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21. ‘Azeri’ vs. ‘Azerbaijani’ Language and Identity in Nation-building

Author:
Jala Garibova
Publication Date:
08-2021
Content Type:
Journal Article
Journal:
Baku Dialogues
Institution:
ADA University
Abstract:
Whether in everyday conversations, media discussions, or social media, not infrequently do we hear assorted debates regarding the use of the term ‘Azeri’ in reference to the titular ethnic group and the titular language of the Republic of Azerbaijan (as well as those who belong to this same group and speak this same language be­yond its borders). While the use of ‘Azeri’—although restricted to certain domains—can be traced back many years, debates around the use of this term (and its deriv­atives) have intensified within the framework of national revival ten­dencies in post‑Soviet Azerbaijan
Topic:
Nationalism, Language, Identity, and Nation Building
Political Geography:
Asia and Azerbaijan

22. Ditransitive Constructions in Zaza Language

Author:
Ilyas Arslan
Publication Date:
10-2021
Content Type:
Journal Article
Journal:
Journal of Academic Inquiries
Institution:
Sakarya University (SAU)
Abstract:
Languages group verbs in different ways. Because of the ergative feature of Zazaki, it plays a big role whether the verbs are transitive or intransitive. Zaza Language introduces some pronouns to distinguish double-transitive verbs from transitive and intransitive verbs. In some linguistic works, the terms transitive and ergative are used synonymously. This article aims to scrutinize ditransitive constructions in the Zaza language, which has some interesting syntactic elements in these structures. They are mostly pronouns in combination with directions. Several pronouns replace indirect object. On the one hand, the goal of this study is to find out the functions of these pronouns. The semantic content of these pronouns decides which pronouns may appear in a specific position. They can appear with or without directions. Only the pronouns such as cı can alone replace a NP, the other ones need a direction for this replacing. On the other hand, this study discusses the morphosyntactic and semantic realizations in ditransitive constructions. While these pronouns do not syntactically follow the same word order, they can semantically be classified into two groups.
Topic:
Linguistics, Language, Zaza Language, and Verbs
Political Geography:
Iran and Middle East

23. The Central Asian Perspective on Turkey: Does Family Come First?

Author:
Oğul Tuna
Publication Date:
10-2021
Content Type:
Working Paper
Institution:
Moshe Dayan Center for Middle Eastern and African Studies
Abstract:
In our latest issue of Turkeyscope, Oğul Tuna discusses the changing role of Turkey in Central Asia in recent years. This essay argues that ethnolinguistic links have helped improve relations since the collapse of the Soviet Union, but each Central Asian state has its own calculations that factor into separate diplomatic, cultural, and defense deals with Turkey.
Topic:
International Relations, Defense Policy, Diplomacy, Culture, Ethnicity, and Language
Political Geography:
Central Asia and Turkey

24. Beijing Brushstrokes

Author:
Beatrice Camp
Publication Date:
05-2021
Content Type:
Journal Article
Journal:
American Diplomacy
Institution:
American Diplomacy
Abstract:
While studying Chinese in Taiwan in preparation for assignment at the U.S. Embassy in Beijing, I gave birth to baby William, our first child. Along the way, I learned a fair amount about Chinese birthing beliefs; our teachers at the Foreign Service Language School were happy to talk about the importance of fetal education and how my studying Chinese while pregnant would benefit the baby. A few days before my due date, my husband David dreamed I gave birth to a koala. David’s shock over having a furry animal for a son was compensated by the thrill of hearing the newborn utter a Chinese phrase. We had, after all, spent the previous two years struggling to master tones and characters. Not to mention that the little koala’s question of “gànmá” (干吗) or “whatever for?” seemed right on the money.
Topic:
Diplomacy, Culture, Language, and Memoir
Political Geography:
China, Taiwan, and Asia

25. Language and Politics in Sub-Saharan Africa

Author:
Biruk Shewadeg
Publication Date:
08-2020
Content Type:
Journal Article
Journal:
Conflict Trends
Institution:
The African Centre for the Constructive Resolution of Disputes (ACCORD)
Abstract:
Language is an important factor of identity formation, and given the multilingual nature of Africa, political discourse related to ethnic and nation-state issues founded on the language factor is crucial to a holistic understanding of the situation. A brief glance at divergent conceptualisations of multilingualism in sub-Saharan Africa may enrich the discussion of language, ethnicity and the nation-state nexus.
Topic:
Culture, Ethnicity, Domestic Politics, and Language
Political Geography:
Africa and Sub-Saharan Africa

