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187 Sentences With "home language"

How to use home language in a sentence? Find typical usage patterns (collocations)/phrases/context for "home language" and check conjugation/comparative form for "home language". Mastering all the usages of "home language" from sentence examples published by news publications.

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Google is working on a smart home language called Weave, which should eventually do for Android what HomeKit is doing for iOS.
If you speak a different language at home than at school, think about when you use and interact with your home language.
"But this is the first study to find associations connecting home language exposure, brain structure, and language skills," Brito said by email.
Next, students actively process the word through writing their own definitions (in English or in a home language) and drawing their own images.
Students can then write the definition in their home language and in English (in their own words, of course, not copied from the dictionary).
This "parentese" is found across cultures, and babies exposed to more of it at home seem to do better at acquiring their home language.
Usually a name that has one meaning in its home language had an unfortunate connotation in another, often involving masturbation (Buick LaCrosse) or dung (Toyota MR2).
First, students numbered the paragraphs and defined new words using this "Identifying Words While Reading" chart, which asks them to write definitions in English and in their home language, then draw an image.
After first trying to write in Hebrew and Russian, he fell in love with the home language of his youth and saw it as the perfect medium for his Chekhovian stories about shtetl life.
Yet the National Institute for Early Education Research's new report shows that about half of states do not even collect data on children's home languages, which makes it nearly impossible to design effective classroom supports for young children in English and another home language.
The school also offers home language courses to 100 other students.
Settlers received the Provincial Excellence in English Home Language Award, from The Premier Helen Zille and Education Minister Donald Grant. This is awarded for the school with the highest number of passes in English Home Language.
In his Guide to Home Language Repair Baron answers the questions that he is most frequently asked about English grammar.Guide to Home Language Repair at National Council of Teachers of English website. Retrieved 2009-08-25.
English was the home language of 49% in the community, followed by Mandarin at 28.8% and 6% spoke Malay.
65.4% spoke Afrikaans as their home language, 26.9% spoke Xhosa, 6.9% spoke English, and 0.9% spoke some other language.
Proponents further claim that effective bilingual programs strive to achieve proficiency in both English and the students' home language. Dual language or Two-Way bilingual programs are one such approach, whereby half of the students speak English and half are considered English language learners (ELLs). The teacher instructs in English and in the ELLs' home language.
This is the riding with the highest percentage of non-immigrants (99.4%) and of people with French as their home language (also 99.4%).
Hatkar or Bargi Dhangar is one of the sub-caste of the Dhangars found in Deccan region of India. Their home language is Marathi.
For many children whose home language differs from the language of the environment (the 'official' language), it is debatable which language is their "native language".
Mandarin Chinese, known simply as Chinese, is the official language representing the Chinese community and the home language of 47.7% of Chinese Singaporeans."Census of Population 2010", Statistics Singapore. Archived from the original on 14 November 2012. Other Chinese varieties, such as Hokkien, Teochew, Cantonese, Hakka and Hainanese, remain widely spoken (home language of 19.2% of Chinese Singaporeans), but the government discourages their use through the Speak Mandarin Campaign.
Nevertheless, Taiwanese Mandarin has become the most common language in Taiwan today, and the most common home language of Taiwanese youth. In the population census of 2010, Mandarin is the most common home language in the Taipei metropolitan area, Taoyuan, Matsu, aboriginal areas, some Hakka-majority areas, as well as some urban areas of Taichung and Kaohsiung. Conversely, the ability of Taiwanese to speak ethnic languages is strikingly on the decline.
Today, however, all three tribes have overwhelmingly adopted American English as their home language. The lifestyle of the Hoh, like many Northwest Coast tribes, involved the fishing of salmon.
The Chaghatay language was the native and "home language" of the Timurid family, while Arabic served as the language par excellence of science, philosophy, theology and the religious sciences.
It is better for young children to maintain both their home language and their second language. Cultivating their home language, children create their own cultural identity and become aware of their roots. This fact leads to the question whether having the ability to speak two languages helps or harms young children. Research shows that the acquisition of a second language in early childhood confers several advantages, especially a greater awareness of linguistic structures.
During the national census of 2011 the 8.24 km2 town housed an estimated 21,905 inhabitants, of which 98,3% were Black South Africans with 82% speaking siSwati as their home language.
