Language Planning and Policy (LPP)

The sociolinguistic modernization of Japan differs from European experiences as it had to overcome the belief that only Western languages could be carriers of modern thought. Despite this pessimistic outlook, language modernization in Japan is generally seen as a success if widespread competence in the standard language and translatability
into other modern languages is a yardstick of evaluation. This achievement would not have been possible without language planning and policy. This chapter presents LPP in Japan in historical order and discusses modernization, modernization maintenance, and late modern society. All three parts first outline LPP, then discuss the consequences of language policy on the margins of society. Due to the lack of space, discussions are limited to LPP at the state level, and discussions of English language education in Japan and Japanese as a second language are absent.

The increase in the number of Brazilian emigrants in the last thirty or so years has led to the development of the teaching of Brazilian Portuguese as a community language abroad. In other words, this type of teaching is new and, consequently, the teachers working in community schools tend to have been trained only to work with monolingual pupils in Brazil. In this article, we reflect on the experience of one of these teachers and who works with intermediate and upper-intermediate pupils aged 11 to 15 in London. The class that caters for this group of learners was initially created with the aim of preparing them to take mainstream examinations, i.e. GCSE and A-levels in Portuguese. In this article, we describe the contextual background for these lessons and contrast it to the teacher’s expectations of teaching in this context. We then consider the few teaching courses available for teachers of Portuguese as a community language in London. Anderson’s (2008) perceived 8-strand profess...

This paper aims to provide a framework of analysis on teaching minority languages from the perspective of multilingual education. Minority language learning contributes to enriching the dimension of multilingualism in line with the main European Recommendations aimed at recognizing, guaranteeing, and enhancing linguistic and cultural diversity. Starting from the most significant provisions on the protection and preservation of minority languages within the European context and moving through the national legislation of Law 482/1999, the paper investigates the main issues (approaches and models) related to minority language teaching practices as a tool for language education and planning.

El Ckunza de los Lickan Antai que habitan Chile, Bolivia y Argentina fue declarada extinta. Sin embargo, se argumenta que reconstruir los elementos de la gramática podría facilitar su revitalización. Este artículo busca dar cuenta de estos elementos en el Ckunza de San Pedro de Atacama. Para ello se entregará una revisión de los elementos fonéticos, fonológicos, léxicos, semánticos, morfológicos y sintácticos de la lengua amerindia. Este análisis informa además de la característica aglutinante del Ckunza. El corpus de esta investigación proviene de las muestras recolectadas por los pioneros en su estudio. El objetivo de esta revisión es mostrar la gramática del Ckunza ya que su reconstitución proveerá las reglas que permitirán crear nuevas oraciones que contribuirán a su revitalización.

Este artículo examina las prácticas insurgentes de los atacameños que buscan enseñar el ckunza, lengua extinta según expertos y el Estado chileno. Los atacameños crean la academia de la lengua ckunza y la enseñan en la comunidad. Así recuperan el ckunza decolonizando las epistemes impuestas por el Estado neoliberal y retoman su autorregulación lingüística y educativa. Finalmente, rescatan saberes ancestrales de la investigación indígena y legitiman la representación identitaria por medio de su lengua.

Even though effects of emotion and motivation on cognition are well documented, the interaction of all three factors is rarely investigated. Here, we used electroencephalography (EEG) to examine the effects of self-determined choice-as an experimental manipulation of intrinsic motivationand emotional stimulus content on task preparation and engagement in a temporal production task. Behavioral results indicated a modulation of time processing depending on choice and emotional content. Underlying EEG signals revealed differential modulations by choice on the contingent negative variation (CNV) during task and response preparation and by emotional content on the late positive potential (LPP) in response to the onset of an emotional picture during temporal production. Also, we obtained preliminary evidence for interaction effects of choice and emotional content on the LPP. The feedback-related negativity (FRN) in response to information regarding temporal production success was also affected by interactions of choice and emotional content. These findings indicate that besides separate effects of motivation and emotion, there may be time windows during task engagement in which both factors jointly affect cognitive processing. These results are interpreted as dynamic modulations of attentional resource allocation.

Illuminated by critically informed, qualitative studies, this colloquium offers a critical discussion of Indigenous languages in education. Recognizing language policy as both explicit and implicit acts, the papers collectively examine how indigenous language policy is negotiated and constructed among and between institutions of power, political actors, teachers, students, and learners.

