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This study aimed to develop and validate a motivation scale specifically designed for university students enrolled in Southeast Asian language programs. Utilizing a thematic analysis of interviews with 28 students, five key motivational dimensions were identified: institutional environment, proficiency demand, self-development planning, social responsibilities, and intrinsic interest. These dimensions informed the construction of an initial scale, which was empirically tested and refined through two rounds of validation. The final 19-item scale covers four core dimensions, excluding intrinsic interest, reflecting the dominance of instrumental motivations in this context. Results highlighted the practical and goal-oriented nature of these motivations, differing from the integrative motivations observed in learners of global languages like English. This study fills a research gap by offering a validated tool for assessing language learning motivation in smaller, regionally significant language programs and provides insights into the unique motivational factors driving these learners.

In recent decades, the ascent of the “Persianate world” paradigm has prompted a major revival in the study of Persian sources in and on South Asia, while at the same time building on Marshall Hodgson's capacious original conception of the Persianate as being more than Persian per se by including “more local languages of high culture that … depended upon Persian wholly or in part for their prime literary inspiration.” While this has been an extraordinarily productive cycle of scholarship, it has also coincided and perhaps contributed to the longstanding occlusion of South Asia's Arabic tradition. A single bibliographical citation may serve to illustrate the stark contrast to the Persianate publishing boom: the last English-language book-length survey of “the contribution of India to Arabic” was completed as long ago as 1929.

This volume is a translation of Choi Seung-ja's 1991 anthology titled Portrait of a Suburbanite . Published in the series of \"\"100 Prominent Korean Poets\"\" by Mirae Press, the poems in this volume were selected from four of Choi's previous works.

In some languages assertions about ‘somebody’ or ‘nobody’ are existential in a strong sense, i.e. they need or prominently allow an explicit syntactic marker of existence (‘there is’, ‘exist’). This paper presents a state-of-the-art typology of existential indefinite constructions and finds the typological understanding to be inconclusive in many respects. The paper responds to this inconclusiveness with a study of the existential indefinite constructions in four mainland Southeast Asian languages, namely Thai, Lao, Vietnamese, and Khmer. These are languages in which existential indefinite constructions take pride of place, although the typological literature has not acknowledged this. The paper then sketches the implications of the study of the aforementioned languages for typology.