During the national census of 2011 the 4.58 km2 village housed an estimated 12,636 inhabitants, of which 99,7% were Black South Africans with 92% speaking Seswati as their home language.
Perspectives on the Namibian Experience. Mouton de Gruyter. Berlin, Consequently, SWAPO instituted English as Namibia's sole official language, though only about 3% of the population speaks it as a home language.
According to the 2011 census, the town of Burgersdorp proper has a population of 5,240, while the adjacent townships of Mzamomhle and Tembisa have populations of 4,656 and 6,094 respectively, giving the urban area a population of 15,990. Of this population 78.1% described themselves as Black African, 11.98% as Coloured and 9.4% as White. 69.2% spoke Xhosa as their home language, 20.1% spoke Afrikaans, 3.3% spoke Sotho, 1.4% spoke English as their home language and 6.0% spoke some other language.
Because allophones often adopt English, French or both languages at home or learn one language before another, they can be grouped into English or French communities based on home language or first official language learned.
Available from Cengage Learning, Inc. Retrieved on July 2, 2014. As of 1990, the largest immigrant group speaking an ethnic home language in the GUSD was the Armenians.Der-Martirosian, Claudia, Georges Sabagh, and Mehdi Bozorgmehr.
Hottelet was born in Brooklyn on Sept. 22, 1917. He was the son of German immigrants; the home language was German. He graduated from Brooklyn College in 1937, and then enrolled at the University of Berlin.
A reference grammar is available. The vast majority of Libyan Jews have relocated to Israel and have switched to using Hebrew in as their home language. Those in Italy typically use Italian as their first language.
Of this population 93% described themselves as Black African, 5.5% as White, and 0.5% as Coloured. 57% spoke Sotho as their home language, 23% spoke Xhosa, 9.5% spoke Tswana and 6% spoke Afrikaans as first language.
Malay language is the national language of Singapore and one of its official languages. It is written in a Roman script known as Rumi.Constitution, Article 153A. It is the home language of 13% of the Singaporean population.
The City of Côte Saint-Luc is a bilingual, multicultural community. Approximately 70 percent of the population speaks English as their home language and approximately 15 percent speak French as their home language with the other 15 percent of the population speaking another language at home. When divided amongst preferred official language of use, English is the preferred language of approximately 80 percent of the population and French 20 percent. The Jewish community makes up the largest ethnic community in Côte Saint-Luc, while the city also has a substantial Italian community.
Grades 8 – 9 English Home Language, Afrikaans or isiXhosa First Additional Language, Mathematics, Creative Arts (Art, Music and Drama), Economic Management Sciences, Life Orientation, Natural Sciences, Social Sciences and Technology. Grades 10 – 12 Compulsory: English Home Language, Afrikaans or isiXhosa First Additional Language, Mathematics or Mathematical Literacy and Life Orientation. Elective (minimum of three): Accounting, Computer Applications Technology, Consumer Studies, Design (Surface and Textiles), Dramatic Arts, Engineering Graphics and Design, Geography, History, Information Technology, Life Sciences, Music, Physical Sciences, Tourism and Visual Arts. Academic Extension Subjects (optional): Advanced Programme English, Advanced Programme Mathematics and IT.
Haiti's official languages are Haitian Creole and French. While French is the language used in the media, government and education, 90–95% of the country speak Haitian Creole as the home language while French is learned in school.
In Australia, Italian is the second most spoken foreign language after Chinese, with 1.4% of the population speaking it as their home language. The Italo- Australian dialect came into note in the 1970s by Italian linguist Tullio De Mauro.
The speaker community is very small (40 people in 1978). They live in a rural area, 150 km from the city of São Paulo, and are mostly of African descent. They also speak Portuguese, and use cafundó as a "secret" home language.
Today, Singapore has four official languages, English, Malay, Mandarin, and Tamil. Malay is the ceremonial national language of the country and is the home language to 13% of the population.Tan, P.K.W. (2014). Singapore's balancing act, from the perspective of the linguistic landscape.
Subjects include: English Home Language, Afrikaans 1st Additional Language, Xhosa 1st Additional Language, Mathematics, Mathematical Literacy, Sciences, Life Sciences, Accounting, Economics, Business Studies, Information Technology (IT), Computer Applications Technology (CAT), Music, Art, Consumer Studies, Life Orientation, Geography, Tourism and Engineering Graphics and Design.