The increase in the number of Brazilian emigrants in the last thirty or so years has led to the development of the teaching of Brazilian Portuguese as a community language abroad. In other words, this type of teaching is new and, consequently, the teachers working in community schools tend to have been trained only to work with monolingual pupils in Brazil. In this article, we reflect on the experience of one of these teachers and who works with intermediate and upper-intermediate pupils aged 11 to 15 in London. The class that caters for this group of learners was initially created with the aim of preparing them to take mainstream examinations, i.e. GCSE and A-levels in Portuguese. In this article, we describe the contextual background for these lessons and contrast it to the teacher’s expectations of teaching in this context. We then consider the few teaching courses available for teachers of Portuguese as a community language in London. Anderson’s (2008) perceived 8-strand profess...

Los 36 pueblos que conforman el mapa étnico de Bolivia pueden clasificarse en dos grandes grupos: Andes y Tierras Bajas. El primero, compuesto por tres pueblos (Aimara, Quechua y Uru-chipaya), concentra más de 4.000.000 personas, mientras que los 33 pueblos restantes suman alrededor de 400.000 personas, representando 4,5% de la población total del país (López 2006:27). La región Tierras Bajas, a su vez, puede clasificarse en otras tres subregiones: Amazónica (fundamentalmente desde el norte del departamento de La Paz y los departamentos de Beni y Pando), Oriente (departamento de Santa Cruz) y el Chaco (sur de Santa Cruz y parte de los departamento de Chuquisaca y Tarija). Los indígenas chaqueños se constituyen en pueblos transnacionales que ocupan en Bolivia las provincias de Cordillera, del departamento de Santa Cruz, y también la provincia O'Connor, de Tarija, y Eduardo Siles y Luis Calvo de Chuquisaca. Los guaraníes y tapietés habitan también en Argentina, Brasil y Paraguay, y los weenhayeks están también en Argentina.

The increase in the number of Brazilian emigrants in the last thirty or so years has led to the development of the teaching of Brazilian Portuguese as a community language abroad. In other words, this type of teaching is new and, consequently, the teachers working in community schools tend to have been trained only to work with monolingual pupils in Brazil. In this article, we reflect on the experience of one of these teachers and who works with intermediate and upper-intermediate pupils aged 11 to 15 in London. The class that caters for this group of learners was initially created with the aim of preparing them to take mainstream examinations, i.e. GCSE and A-levels in Portuguese. In this article, we describe the contextual background for these lessons and contrast it to the teacher’s expectations of teaching in this context. We then consider the few teaching courses available for teachers of Portuguese as a community language in London. Anderson’s (2008) perceived 8-strand profess...

A emigração brasileira se tornou significativa nos anos 1980 e tem se espalhado por todos os continentes. Este fenômeno é retratado por trabalhos acadêmicos nos Estados Unidos da América (cf. JOUËT-PASTRÉ e BRAGA, 2008), que hoje é considerado o país com o maior número de brasileiros. 1 O Japão é o segundo país com grande concentração de brasileiros, e a Inglaterra agora desponta como o país europeu com maior crescimento no fluxo de imigrantes brasileiros. Corrêa Costa (2007, p.102) acredita que os Estados Unidos e os países europeus, devido a suas longas experiências com processos migratórios, estejam melhor preparados que o Japão para receber alunos estrangeiros em suas redes de ensino público. Porém, como demonstrado por Mota (2002) em seu estudo sobre as políticas de educação bilíngue nos Estados Unidos, a maneira como os estrangeiros são recebidos não é necessariamente positiva. A adoção de um bilinguismo transitório leva a situações de competitividade linguística em que o uso do português está em desvantagem, apesar dos esforços das famílias brasileiras em promoverem o uso desta língua entre seus filhos . O sucesso dos Estados Unidos em incorporar os estrangeiros em seu sistema educacional, ao qual Corrêa Costa (2007) se refere, resulta da oferta de cursos de inglês (ESOL -English for Speakers of Other Languages) aos imigrantes dossiê -brasileiros em londres

This study presents the ways in which foreign mothers in South Korea (henceforth Korea) who belong to a new type of intercultural/interethnic damunhwa (multicultural) family, which consists of a Korean man married to a foreign woman, articulate a neoliberal ideology about their own language(s) . Although the Korean government has enthusiastically designed a multicultural and multilingual family language policy (FLP) for the integration of damunhwa families, there has been a lack of support for family multilingualism (Park 2019; Kim and Kim 2015) . Instead, the language of damunhwa mothers is selectively promoted based on what is viewed as profitable and valuable for advancing Korean interests (Sohn 2018; Sohn and Kang 2021) , which is as part of a top-down mandate facilitated by the government. Contrary to what is promoted by the Korean government, recent work on FLP (King, Fogle, and Logan-Terry 2008; Curdt-Christiansen and Lanza 2018; Higgins 2019,...

