Climate change and preservation of minority languages in the upper regions of Ghana:A systematic review

A well-recognized fact is that addressing the impacts of climate change on vulnerable communities and minority groups remains a central focus toward achieving the Sustainable Development Goals,specifically Goals 11 and 13.Approaches for effective adaptation to climate change through national and local efforts fundamentally aim to create environmentally sustainable,socially inclusive,and economically vibrant communities.This paper associates the impacts of climate change to the preservation of threatened minority languages in semi-arid areas in Northern Ghana.This review relies on primary and secondary sources on climate-induced migration,minority languages,and threats of language loss through a keyword search followed by rigorous content analysis.The study confirms that forced displacement due to harsh climatic and other environmental conditions is currently occurring in the upper regions(Upper East and Upper West Regions)of Ghana with minority linguistic groups being forced to migrate to the southern part of the country,where their culture and language are threatened due to large linguistic groups.The literature well establishes the north-south mobility with various debates on its root causes.However,the phenomenon is understudied along with the lack of specific national strategies for addressing it and the associated language loss.Therefore,the need emerges for further studies to enhance the current understanding of the phenomenon to inform policy interventions and protect minority languages threatened by climate-induced migration.The focus on an understudied subject and geographic scope makes the findings extremely relevant for the expansion of knowledge on internal migration in the context of climate change in Northern Ghana.

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.

A Preliminary Study on the Vitality Ordering of Minority Languages in China

Ordering the minority languages in China in terms of their vitality can help decide what priorities are in securing the most endangered ethnic languages. In view of the actual condition of the Chinese ethnic languages, this paper proposes some corresponding comprehensive indexes and ranks over 100 ethnic languages of China in terms of their vitality.

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.

Special Education Needs of Language Minority Students

Special Education is instruction designed for Students who require some degree of modification in their educational programs because of intellectual,emotional,sensory,or physical impairments.Language minority students with disabilities are those students whose impairment adversely affects their ability to benefit from new changing living environments and a regular educational program.

Common Innovations in Sino-Tibetan Languages

To establish a classification on the basis of genetic linguistics requires two indispensible conditions: common retention, including cognate lexical retention and cognate morphological retention, and common innovation in a language group. The first condition is primary, and is the motivation for classification and the evidence of a genetic relationship. The second condition is secondary and supportive, and is the feature,approach and sign of a language group. This article focuses on common innovations in the Sino-Tibetan language family. Tone, voiceless aspirated stops, affricates, classifiers, noun prefixes for kinship and overlap are six common innovations that are proposed for defining the Sino-Tibetan language family.

Research on Cross-Cultural Competence and Training Strategies of Foreign Language Learners in Minority University

This paper takes 360 college students from a foreign language college in a national university as the research object.Through cross-cultural understanding,cross-cultural attitude and cross-cultural communication,the current situation and influencing factors of minority college students’cross-cultural ability training are investigated.First,minority college students have positive cross-cultural attitudes,however,due to the lack of media literacy and cross-cultural understanding education,there are certain conflicts and preconceived notions about the cognition of different cultures.Secondly,minority college students’self-confidence in language communicative competence actively promotes the formation of cross-cultural self-confidence.Thirdly,the current focus of foreign language teaching is still on the cultivation of language communicative competence.Students are confused about language communicative competence and inter-cultural competence.Moreover,due to the inconsistency of cross-cultural courses,minority college students’ability to understand their own cross-cultural knowledge only involves the accumulation of superficial cultural knowledge.Therefore,minority colleges and universities should give full play to their multi-cultural background,improve teachers’cross-cultural literacy,set up a systematic cross-cultural curriculum,support rich cross-cultural practice,and construct a multi-cultural and national characteristic cross-cultural education.

China's Ethnic Minorities and Their Own Languages

China has 56 ethnic groups, who speak a total of 120 languages. Chinese, China＇s official language, is spoken by the Han, Hui and Manethnic groups, and all the other ethnic groups have their own languages. About 15 million people speak the Zhuang lan- guage, outnumbering speakers of any other ethnic minority language. Quite a few ethnic minority groups have two or even more spoken languages. Though belonging to the same ethnic group, the ethnic Yaos who live in different places speak four different languages -the Mian, Bunu, Lajia and Yangbu. The ethnic Jingpos also have four different spoken languages the Jingpo, Zaiwa, Langsu and Leqi.

