English and National Identity
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This document summarizes a presentation on English and national identity in Sudan and South Sudan. It discusses how English can help shape a new national identity in South Sudan by serving as a common language, symbol of freedom and unity, and means for social and economic prosperity. It also examines the role of English in Sudan and the impact on national identity formation in learners through a case study. Recommendations include developing a sense of inclusion and spreading a culture of difference, hybridity, and ethnic tolerance.
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我有这个演示文稿的中文版本，如果你需要的话，请发邮件到tawhid1983@gmail.com
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National integration refers to developing a sense of unity and common identity among the diverse people of India. It is important for India given its diversity to protect from foreign threats, promote development and establish peace. Education plays a key role in fostering national integration by instilling feelings of patriotism and oneness. Educational institutions conduct activities like celebrating national days and organizing camps to inspire national devotion. However, challenges like communalism, regionalism, casteism, linguism, classism, narrow politics, and unemployment threaten national integration in India.
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This document provides information about Aboriginal societies before European contact, including their social and economic structures. It discusses several key aspects of Aboriginal cultures, such as their core values, worldviews, oral traditions, decision-making processes, gender roles, and relationships with the natural world. Specific details are provided about the Mi'kmaq, Haudenosaunee, and Anishinabe groups, including their locations, clan/family structures, food sources, and other cultural practices. The document emphasizes that Aboriginal groups had diverse cultures uniquely suited to their environments and shared core values like respect, spirituality, equality, and living in balance with nature.
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This document discusses Arabization, which refers to the use and promotion of the Arabic language. It defines Arabization and outlines justifications for the process. Some key justifications mentioned are transferring knowledge, making knowledge accessible to Arabic speakers, and safeguarding Arabic culture and identity. The document also discusses the possibility and scope of Arabization, as well as pros and cons. Potential challenges mentioned include modernizing Arabic and a shortage of institutions to support the process. Overall, the document provides an overview of the concept of Arabization and perspectives both supporting and questioning its widespread adoption.
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DS ( Daily Schedule) Committee 2020 - 21
Hello !
Here I am sharing PowerPoint Presentation of Daily Schedule Report 2020 - 21 of Department of English.
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The document discusses the history and development of the English language in India. It covers:
- The 1960 order designating Hindi as the official language and subsequent anti-Hindi riots in the 1960s. English continued as an official language.
- The three language formula was established with mother tongue, Hindi, and English as compulsory subjects in schools.
- Institutions were established to teach English such as ELTI in Allahabad and CIEFL in Hyderabad to move away from grammar translation and towards more direct methods.
- The national policy on education and curriculum development center was formed in 1989 to address the role and teaching of English in India.
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This document summarizes key aspects of the English language in Kenya. It notes that English is generally a second language in Kenya, with indigenous languages and Swahili being more dominant. Swahili originated on the East African coast and was spread by Muslim traders and British colonizers, becoming established as a lingua franca. Today, English is widely used in commerce, education, and government, though indigenous languages and Sheng (a Swahili-English creole) also influence Kenyan English pronunciation and vocabulary.
multiculturalism-community-knowledge-and-critical-pedagogy-by Dr Mahendra Ku...
This document discusses multiculturalism, community knowledge, and critical pedagogy from a South Asian perspective. It notes that India has a diverse range of cultures, languages, religions, and social groups. However, mainstream education systems tend to focus only on formal, written knowledge and exclude the valuable community knowledge that is mostly oral in nature. It argues that education should incorporate local and indigenous knowledge, cultures, and languages in order to be truly multicultural and empower marginalized groups. The role of teachers is also important to move beyond hierarchical models and include students' perspectives and lived experiences in the learning process.
Indigenous resistance and renewal
This document summarizes the key topics around indigenous resistance and renewal in education. It discusses how indigenous peoples resisted assimilation policies through education that aimed to eradicate their cultures and languages. It also focuses on how indigenous communities are renewing their cultures and languages through community-driven education programs, with a particular emphasis on language revitalization efforts. Challenges to these efforts include lack of resources and disagreement around language transmission methods. Overall, the document examines the historical practices of assimilation and the ongoing indigenous resistance and cultural renewal movements.
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This document discusses the issue of medium of instruction in Pakistan. It outlines the history of different mediums used, including Urdu, English, and local languages. It analyzes the merits and demerits of each option and considers factors like national integrity, access to education, and employment opportunities. While mother tongue education has benefits for understanding, it may threaten national unity. English provides access to international knowledge but places strain on students and doesn't reflect local culture. Ultimately, the document concludes that promoting the national language Urdu as the medium of instruction could help progress without relying on English, citing examples from other countries.
Presentation on Foreign Direct Investment (FDI) in Bangladesh
Foreign Direct Investment (FDI) plays an important role in the economy of Bangladesh to accelerate GDP, export and domestic investment followed by overall economic growth. Despite global declining trend, in 2016 FDI inflows has increased in Bangladesh, particularly in energy, stockmarket and telecommunication sector.