The riding has the highest percentage of Aboriginal peoples (61.1%) in Canada.; the highest percentage of Cree speakers - both those whose mother tongue (21.6%) is Cree as well as those that use it as home language (16.6%) \- is also to be found there.
Fanakalo is used for the mine scenes (it is the mining lingua franca), Afrikaans is used by the policeman who arrests Zacharia for a pass offence, Zulu is Zacharia's home language and English is used by the intellectuals in the shebeen scene.
Women and the Irish Nation: Gender, Culture and Irish Identity, 1890-1914. Palgrave Macmillan. Many of her articles got issued separately as pamphlets among some of which were: "Irish woman and the Home language",Dworkin, D. L. (Ed.). (2012). Ireland and Britain, 1798-1922.
Dual immersion programs in the U.S. are designed for students whose home language is English as well as for students whose home language is the immersion language (usually Spanish). The goal is bilingual students with mastery of both English and the immersion language. As in partial foreign language immersion academic content is delivered through the medium of the immersion language for part of the school day, and through English the rest of the school day. Indigenous immersion programs in the U.S. are designed for American Indian communities desiring to maintain the use of the native language by delivering elementary school content through the medium of that language.
College of Liberal Arts and Sciences , the New York City Department of Education counted 2,838 Haitian Creole-speaking English-language learners (ELLs) in the city's K–12 schools, making it the seventh most common home language of ELLs citywide and the fifth most common home language of Brooklyn ELLs. Because of the large population of Haitian Creole-speaking students within NYC schools, various organizations have been established to respond to the needs of these students. For example, Flanbwayan and Gran Chimen Sant Kiltirèl, both located in Brooklyn, New York, aim to promote education and Haitian culture through advocacy, literacy projects, and cultural/artistic endeavors.
It is located on 17 Pebble Drive, Savannah Park. It currently on average has 1400 pupils from Grade 0-12 and a staff of 40 under the leadership of Mr A S Naicker, the first and current Headmaster. The badge includes the name Savannah Park Secondary School, a torch which represents the bright future the pupils attending should aim for, and a book which stands for education. Savannah Park Secondary School offers the following subjects: Afrikaans (First Additional Language), English (Home Language), IsiZulu (Home Language & First Additional Language), Life Orientation, Mathematics, Mathematical Literacy, Physical Science, Life Sciences, History, Geography, Accounting, Business Studies, Engineering and Graphic Design, Computer Studies,Religious Studies & Tourism.
Alongside her was her music producer Christer Kobedi, who claimed that the album was created and finalised in just over one month. The singer also expressed that the album title song "Amazulu" was, in fact, the first song she had ever written in her home language, Xhosa.
In Canada, an allophone is a resident whose mother tongue or home language is neither French nor English. The term parallels anglophone and francophone, which designate people whose mother tongues are English and French, respectively. Native speakers of aboriginal languages are generally not treated as allophones.
Many countries and national censuses currently enumerate or have previously enumerated their populations by languages, native language, home language, level of knowing language or a combination of these characteristics. Languages in censuses. Map showing countries where the languages of people was enumerated at least in one census since 1991.
A study conducted by the National Heritage Language Resource Center (UCLA) shows that in the United States, heritage speakers' interest in their home language tends to wane as they enter school, but may rise again in the later teenage years, prompting the decision to study it in college.
It has been estimated that around 20,000 people in South Africa and Lesotho use Phuthi as their home language, but the actual figures could be much higher. No census data on Phuthi-speakers is available from either South Africa or Lesotho. The language is certainly endangered.Donnelly 1999:114–115.
However, the German language was actively suppressed by Australian governments during World War I and World War II, resulting in a sharp decline in the use of German in Australia. German Australians are today overwhelmingly English speaking, with the German language as a home language in heavy decline.
"Official Languages Commissioner Graham Fraser is quoted in The Hill Times, August 31, 2009, p. 14. To assist in more accurately monitoring the two official languages, Canada's census collects a number of demolinguistic descriptors not enumerated in the censuses of most other countries, including home language, mother tongue, first official language and language of work. Canada's linguistic diversity extends beyond the two official languages. "In Canada, 4.7 million people (14.2% of the population) reported speaking a language other than English or French most often at home and 1.9 million people (5.8%) reported speaking such a language on a regular basis as a second language (in addition to their main home language, English or French).