A Research into English Learning Strategies of Preparatory Ethnic Minority Education

On the basis of survey, students of Preparatory Ethnic Minority are not interested in English learning, and they lack language learning strategies, listening and oral abilities when they are studying English. According to theories of Second Language Acquisition, connected with teaching practice, new English Learning Model is discussed and constructed. It includes"1+2+3" curriculum model, which advocates"Student centered"teaching method and setting up optional courses so that students will at tain the set goal smoothly.

Transfer of Native Language——A Minor Role in Second Language Acquisition

This essay deals with the long controversial issue of whether transfer of native language has a major or minor role in the second language acquisition.Based on a brief introduction of all the literature regarding the language transfer in SLA and investigated through a deeper look into the main theories on the role of native language,the essay points out that the role of transfer of NL is evidently far from being as definite or dominant as it is supposed to be.The essay asserts that language universals but not the NL facts were found to play the leading role in the transfer.It holds that Universal Grammars are functioning in determining where language transfer occurs,and thus comes to its conclusion that the role of transfer from NL is inferior to that of UG in SLA,which explains why among second language learners there has been a remarkable common experience that language learners in the early stages will produce in the target language linguistic forms which can be related neither to their mother tongue nor to the target language.

Who is Responsible for the L3 Learning Motivation of Ethnic Minority Students？ Linguistic Distance Perspectives

This paper analyzes the research on linguistic distance and learning motivation, and proposes strategies for shortening the psychological linguistic distance of ethnic minority students, so as to stimulate and promote their learning motivation.

On the Feasibility of CLT in Secondary School Classrooms in Remote Minority Nationality Areas

This article argues that communicative language teaching is feasible in remote minority secondary school classrooms instead of being impossible as most teachers think. The writer first addresses the major principles and potential advantages of CLT and analyse the major features of minority students, then states how to maintain students’ motivation and build up their self-confidence by applying CLT. And at last the writer makes some suggestions for the teachers to follow in order to achieve a better result with CLT.

21世纪以来非汉语中的汉语借词研究述评(2000~2023)

在我国汉语和非汉语关系的研究中,汉语借词对少数民族语言的影响最为突出。对汉语借词的研究,过去在描写、分析上做了大量的工作,而对借词适应性的专题研究做得不够。文章根据21世纪以来非汉语中的汉语借词研究成果进行述评,论述非汉语中汉语借词研究的重要性和必要性,归纳了汉语借词在研究内容上主要有借词的类型、特点、规律研究3个方面,并进而论述汉语借词的适应性主要包括结构适应与功能适应两个部分。提出大力加强汉语借词的适应性研究必须包括以下3点:挖掘汉语借词中的中华民族共同体意识;提升对汉语借词丰富发展民族语言重要作用的科学认识;构建适合中国国情的汉语影响少数民族语言的理论体系。

非声调语言少数民族普通话声调习得研究综述

近20年来,新疆非声调语言少数民族普通话声调习得研究已取得了显著进展。在少数民族普通话声调习得偏误研究,少数民族普通话声调感知研究,少数民族普通话声调教学对策研究等方面已取得了初步成果。今后仍须进一步拓宽研究视角。多学科多角度的少数民族普通话声调习得综合研究,少数民族儿童(尤其是少数民族学龄前儿童)普通话声调习得研究,以及基于信息技术的少数民族普通话声调教学研究应是未来研究的主要方向。

中国民族语言借用汉语动词的类型

人类发展的历史是人与自然、人与社会、人与人接触和交往的历史。在人与社会、人与人交往过程中,人类通过言语或非言语手段彼此沟通与交流。在不同人群交往过程中,甲语言与乙语言接触,相互影响,甲语言借用乙语言的词汇或者结构不可避免,因此,语言中的借词是研究人类交往历史的活化石。尽管借词伴随着人类语言的发展与变化,然而,人类关注借词问题只不过100多年的历史。自十九世纪后半叶惠特尼开创借词的研究以来,学者们对人类语言或者具体语言借词的研究从未间断过。词汇借用是人类语言非常普遍的现象,而动词借用比名词借用要难,在借用动词过程中不同语言借用方式有所差异。中国几千年的历史长河中,少数民族语言与汉语密切接触,几乎每种少数民族语言都或多或少借用汉语动词。重点讨论和分析少数民族语言借用汉语动词的手段和类型。少数民族语言借用汉语动词主要采用直接借用、添加动词化词缀、添加轻动词、结构调适四种类型。少数民族语言借用汉语动词的手段受语言的谱系关系、形态特点、句法结构以及区域性的影响。文章对语言接触研究和区域类型学研究具有重要的学术价值。