01 02 This volume tracks the complex relationships between language, education and nation-building in Southeast Asia, focusing on how language policies have been used by states and governments as instruments of control, assimilation and empowerment. The individual chapters each represent one of the countries in the region, namely Brunei, Cambodia, East Timor, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand and Vietnam. Written by established and well-known scholars of language, education and politics in Southeast Asia, the chapters examine the place of minority or non-dominant languages in nation-building agendas and practices, as well as their impact both on the linguistic ecology of specific countries and on the cultural, socio-economic and political well-being of their speakers. With a recent worldwide push towards multilingual education as one way to address the cultural, political and economic marginalization of millions of people around the world, this volume also examines the possibilities and challenges of implementing mother tongue-based education programmes in the region. 02 02 This volume tracks the complex relationships between language, education and nation-building in Southeast Asia, focusing on how language policies have been used by states and governments as instruments of control, assimilation and empowerment. Leading scholars have contributed chapters each representing one of the countries in the region. 13 02 Peter Sercombe is Senior Lecturer in Applied Linguistics at Newcastle University, UK. His academic interests are largely sociolinguistic, with a particular focus on how language use shapes and reflects linguistic and cultural maintenance and adaptation. His previous publications include, Languages in Borneo: Diachronic and Synchronic Perspectives (co-edited), and Beyond the Green Myth: Hunter-Gatherers of Borneo in the 21st Century . Ruanni Tupas is Assistant Professor at the National Institute of Education, Nanyang Technological University, Singapore. He was the 2009 Andrew Gonzalez Distinguished Professorial Chair in Linguistics and Language Education, awarded by the Linguistic Society of the Philippines. His research interests are in the interfaces between sociolinguistics and education, especially in how language sustains and transforms inequalities in education. 16 02 Canagarajah: RECLAIMING THE LOCAL IN LANGUAGE POLICY AND PRACTICE; Lawrence Erlbaum Associates, 2005 08 02 'Ambitious and comprehensive in scope, this book presents the most up-to-date coverage of the tensions, dilemmas and social injustice resulting from the convergence of nationalism, neo-internal colonialism and neoliberal globalization in the diverse geopolitical and linguistic landscapes of Southeast Asia. The authors, however, also remind us of the creative agency of local social actors and how they craft out spaces for developing local language-based education programmes in the region.' — Angel Lin, Faculty of Education, The University of Hong Kong 04 02 Introduction; Ruanni Tupas and Peter Sercombe 1. Brunei Darussalam: Issues of Language, Identity and Education; Peter Sercombe 2. Diversity and 'Development': The Challenges of Education in Cambodia; Tim Frewer 3. From Sentimentalism to Pragmatism? Language-in-Education Policy Making in Timor-Leste; Rommel A. Curaming and Freddy Kalidjernih 4. Language Shift and Language Maintenance in Indonesia; Simon Musgrave 5. Language/ing in Education: Policy DIscourse, CLassroom Talk and Ethnic Identities in the Lao; Angela Cincotta–Segi 6. Political, Educational and Socioeconomic Motivations for Language Shift in Multilingual Malaysia; Maya Khemlani David and James McLellan 7. Language, Education and Nation-building in Myanmar; Khin Khin Aye and Peter Sercombe 8. A 'New' Politics of Language in the Philippines: Bilingual Education and the New Challenge of the Mother Tongues; Ruanni Tupas and Beatriz P. Lorente 9. The Minoritization of Languages in Singapore; Lionel Wee 10. Languages, Identities and and Education in Thailand; Kimmo Kosonen and Kirk R. Person 11. Language Policies in Modern-Day Vietnam: Changes, Challenges and Complexities; Phan Le Ha, Vu Hai Ha and Bao Dat Epilogue: The Dwindling and Linguistic Diversity of Southeast Asian Societies: Comparative Reflections from an Anthropological Perspective; Christian Giordano

This book examines the agreements and discrepancies between public understanding and assumptions about refugees, and the actual beliefs and practices among the refugees themselves in a time of increasing mobility fuelled by what many call 'refugee crisis'. With a focus on language and literacy practices among recently-arrived Karenni refugee families in the United States, this book explores the multilingual repertoires and accumulated literacies acquired through the course of the refugees' multiple movements. Through the lens of transnationalism, the author emphasizes that despite their numerous struggles, the refugees daily and diligently use and strategize their old, emerging, and evolving linguistic and literacy resources to make the best of their resettlement. This book will shed light on the language and literacy practices among transnational and diasporic communities, minoritized or marginalized groups for researchers in these fields as well as practitioners and resettlement agencies working with refugee populations.

This book is a wide-ranging study of vernacularization in East Asia, and for this purpose East Asia includes not only China, Japan, Korea, and Vietnam but also other societies that no longer exist, such as the Tangut and Khitan empires. It takes the reader from the early centuries of the Common Era, when the Chinese script was the only form of writing and Chinese Buddhist, Confucian, and medical texts spread throughout East Asia, through the centuries when vernacular scripts evolved, right up to the end of the nineteenth century when nationalism created new roles for vernacular languages and vernacular scripts. Through an examination of oral approaches to Chinese texts, it shows how highly valued Chinese texts came to be read through the prism of the vernaculars and ultimately to be translated. This long process has some parallels with vernacularization in Europe, but a crucial difference is that literary Chinese was, unlike Latin, not a spoken language. As a consequence, people who spoke different East Asian vernaculars had no means of communicating in speech, but they could communicate silently by means of written conversation in literary Chinese; a further consequence is that within each society Chinese texts assumed vernacular garb: in classes and lectures, Chinese texts were read and declaimed in the vernaculars. What happened in the nineteenth century and why are there still so many different scripts in East Asia? How and why were Chinese texts dethroned and what replaced them? These are some of the questions addressed in this book.