Amharic is still the working language although most pupils get eight years of primary education in their home language and all secondary and further education is in English.Kathleen Heugh: . In: Durk Gorter, Victoria Zenotz, Jasone Cenoz (eds.): Minority Languages and Multilingual Education: Bridging the Local and the Global. Springer 2013, .
Kavalan (Kebalan/kbalan) was formerly spoken in the Northeast coast area of Taiwan by the Kavalan people (噶瑪蘭). It is an East Formosan language of the Austronesian family. Kavalan is no longer spoken in its original area. As of 1930, it was used only as a home language.
A widespread understanding of MLE programs (UNESCO, 2003, 2005) suggests that instruction take place in the following stages: # Stage I - learning takes place entirely in the child's home language # Stage II - building fluency in the mother tongue. Introduction of oral L2. # Stage III - building oral fluency in L2. Introduction of literacy in L2.
James Fenton (born 5 June 1931) is a linguist and poet who writes in Ulster Scots. He grew up in Drumdarragh and in Ballinaloob, County Antrim. His home language of childhood was Ulster Scots. Educated at Stranmillis College in Belfast, and later Queen's University, he became a teacher at schools in Belfast.
Research conducted by the British Council ties a strong relationship between language and resilience in refugees. Their language for resilience research conducted in partnership with institutions and communities from the Middle East, Africa, Europe and the Americas claims that providing adequate English-learning programs and support for Syrian refugees builds resilience not only in the individual, but also in the host community. Their findings reported five main ways through which language builds resilience: home language and literacy development; access to education, training, and employment; learning together and social cohesion; addressing the effects of trauma on learning; and building inclusivity. The language for resilience research suggests that further development of home language and literacy helps create the foundation for a shared identity.
Sicilian is estimated to have 5,000,000 speakers. However, it remains very much a home language that is spoken among peers and close associates. Regional Italian has encroached on Sicilian, most evidently in the speech of the younger generations. In terms of the written language, it is mainly restricted to poetry and theatre in Sicily.
However most German-descended Argentinians do not speak German with native fluency (that role has been taken by Spanish). The 300,000 German speakers are estimated to be immigrants and not actually born in Argentina, and because of this they still speak their home language while their descendants who were born in Argentina speak primarily Spanish.
With the exception of Spanish (the non-English language most commonly spoken at home nationwide), Czech was the most-common home language in over a dozen additional counties in Nebraska, Kansas, Texas, North Dakota and Minnesota. As of 2009, 70,500 Americans spoke Czech as their first language (49th place nationwide, behind Turkish and ahead of Swedish).
2, Lippincott, Grambo & Co., 1852, pp. 69ff. In Louisiana today, more than 15 percent of the population of the Cajun Country reported in the 2000 United States Census that French was spoken at home.1.6 million Americans over the age of five speak the language at home; Language Use and English-Speaking Ability, fig. 3 www.census.
Bridge House is an English-medium school. English Home Language is taught to all pupils. Afrikaans (First Additional Language) classes are streamed according to ability. French and German (at second additional language level) are offered as elective subjects in Grades 10, 11 and 12 and for immigrant students in place of Afrikaans in Grade 8 and 9.
Jardine wrote in dialogue journals with 28 10- to 11-year-old Xhosa-speaking students in grades 4 and 5 in an English-medium school in the Western Cape of South Africa. Although the goal in the school was for the children to learn English, Jardine wanted to help them see the value of their home language (Xhosa) and use it to express themselves in writing. She wanted to investigate the dialogue journal writing process as a means of raising the status of Xhosa at the school, as well as affirm the voices of children in asymmetrical multilingual settings (where English had much more status than their home language; e.g., she found that the Xhosa speakers in the school were often considered to be "English learners rather than potentially multilingual and resourceful" p. 16).
According to the 2016 Census, 44.5 per cent of Roselands residents stated they had been born overseas. Lebanon was the birthplace of the most foreign-born residents in Roselands at 5 per cent, followed by those born in People's Republic of China at 3.8 per cent. In terms of ethnicity, the largest group in 2016 were those claiming Greek ancestry with 12.4 per cent of the responses, followed by those claiming Lebanese background at 12.3 per cent, and thirdly by those claiming Australian descent with 11.3 per cent.Roselands 2016 Census statistics Australian Bureau of Statistics English only is the most common home language in Roselands, used by a plurality of 35.9 per cent of residents, followed by Arabic — the home language of 16.6 per cent — and Greek spoken by 12.2 per cent at home.