基于少数民族学生大学英语教学研究进展谈两个关键问题

语言迁移与认知、文化差异视角下,少数民族学生的大学英语教学研究越来越受重视。多元文化背景的少数民族大学生,其英语学习往往要经历母语→汉语→英语的三语思维转换,语言迁移与学习过程极具复杂性与特殊性;另外,少数民族大学生有其独特的文化背景和生活环境,英语学习深受本民族文化的影响。在总结少数民族学生大学英语教学研究进展的基础上,对现存的三语转换和文化差异关键问题进行分析。针对三语转换问题,从语言迁移与认知理论出发,提出注重三语对比分析及结构共性认知、加强少数民族语言与英语之间的思维直接转换的应对方法;针对文化差异问题,从文化维度理论出发,提出加强多元文化及其品质倾向认知、融入少数民族文化的解决方法,为少数民族学生的大学英语教学研究与改革提供有益的参考。

吸入装置民族语言视频宣教对少数民族地区慢性阻塞性肺疾病患者的影响

目的基于不同的民族语言,对少数民族慢性阻塞性肺疾病(chronic obstructive pulmonary disease,COPD)患者进行吸入装置视频宣教,探讨其应用效果。方法对140例COPD患者进行吸入装置操作技术的培训,对其中72例进行吸入装置指导时应用民族语言视频宣教(观察组),余68例为对照组。分别在入组时和干预3个月后,比较2组患者的吸入剂使用技术操作评分、生活质量评分(CAT量表)和肺功能。结果入组时,观察组和对照组使用吸入装置的评分均较高,分别为(7.29±0.37)分、(7.31±0.36)分,2组差异无统计学意义(t=1.498,P=0.717);干预3个月后,观察组和对照组的操作技术评分为(6.32±0.38)分、(3.99±0.37)分,组间比较差异有统计学意义(t=63.79,P<0.001)。干预3个月后,观察组的CAT评分及肺功能改善程度均优于对照组,差异有统计学意义(P<0.05)。结论民族语言视频宣教能够有效维持少数民族COPD患者的吸入操作技术,改善生活质量和肺功能。

越南少数民族语言生态与语言政策研究

越南是一个多民族与多语言的国家,语言生态复杂且丰富,值得进行深入研究。越南少数民族语言生态及语言政策的演变和历史、政治等因素有着不可分割的联系。基于语言生态与语言政策理论,文章综述了越南少数民族语言生态,从地位规划、本体规划和习得规划三个方面梳理了其少数民族语言政策,分析了其少数民族语言生态与语言政策的特点与面临的挑战,以期丰富我国语言生态与语言政策的国别研究,同时为我国制定语言政策提供一定的参考。

新疆南疆少数民族中小学生国家通用语言文字教育效果评价

运用AHP-模糊综合评价法构建教育效果评价指标体系,并选取新疆南疆中小学教师为调查对象,对其国家通用语言教育效果进行评价。结果显示:新疆南疆少数民族中小学国家通用语言教育实施效果较好,教师对国家通用语言教育认可度高,学生国家通用语言水平显著提高;学校国家通用语言教育相关硬件设施明显改善;运用多种形式补充教师,保障教学顺利开展,但同时也存在学校软件设施和高质量师资不足、教师教学水平有待提高、缺少语言学习环境以及少数民族学生国家通用语言基础薄弱等问题。因此,建议增加和合理使用教育经费,完善教育资源配置;强化教育干部队伍建设,完善评价考核机制;积极开展校园文化活动,加强少数民族学生国家通用语言认同感;加强国家通用语言教师队伍建设,完善教师培训体系;改善民族地区国家通用语言环境,提高少数民族国家通用语言水平。