Neste trabalho homenageio Maria Helena de Moura Neves e ressalto a import€ncia de suas pesquisas no campo do ensino, especialmente no que diz respeito aos conceitos de uso, norma e gram€tica. Pretendo mostrar como a autora deixa claro que a exata compreens•o desses conceitos, por parte dos professores, ‚ de fundamental relev€ncia para uma prƒtica de ensino eficaz da l"ngua materna. Al‚m disso, viso a enfatizar como Maria Helena interpreta, avalia e critica o trabalho escolar com "a gramƒtica", sem nunca, todavia, deixar de assumir postura construtiva diante dessa quest•o. Para tanto, analisar-se-•o, principalmente, as obras A gram€tica na escola (1990), A gram€tica-hist‚ria, teoria e pr€tica (2002) e Que gram€tica estudar na escola? Norma e uso na lƒngua portuguesa (2003). Divido, ent•o, este texto em duas partes: na primeira, trato da explora ‡•o inicial da autora quanto ao trabalho dos professores com a gramƒtica, isto ‚, do diagnˆstico do ensino de gramƒtica, das interpreta ‡‰es, da avalia ‡•o e das sugest‰es formuladas com base na pesquisa empreendida em NEVES (1990). Na segunda, exploro o desdobramento desse trabalho, que se constrˆi, mais enfaticamente, sobre o conceito e norma. Para evitarem-se mal-entendidos, ‚ preciso afirmar, de partida, que o fio condutor do trabalho de Maria Helena sempre foi o uso, o que quer dizer que seu discurso e prƒtica fizeram-se a partir da considera ‡•o e observa ‡•o emp"rica da l"ngua em funcionamento, da modalidade falada ou escrita, sempre apoiados na teoria funcionalista.

Para discutir as relações entre línguas e culturas em contato, o presente estudo foca no cenário de uma escola comunitária, o da Casa do Brasil em Florença, cujos perfis identitários dos aprendizes, falantes de herança do português brasileiro, transitam entre a língua e cultura italiana e a brasileira. A pesquisa tem como objetivo explorar questões ligadas aos construtos linguísticos e de pertença cultural brasileira, que estão se desenvolvendo nas crianças, ou que foram desenvolvidos no período de aulas de Português nessa instituição. Dessa forma, um questionário foi respondido por pais de oito crianças que representam quatro perfis familiares diferentes (mãe brasileira e pai italiano, pai brasileiro e mãe italiana, somente pais italianos e e somente pais brasileiros).
O aporte metodológico centra-se no estudo de caso de cunho qualitativo-explorativo, isto é, os dados são descritos e interpretados considerando todos os envolvidos, não somente com relação à interpretação das respostas dos questionários, mas também nos momentos de observações em sala de aula, sob a perspectiva do educador. Dessa forma, algumas questões foram relevantes para iniciar esta investigação, entre elas:
1. Quais seriam as dimensões ligadas ao sentimento de pertença a  uma cultura, apreendidas através das aulas na escola comunitária de POLH, que podem se transformar relevantes para a imagem de si?
2. Como estas dimensões mudam e se reestruturam em um contexto  de imigração, ou seja, longe do Brasil?
3. O sentimento de pertença, e de identidade étnico-cultural das crianças é diferente entre a heterogeneidade dos perfis dos falantes de POLH?
Os resultados encontrados vão de encontro com aspectos também sinalizados em outros estudos como os de Souza (2008) e Moroni  (2018). Foi possível perceber que os dados apontam para duas direções significativas no que concerne ao ensino aprendizagem do POLH: a importância que o núcleo familiar oferece ao desenvolvimento e à valorização da LH desde os primeiros anos de vida, neste sentido, o papel da mãe, brasileira ou italiana, é fundamental para esse desenvolvimento; e o papel da escola de POLH como elemento estimulador para reforçar este aprendizado e a manutenção da LH, e o sentimento de identidade cultural.