FDI is a vital issue for Bangladesh to carry out effective measures in protecting the prospective foreign investors so that they can get a congenial atmosphere to invest their capital. Investor should feel that their role in the business arena of Bangladesh is respectfully valued. In this connection, friendly regulations, simplifying regulatory practices, investment incentives and removal of inefficient bureaucratic procedures should be ensured.
In this presentation you can get an overview of Bangladesh market scenario, political, legal, social, cultural, business etiquette, Sino-Bangla relationship, risk and remedy, and few other important authority links.
我有这个演示文稿的中文版本，如果你需要的话，请发邮件到tawhid1983@gmail.com
Yidgha Language Preservation Program
In 2013, Forum for Language Initiative (FLI), Islamabad entered into partnership with YCDO to preserve Yidgha Language. In 2015, USAID Funded a one year program which aims to publish its first ever word list, alphabets book and a folktales book. This project will be completed in 2016.
Was ist angesagt? (20)
Cross-Cultural Competence through Education, Training, and Experience at the ...
Cross-Cultural Competence through Education, Training, and Experience at the ...
multiculturalism-community-knowledge-and-critical-pedagogy-by Dr Mahendra Ku...
multiculturalism-community-knowledge-and-critical-pedagogy-by Dr Mahendra Ku...
Presentation on Foreign Direct Investment (FDI) in Bangladesh
Presentation on Foreign Direct Investment (FDI) in Bangladesh
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Globalization and Teaching English to Develop National Identity
This document discusses using English education to develop national identity in Sudan. It defines national and ethnic identity, noting they involve shared history, culture, territory, and more. Teaching English impacts identity construction through textbooks. A case study of an 8th grade textbook in Sudan found it largely supported national identity over ethnic identity through topics of common interest, avoiding conflicts, and highlighting national heroes and institutions. While limited in size and students' English levels, the textbook worked to develop students' shared Sudanese identity.
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Professor Braj B. Kachru is a leading scholar in the field of world Englishes. He has authored over 25 books and 100 research papers on topics related to the spread and functions of English as a global language. Kachru pioneered the concept of different circles of English - the inner circle, outer circle and expanding circle. He has held many prestigious academic positions and received numerous awards for his contributions. N.S. Prabhu developed task-based language teaching through a project in Bangalore, India, demonstrating that students can learn effectively through non-linguistic problem-solving tasks. Suresh Canagarajah is a professor known for his work on World Englishes, second language writing
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- 1. English and National Identity 46th IATEFL Annual Conference Glasgow 19-23 March 2012 Dr. Nada Sid Ahmed El jack Sudan University of Science and Technology College of Languages Department of English neljack@hotmail.com
- 2. Contents of the Presentation • Creating a new national identity in the RSS • Re-shaping a new national identity in the RS • The impact of English on national identity construction in learners (A Case Study)
- 3. Major Questions That Need Answers: • The global impact of English • Global educational status of English in the Sudan
- 4. • English and local Sudanese languages • Sudanese English • The man in the street
- 5. • English and particular fields in Sudan • Sudanese policy makers, applied linguists, and educators
- 10. RSS • Dinka, Nuer, Shiluk, Zandi and Bari (65%of the population) • 50 mother tongues present • Local languages, different varieties of Arabic and English (1956 - mid1990s)
- 11. The Constitution of the Republic of South Sudan (CRSS) (2011) •Indigenous languages • English language •Arabic language
- 12. Expectations of the Role of English in the RSS • Common means of communication for southerners • The language of freedom and unity • A gateway to social, economic and political prosperity
- 13. • Strengthening regional ties and trade within the EAC • Re-shaping the national identity for southerners • To gain both individual and social empowerment
- 14. • Juba Arabic, mother tongues and English • Language of business
- 15. RS Examining the Potentiality of SPINE 3 •Objectives of the study •Methodology
- 16. Dimensions of National Identity Psychological Political Cultural Historical Territorial
- 17. (Summary of Results): Techniques Utilized by the Authors • Topics of interest • What they avoided • Short texts • Variety • ‘Great Men and Women’ • National institutions
- 18. Dimensions of National & Ethnic Identity
- 19. Recommendations • Develop the sense of inclusion • A marker both of education and modernity • Spread the culture of difference and hybridity
- 20. • Indigenous cultures and knowledge • Food, traditions, names, etc • Live in peace and tolerance • How and why to respect the other
- 21. • A sense of ethnic tolerance and acceptance of the other • A peaceful co-existence among different groups • A redefinition of the Sudanese national identity
- 22. References: • Smith, A.D. (1991) National Identity University of Nevada Press: USA • Guibernau, B. M. (2007) The Identity of Nations Polity: Cambridge • El Jack, N.S.A (2011) Construction of National Identity in the Sudan A Critical Discourse Analysis (CDA) Study of the Arabic Language School Textbooks at the Basic Level . Unpublished Ph.D Thesis: SUST
Hinweis der Redaktion
- Thinking about national identity