26. The Patchy Landscape of State English Learner Policies under ESSA

Author:
Leslie Villegas and Delia Pompa
Publication Date:
02-2020
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
When the Every Student Succeeds Act (ESSA) was signed into law in 2015, it was hailed as a significant step forward for English Learner (EL) students. The law aimed to raise the profile of accountability for ELs, including in terms of their progress towards English proficiency and their performance in academic subjects. More than four years on, all 50 states, the District of Columbia, and Puerto Rico have submitted plans to the U.S. Department of Education describing how they intend to meet their commitments under ESSA. But despite anticipation of a clear vision for the future of EL education policy, these plans offer a rather fractured picture and considerable variation. This report provides a detailed breakdown of key aspects of EL education outlined in these state plans. It examines policies governing how students are identified as ELs, assessed, and eventually exited from EL status once they reach proficiency; how their academic achievement is tracked; and the extent to which they are included in state accountability systems. On the whole, the authors conclude, ESSA has fostered more consistency within (though not between) states on matters such as EL identification and reclassification procedures. However, the law has significant shortcomings in other critical areas. For example, it provides no guidance to states on how to address cases involving ELs who do not reach proficiency within the state-determined timeline. The complexity of ESSA’s state accountability framework—with elements pertaining to ELs scattered across it—can also make it difficult to understand how and how much ELs’ performance counts in school accountability ratings. While it is too soon to understand the full impact of ESSA on EL students' academic outcomes and English acquisition, the report points to a number of key areas that merit careful attention from education policymakers and researchers in the coming years.
Topic:
Education, Immigration, Law, Language, and ESL
Political Geography:
North America and United States of America

27. Which English Learners Count When? Understanding State EL Subgroup Definitions in ESSA Reporting

Author:
Julie Sugarman
Publication Date:
03-2020
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
Data about English Learner (EL) students in the United States are more plentiful than ever. Under the federal Every Student Succeeds Act of 2015 (ESSA), states must report a wide range of information about their students’ English language arts and math standardized test scores, graduation rates, and more. They must also break these data down to show how students with certain characteristics—subgroups including racial/ethnic groups, students with disabilities, and ELs—are doing. This wealth of data is meant to help policymakers, practitioners, and community members identify schools that need to do a better job of helping ELs learn. But for this to be possible, it must be clear who states are including in the EL subgroup—something that varies across types of data and that is not always clearly marked on state student performance reports or online dashboards. This brief aims to help data users understand how the composition of the EL subgroup varies, and why understanding these technical differences matters when making decisions about how ELs and schools are faring. It also discusses how breaking data out further for certain groups of ELs such as newcomers, students with interrupted formal education, and long-term ELs could benefit decision-making.
Topic:
Education, Immigrants, Language, and Integration
Political Geography:
North America and United States of America

28. Native Language Assessments for K-12 English Learners: Policy Considerations and State Practices

Author:
Julie Sugarman and Leslie Villegas
Publication Date:
06-2020
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
Standardized tests play a central role in the U.S. education system, shaping how states hold schools accountable for ensuring that all students have equitable access to a quality education. Schools and districts sometimes also use testing data for high-stakes decisions about teacher pay and whether students can move on to the next grade. It is thus crucial that standardized assessments are able to accurately capture what students know and can do. But for English Learner (EL) students, test scores may not fully reflect how much they have learned in a subject if they cannot demonstrate their knowledge in English. The federal Every Student Succeeds Act (ESSA) encourages states to consider offering native language assessments as a test accommodation for ELs. Yet official guidance and research are limited on how to use such assessments effectively, and only 31 states and the District of Columbia use such tests. Depending on factors such as students’ English proficiency levels and the language(s) in which they receive instruction, these tests may be a good fit for some ELs but not others. This policy brief explores key policy and practical questions for states considering implementing or expanding their use of native language assessments. It also provides an overview of the choices made by the jurisdictions that already use them—including the subjects and languages in which native language assessments are offered and how they were created. Finally, the brief offers recommendations for the federal government, states, and local actors that could help build understanding of when these tests work well and how to make them more widely available.
Topic:
Education, Immigrants, Language, Integration, and ESL
Political Geography:
North America and United States of America

29. Western Concepts and Indian Realities

Author:
Arvind Sharma
Publication Date:
12-2020
Content Type:
Working Paper
Institution:
India International Centre (IIC)
Abstract:
I think it is fairly self-evident that we in India use Western words and therefore concepts to describe Indian reality. The reason why we do so is also fairly self-evident and can be traced to British rule over India which formally came to an end in 1947 and the continuing prevalence of English language as a medium of discourse in India. This is such a familiar fact that we lose sight of its significance. Here I attempt to explore the consequences of this fact at both the micro and macro levels through concrete examples.
Topic:
Religion, History, Language, and Hinduism
Political Geography:
South Asia and India

30. India's Forgotten Heritage: Cultural Intermingling and Harmony in Sanskrit Literature

Author:
A. N. D. Haksar
Publication Date:
11-2020
Content Type:
Working Paper
Institution:
India International Centre (IIC)
Abstract:
The laudable objectives of the India Harmony Foundation and some memorable words of its esteemed founder, the late Zafar Saifullah, provided an occasion for the thoughts presented here. The former include work for the ‘oneness of spirit, national identity and brotherhood’ to strengthen the country. The latter were ‘Muhabbat ka mahaul banaa hai’ (building an ambience of amity). This is the context of this presentation. The overall theme of India’s Forgotten Heritage can cover a large number of subjects. That considered here is ‘Cultural Intermingling and Harmony in Sanskrit Literature’. To some it may seem rather technical, incidental or even trivial. But it is worth some elaboration and attention at present.
Topic:
Literature, Language, Heritage, and Sanskrit
Political Geography:
South Asia and India