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1. Administering the Regional Dynamics: The Success Story of Indonesia and ASEAN

Author:
Muhammad Habib Abiyan Dzakwan
Publication Date:
08-2019
Content Type:
Working Paper
Institution:
Institute for Development and International Relations (IRMO)
Abstract:
Back in early 1960s, it was unthinkable for Southeast Asia to have one single regional ‘home’ as diversity among countries within the area are just too wide. The political systems they adhere, the dominant religions they believe, the languages they speak, the economic situation they experience, the geographical regionalism was definitely the least thing on their shopping list bearing in mind the state of domestic dynamics during their formative years. But, now the situation has turned for one hundred and eighty degrees. Right on Thursday 8 August 2019, the ten Southeast Asian states —Brunei Darussalam, Cambodia, Indonesia, characters they are endowed are just a few examples. These countries at that time were also relatively new in practicing their respective sovereignty. Advancing imaginations about Lao PDR, Malaysia, Myanmar, the Philippines, Singapore, Thailand and Vietnam— just celebrated the inauguration of a new secretariat building for the Association of Southeast Asian Nations (ASEAN) which also remarked the 52nd anniversary of this organization. This remarkable story undeniably could not be detached from Indonesia’s long standing efforts in ASEAN. Therefore, throughout the following paragraphs, this article aims to briefly discuss three issues - the origins of ASEAN, Jakarta’s contribution to regional dynamics, and ASEAN achievements with regard to the great powers.
Topic:
Regional Cooperation, Religion, Culture, Language, and Regionalism
Political Geography:
Indonesia, Asia, Vietnam, Philippines, Cambodia, Singapore, Thailand, Southeast Asia, and Myanmar

2. The Origins of the Korean Language: A Linguist’s Perspective

Author:
J. Marshall Unger
Publication Date:
04-2019
Content Type:
Journal Article
Journal:
International Journal of Korean Studies
Institution:
International Council on Korean Studies
Abstract:
On the basis of the comparative method, developed over more than two centuries of empirical study, the best results to date are that the presentday Korean and Japanese languages had a common source, called protoKorean-Japanese. Korean and Japanese are more similar to one another than either is to any of the languages spoken in adjacent parts of Asia. That is as far as pure linguistics takes us at present. Other scientific disciplines must be utilized to determine when and where proto-Korean-Japanese was spoken, when its speakers separated into pre-Korean and pre-Japanese groups, and when the descendants of those groups resumed contact on the Korean peninsula prior to the migration of most pre-Japanese speakers to Japan.
Topic:
Migration, History, Linguistics, and Language
Political Geography:
Japan, Asia, and Korea

3. Words and Their Silos: Commercial, Governmental, and Academic Support for Japanese Literature and Writing Overseas

Author:
Anne McKnight
Publication Date:
08-2019
Content Type:
Working Paper
Institution:
Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:
This paper connects in a preliminary way realms of analysis and data regarding practices of disseminating Japanese literature and writing translated in English and Association of Southeast Asian Nations (ASEAN)–located languages since about 2000. The assumption is that translations from different languages have been consistently silo’ed – separated and allowed to accumulate and dynamically evolve. I outline a history of the de-linking of ‘writing’ from ‘literature’ as well as language study itself, which has led to both a withdrawal and an explosion of funding since about 1990. I note secondary effects of re-concentration in English and European languages, a flourishing of small-press activity and writing on food (Jonathan Gold) and self-help (Kondo Marie), and a focus on the ‘authorised translator’ model in both English and ASEAN languages following a tendency to standardise copyright law. Second, I introduce some histories and distinctive practices that could model support for translators. Last, I discuss economies of both money and prestige in different practices, and offer some suggestions based on interviews with an eye to supporting translators so that all languages have a hand in creative practice, and English-language–based translators can collaborate with translators in other languages.
Topic:
Economics, Culture, Literature, and Language
Political Geography:
Japan and Asia

4. Learning Equity Requires More than Equality: Learning Goals and Achievement Gaps between the Rich and the Poor in Five Developing Countries

Author:
Maryam Akmal and Lant Pritchett
Publication Date:
02-2019
Content Type:
Working Paper
Institution:
Center for Global Development
Abstract:
The Sustainable Development Goals (SDGs) for education include the goal that “all youth...achieve literacy and numeracy” (Target 4.6). Achieving some absolute standard of learning for all children is a key element of global equity in education. Using the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that test all children of given ages, whether in school or not, on simple measures of learning in math, reading (local language), and English, we quantify the role of achieving equality between the richest 20% and the poorest 40% in terms of grade attainment and learning achievement toward accomplishing the global equity goal of universal numeracy and literacy for all children. First, excluding Kenya, equalizing grade attainment between children from rich and poor households would only close between 8% (India) and 25% (Pakistan) of the gap to universal numeracy, and between 8% (Uganda) and 28% (Pakistan) of the gap to universal literacy. Second, children from the poorest 40% of households tend to have lower performance in literacy and numeracy at each grade. If such children had the learning profiles of children from rich households, we would close between 16% (Pakistan and Uganda) and 34% (India) of the gap to universal numeracy, and between 13% (Uganda) and 44% (India) of the gap to universal literacy. This shows that the “hidden exclusion” (WDR, 2018) of lower learning at the same grade levels—a gap that emerges in the earliest grades—is a substantial and often larger part of the equity gap compared to the more widely documented gaps in enrollment and grade attainment. Third, even with complete equality in grade attainment and learning achievement, children from poor households would be far from the equity goal of universal numeracy and literacy, as even children from the richest 20% of households are far from universal mastery of basic reading and math by ages 12-13. Achieving universal literacy and numeracy to accomplish even a minimal standard of global absolute equity will require more than just closing the rich-poor learning gap, it will take progress in learning for all.
Topic:
Development, Education, Sustainable Development Goals, and Language
Political Geography:
Pakistan, Kenya, Africa, Middle East, India, Asia, and Tanzania

5. K-pop Fans’ Reaction Videos and Their Implications for Korean Language Learning

Author:
Soojin Ahn
Publication Date:
10-2018
Content Type:
Journal Article
Journal:
International Journal of Korean Studies
Institution:
International Council on Korean Studies
Abstract:
As social media platforms such as YouTube have become important access points for Korean popular music (K-pop), international fans have enjoyed recording and sharing their responses to K-pop music videos on social media. In particular, reaction videos have been the most convenient and popular way for many international fans to share their opinions on and reactions to K-pop songs with others. This study aims to investigate the unique characteristics of reaction videos to share K-pop fans’ cultural experiences through YouTube videos and discuss the potential use of such fans’ learner motivation and learning environment for Korean language education. Four YouTube reaction videos were investigated through thematic analysis and through a discourse analysis informed by interactional sociolinguistics. The findings show how the reaction video creators build a community with other fans by establishing familiarity through agreement, considering the audience, and exchanging information, not only about a specific song, but also about K-pop in general and Korean Wave genres. These creators also demonstrated multiliteracies by expressing their opinions and feelings through facial expressions, visuals, and dance. These creators make their reaction videos regularly, proving their long-term enthusiasm for K-pop and the Korean Wave. This research offers important implications for future Korean language education, which will embrace diverse groups of international learners who actively participate in K-pop fan activities online.
Topic:
Culture, Social Media, Language, Music, and YouTube
Political Geography:
Europe, Asia, South Korea, Korea, and United States of America