Edisi tutorial pelajaran matematika dalam "Blog Materi Sekolah" bertujuan untuk mengetahui cara mencari volume bola. Tentunya semua dari kita sudah tahu seperti apa wujud bola. Bahkan dikalangan anak lelaki bangun ruang tersebut sering digunakan dalam pertandingan sepakbolah. Nah, sekarang apakah anda tahu bagaimana cara menghitung volume bola ?. Sebelum kita beranjak lebih lanjut tentang rumus menghitung volume bola yang dilanjutkan dengan contoh soal, terlebih dahulu mari kita pahami pengertian bola serta sifat-sifat bola. Apa itu Bola ? Bola adalah salah satu jenis dari bangun ruang (dimensi tiga) yang berbentuk bulat sempurna dimana tersusun dari kumpulan titik yang terletak pada jarak tetap dari titik tetap dalam ruang tiga dimensi. Untuk lebih jelasnya, perhatikan gambar di bawah ini : Titik tetap ini dikenal sebagai pusat bola. Dan jarak tetap disebut jari-jarinya yang disimbolkan dengan karakter "r". Sifat-Sifat Bola Bangun ruang Bola memiliki satu sisi Bangun ruang Bola memiliki satu titik pusat Bangun ruang Bola tidak memiliki titik sudut Bangun ruang Bola memiliki jari-jari yang tak terhingga dan semua jari-jari tersebut bernilai sama panjang. Bangun ruang Bola mempunyai satu sisi lengkung tetutup Bangun ruang Bola tidak memiliki bidang yang datar

El objetivo de esta charla es informar a los investigadores locales, educadores tradicionales e investigadores de la lengua Kunza acerca de los aspectos lingüísticos que componen la lengua amerindia. La charla se dividirá en cuatro secciones. La primera parte delineará brevemente el espacio físico en el cual se ha localizado el Kunza y a la vez resumirá históricamente la vida de la lengua en esta zona atacameña (Fernández, 2010). La segunda parte discutirá brevemente temas generales de la formación de las lenguas y sus objetivos (Fromkin & Rodman, 1983). La tercera parte elaborará en los aspectos lingüísticos de la lengua. Ellos son: fonética, léxico, morfología y sintáctica (Lenhert, 1987; Sanchez, 1998). La cuarta parte incluirá un taller. El objetivo de este taller es unir todas las secciones de la charla y llevar a cabo un pequeño proyecto que se realizará durante la presentación. Este proyecto es un trabajo en grupo en el cual los participantes examinaran partes de la lengua Kunza y mostrarán sus conclusiones al resto de la audiencia. La charla concluirá con un breve resumen de lo aprendido y entregará sugerencias acerca de otras áreas de investigación de la lengua Kunza.

Untuk mengetahui volume ataupun isi dari sebuah Tabung maka kita harus mengetahui jari – jari Ataupun diameter dari penampang (alas /tutup) Tabung tersebut. perlu diingat bahwa diameter nilainya Sama dengan dua kali jari – jari (diameter = 2 x jari-jari) Volume tabung dapat diketahui dengan cara mengalikan luas Alas tabung dengan tinggi dari tabung tersebut .dikarenakan alas Tabung memiliki bentuk lingkaran , maka rumus volumenya dapat Disusun dengan mengalikan rumus luas lingkaran dengan tinggi tabung.

Hace ya unos treinta y ocho años, en 1976, publicamos una investigación inicial en torno a la lengua cunsa titulada "La lengua kunza y sus textos", en la revista Cuadernos de Filología N° 05, segundo semestre de ese año, En dicho trabajo se desarrolló una aproximación general en torno al cunsa, fundamentada en las opiniones vertidas por los recopiladores de esta lengua como Philippi, von Tschudi, Moore, San Román y Vaïsse et al., del siglo XIX, y Mostny a mediados del siglo XX. En verdad, en la publicación más arriba individualizada, no se privilegió una discusión acerca de los textos. De hecho, el único texto presentado en esa oportunidad corresponde a un breve poema u oración de siembra (con algunos errores de transcripción) que encontramos en una antigua publicación y que fue dada a conocer en calidad de primicia.

