smaller scale,this paper focused upon language itself,trying to exemplify the rise of Elizabethan Language from the second half of 16th century to the outset of 17th century by presenting two factors of self-consciousness and the relevant policy.

Foreign Language Education Policy in China

It is wildly acknowledged that foreign language education policies are extraordinary important to the economic, political,and cultural development of a country. Although, foreign language education in China started very early in ancient time, the devel-opment of foreign language education policy in our country went through rough time. Nowadays, foreign language education careerdevelops at very high speed, scientific policies and outlines were made to keep up with the world trends. Looking back the historywould guide us to the right way. In this paper, the foreign language education policies made in our country since Qing Dynasty areintroduced chronologically and some problems still remaining to be solved are come up according to the world trends.

The Situation, Policies, and Development of Foreign Language Education in Contemporary China

Foreign language education is an important part of Chinese education,but the overall foreign language education in China is still relatively underdeveloped.Foreign language education and policies in contemporary China are closely related to China’s political,economic,and social development.The contemporary Chinese foreign language education and policies,since the establishment of New China in 1949,can be divided into four periods.The first period is a period of domination by the Russian language(1949–1956),the second period is a period of exploration and transformation(1956–1966),the third period is a period of interruption(1966–1978),and the fourth period is a period of development and improvement(1978 to present).Understanding foreign language education and policies in contemporary Chinese universities can contribute to the future development of foreign language education and policies in China.

语言政策民族志本土化路径探究

随着语言政策与规划研究的实证转向,语言政策民族志所包含的本体论、认识论和方法论越来越得到国际语言规划与政策研究的重视。然而,这一研究范式尚未在我国得到充分关注。文章厘清语言政策民族志的内涵、方法及应用,阐述语言政策民族志对语言规划学科的重要意义,并提出语言政策民族志本土化的3点建议:一是培养本土文化意识,将研究置于地方历史文化中进行阐释;二是积极探索替代性认识论、方法论和其他会话资源;三是坚持中国立场,保持批判性反思,以期为探究适用于中国特色的语言规划理论提供借鉴和参考。