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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. Intensive English USA

Author:
Arlen Gargagliano
Publication Date:
07-2019
Content Type:
Book
Institution:
Institute of International Education
Abstract:
The 2019 edition of Intensive English USA is now available for purchase. This is the most complete guide to English Language Instruction in the United States. The directory features programs and courses offered by accredited U.S. higher educational institutions and U.S. English language schools. Each listing includes the IEP proficiency levels taught, dates, costs, instructional facilities and faculty, student services, eligibility and admissions, contact addresses, phone, fax, email, and more. Throughout its more than 50 years of publication, this directory has been the standard IEP resource for U.S. educational advising centers worldwide including education ministries, embassies, exchange agencies, universities, and other organizations that sponsor international students in the United States.
Topic:
Education, Language, and Higher Education
Political Geography:
North America and United States of America

3. The Power of International Education: Impact Analysis of IEE-Administered Programs, 2005-2015

Author:
Jodi Sanger
Publication Date:
03-2019
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
IIE’s work has a direct, tangible impact on the lives of individuals and the lives of those in the communities that support them. Alumni of programs administered by IIE said that the experiences and skills they acquired during their programs led to positive outcomes in their careers and personal lives, inspiring them to give back to their communities and improve their organizations. To better understand the effects of participating in an IIE-administered program, IIE conducted a survey of grantees who completed IIE-administered programs between 2005 and 2015. In total, IIE’s Research, Evaluation and Learning (REL) team captured responses from more than 4,000 individuals who participated in 10 different programs. Grantees took part in programs focusing on language & culture, teaching & research, STEM & development, and leadership. Authored by Jodi Sanger, IIE Research Analyst, this report sheds light on how the experience of participating in an IIE-administered program lives on in many aspects of alumni’s lives. As IIE celebrates its centennial in 2019 and looks ahead to the next 100 years of international education, this report demonstrates the change that IIE-administered programs create, building closer connections across the world and opening minds to new ideas and cultures.
Topic:
Education, Culture, Language, and Higher Education
Political Geography:
Global Focus and United States of America

4. 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

5. Q&A with Kristin Smith (MAAS ’14): A Day in the Life of Beirut’s Cultural Attaché

Author:
Vicki Valosik and Kristin Smith
Publication Date:
02-2019
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies
Abstract:
For Kristin Smith, MAAS alum and Cultural Affairs Officer for the U.S. Embassy in Beirut, culture and diplomacy go hand-in-hand. “My job is really using culture and art to bring people closer together,” Smith told the Lebanese newspaper The Daily Star at a U.S. Embassy event celebrating the Lebanese writer Khalil Gibran. “It’s not just about deepening our ties and getting to know each other on a cultural level though. If we have these similarities in [the arts], then perhaps that will lead to future cooperation in other ways.” During her time in the MA in Arab Studies program, Smith—who holds a BA in Near Eastern Languages and Civilization from Harvard—pursued an academic concentration in Culture and Society, managed a yoga studio, and served as a Public Diplomacy Fellow at the U.S. Consulate General in Casablanca. Following graduation, she joined the Foreign Service, serving in Taiwan before beginning her current position in 2017. Her portfolio as Cultural Affairs Officer covers five primary issues: arts and culture, non-formal education, academic outreach, interfaith and minority outreach, and alumni programming.
Topic:
Diplomacy, Culture, Language, and Arabic
Political Geography:
Middle East, Lebanon, North America, Beirut, and United States of America

6. Influence of English Language in Political Awareness of South Asian Societies: A Comparative Study of India, Pakistan and Bangladesh

Author:
Kamal Ud Din and Mir Waheed Akhlaq
Publication Date:
01-2019
Content Type:
Journal Article
Journal:
South Asian Studies
Institution:
Department of Political Science, University of the Punjab
Abstract:
English language has been playing many roles in the overall social development of the subcontinent at the same time being a controversial issue in terms of a threat to the local languages. Democracy as worldwide accepted way of political structure, its basic values and principles come through English language education into South Asia. Since education system, in any country, provides the input to the political system, thus, if the democratic political system is a common desire, the first aspect to work on must be the educational institutions. However, struggle towards democracy has been an emerging phenomenon in the overall scenario of South Asia, and English language as official language and language of education has been playing its role in it, which is not well explored. On the basis of latest research studies, a comparison has been drawn between the three important countries in order to explore what and how English language plays its role in spreading and practicing the democratic principles and values in the educational institutions.
Topic:
Democratization, Education, Multiculturalism, and Language
Political Geography:
Pakistan, Bangladesh, South Asia, India, and Punjab

7. 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

8. Gendered Language

Author:
Pamela Jakiela and Owen Ozier
Publication Date:
01-2019
Content Type:
Working Paper
Institution:
Center for Global Development
Abstract:
Languages use different systems for classifying nouns. Gender languages assign nouns to distinct sex-based categories, masculine and feminine. We construct a new data set, documenting the presence or absence of grammatical gender in more than 4,000 languages which together account for more than 99 percent of the world’s population. We find a robust negative cross-country relationship between prevalence of gender languages and women’s labor force participation and educational attainment. We replicate these associations in four countries in sub-Saharan Africa and in India, showing that educational attainment and female labor force participation are lower among those whose native languages use grammatical gender.
Topic:
Gender Issues, Language, Masculinity, and Femininity
Political Geography:
Global Focus

9. Enhancing Young Children’s Language Acquisition through Parent-Child Book-Sharing: A Randomized Trial in Rural Kenya

Author:
Heather A. Knauer, Pamela Jakiela, Owen Ozier, Frances Aboud, and Lia C.H. Fernald
Publication Date:
02-2019
Content Type:
Working Paper
Institution:
Center for Global Development
Abstract:
Worldwide, 250 million children under five (43 percent) are not meeting their developmental potential because they lack adequate nutrition and cognitive stimulation in early childhood. Several parent support programs have shown significant benefits for children’s development, but the programs are often expensive and resource intensive. The objective of this study was to test several variants of a potentially scalable, cost-effective intervention to increase cognitive stimulation by parents and improve emergent literacy skills in children. The intervention was a modified dialogic reading training program that used culturally and linguistically appropriate books adapted for a low-literacy population. We used a cluster randomized controlled trial with four intervention arms and one control arm in a sample of caregivers (n = 357) and their 24- to 83-month-old children (n = 510) in rural Kenya. The first treatment group received storybooks, while the other treatment arms received storybooks paired with varying quantities of modified dialogic reading training for parents. Main effects of each arm of the trial were examined, and tests of heterogeneity were conducted to examine differential effects among children of illiterate vs. literate caregivers. Parent training paired with the provision of culturally appropriate children’s books increased reading frequency and improved the quality of caregiver-child reading interactions among preschool-aged children. Treatments involving training improved storybook-specific expressive vocabulary. The children of illiterate caregivers benefited at least as much as the children of literate caregivers. For some outcomes, effects were comparable; for other outcomes, there were differentially larger effects for children of illiterate caregivers.
Topic:
Children, Language, Rural, Parenting, and Reading
Political Geography:
Kenya

10. 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