Tabung Luas selimut tabung = 2πrt Luas permukaan tabung = 2πr (r + t) Volume tabung = luas alas × tinggi = πr 2 t Kerucut Hubungan antara r, s, dan t pada kerucut dinyatakan dengan persamaan-persamaan berikut. s 2 = r 2 + t 2 Luas selimut kerucut = πrs Luas permukaan kerucut = πr (s + r) Volume kerucut = 1/3 x luas alas x tinggi = 1/3 πr 2 t Bola

Bagi siswa Sekolah Dasar, pengenalan bangun tabung hanya berupa identifikasi bentuk bangun beserta analisis ciri-cirinya. Meskipun demikian, selama ini pengajaran bangun tabung khususnya, dan berbagai bangun ruang lain pada umumnya, sering kali tidak membuat siswa benar-benar paham. Hal ini dikarenakan siswa tidak paham dalam mencerna dan mengetahui bagaimana bangun tabung itu dan unsur-unsur apa yang ada dalamnya.

The increase in the number of Brazilian emigrants in the
last thirty or so years has led to the development of the
teaching of Brazilian Portuguese as a community language abroad. In other words, this type of teaching is new, and consequently, the teachers working in  community schools tend to have been trained only to work with monolingual pupils in Brazil. In this article, we reflect on the experience of one of these teachers who works with intermediate and upper-intermediate pupils aged 11 to 15 in London. The class that caters for this group of learners was initially created with the aim of preparing them to take mainstream examinations, i.e. GCSE and A-levels in Portuguese. In this article, we describe the contextual background for these
lessons and contrast it to the teacher’s expectations of
teaching in this context. We then consider the few teaching courses available for teachers of Portuguese as a community language in London. Anderson’s (2008) perceived 8-strand professional development needs of community language teachers are used as a framework for analysing the experience of this Brazilian teacher. We acknowledge the positive impact of these courses on teacher knowledge and practices and call for more of these initiatives.

Induktif Sama seperti dengan pembuktian rumus pada volume bola, untuk membuktikan rumus volume kerucut bisa juga dengan melalui cara induktif. Disini, kita juga membuktikannya melalui peragaan dengan menakar menggunakan kerucut dan tabung pasangannya.

PENDAHULUAN Limas adalah salah satu bangun ruang yang ada di dalam pembahasan pelajaran matematika. Limas segitiga memiliki empat buah sisi dengan 6 rusuk yang saling bertemu pada 4 buah titik sudut. Bila digambarkan maka bentuk limas segitiga akan terlihat seperti ini: Perlu kalian ingat bahwa limas segitiga berbeda dengan limas segi empat. Yang membedakannya adalah bentuk alasnya. Pada limas segitiga bentuk alasnya adalah segitiga sedangkan pada limas segi 1

Pengetahuan geometri dapat mengambangkan pemahaman anak terhadap dunia sekitarnya. Tidak hanya kemampuan tentang bangun datar, kemampuan tentang bangun ruangpun dapat dikenalkan kepada anak usia Sekolah Dasar bahkan pada anak usia Taman Kanak-kanak asalkan melalui pendekatan yang cocok dengan perkembangan tahap berfikir seorang anak.

The promotion of Portuguese abroad has led to an increase in the teaching of this language in other countries.This article offers a general context for the teaching of Portuguese in England, one of the countries where that teaching has increased, and considers the language planning and policy (LPP) of the teaching of Portuguese as a Heritage Language (POLH) in Brazilian complementary schools. The discussions highlight the need for in-depth studies to explore the interaction between the different levels of LPP – national, institutional and interpersonal – and to analyse its effects on the expectations regarding the linguistic abilities of bilingual learners.

Dalam kehidupan sehari-hari sering ditemui benda-benda yang memiliki bentuk berupa bola, sebagai contoh bola digunakan pada berbagai cabang olahraga, seperti pada sepakbola, bola basket, baseball, bilyard, voli, dan sebagainya. Atau bahkan digunakan sebagai sarana bermain anak-anak seperti mandi bola. Sehingga bola merupakan bangun ruang sisi lengkung yang dekat dengan kehidupan siswa.

ABSTRACT: The Glosario de la Lengua Atacameña [A Glossary of Atacaman Language] is the most complete inventory of Atacaman or Kunza materials recorded during the last steps of this extinct Andean language, in the last few years of the XIX century. The study of a great amount of morphological complex items that can be found in its pages, allows us to reconstruct some derivative and inflectional structures of this almost unknown language. KEYWORDS: Atacameño (Atacaman); Kunza, Morphology; Lexicography in the XIX Century.