15th edition. Dallas: Summer Institute of Linguistics. The vast majority of Moroccan Jews and Algerian Jews have relocated to Israel and have switched to using Hebrew as their home language. Those in France typically use French as their first language, while the few still left in Morocco and Algeria tend to use either French, Moroccan or Algerian Arabic in their everyday lives.
Arppe's parents were lagman Nils Arppe and Margareta Sofia née Wegelius. Nils Ludvig was second oldest from eight children, who lagman Nils Arppe got in his three marriages. The home language in the family was Swedish which he preferred to use in his letters. Also his Finnish was excellent, and when Arppe went to school in Savonlinna, the teaching language was German.
Place of birth is a significant marker for predicting academic success in Thailand. Students in ethnic minority areas, predominantly rural, score consistently lower in standardized national and international tests. Students from poor families living in remote areas face limited access to quality education compared to their urban counterparts. Only 50 percent of Thai students are taught academic subjects in their home language.
Parents were asked to fill out questionnaires about home language and family reading practices for a better insight. Researchers controlled a variation in teaching methods by studying children only in schools that employed Success for All.August, D., Snow, C., Carlo, M., Proctor, C. P., Francisco, A. R., Duursma, E., & Szuber, A. (2006). Literacy Development in Elementary School Second-Language Learners.
LENA Start is a program for parents that uses regular feedback from the LENA System plus 13 weekly group sessions to help improve the home language environment. Since its introduction in 2015, LENA Start has been implemented by school districts, library systems, and other types of organizations in Huntsville, Ala., San Mateo County, Calif., Ames, Iowa, Longmont, Co., and Minneapolis, Minn.
Responses "French" and "Cajun" are included. Statewide, out of a population 5 years and older of 4,152,122, some 179,750 people reported French as their home language, while 14,365 reported "Cajun". A further 4,465 who reported French Creole are not counted below. According to the 2010 US Census, there was a huge decline in the number of French speakers in Louisiana.
The most commonly used home language in Taiwan, Penghu, Kinmen and Matsu, 2010. Taiwanese Mandarin are marked with blue. Taiwanese aborigines used only Austronesian languages before other ethnic groups conquered Taiwan. After widespread migration of Han peoples from the 17th to the 19th century, many Taiwanese Plains Aborigines became Sinicized, and shifted their language use to other Sinitic tongues, (mainly Taiwanese Hokkien).
This measure is based on: first, knowledge of the two official languages: second, mother tongue; and third, the home language (i.e., the language spoken most often at home). The first official language spoken may be: English only, French only, both English and French, or neither English nor French. Data for this descriptor were first collected in the census of 1986.
Ottawa: Minister of Public Works and Government Services, 2001, p. 7, footnote 7. The exact number reveals the percentage of the French-language population (as measured by mother tongue) that continues to use French as its home language. The remainder of this population now uses English as its preferred language in the home, which is a strong indicator of assimilation.
Although the Commissioner has not used the index for other purposes, it could presumably be used the same way for any language group within any province. This descriptor is calculated using data on mother tongue and home language, which were first collected in the census of 1971. Therefore it is possible to calculate statistics for this descriptor from that date forward.
According to the 2011 census, the town of Ritchie proper has a population of 7,610, while the adjacent township of Motswedimosa has a population of 7,240, giving the urban area a population of 14,850. Of this population 50.9% described themselves as "Black African", 45.4% as "Coloured" and 2.1% as "White". 87.6% spoke Afrikaans as their home language, 6.3% spoke Tswana, 1.8% spoke Xhosa and 1.6% spoke Sotho.
The Daman and Diu Portuguese Creole, also known as Daman and Diu Indo- Portuguese and, to its speakers, as ' (Portuguese for "Home language"), refers to varieties of Portuguese-based creole spoken in Daman and Diu. Before the Indian annexation of the territory, the Daman creole went through a profound decreolization by Standard Portuguese of Goa, a phenomenon whereby the Indo- Portuguese creole reconverged with Standard Portuguese.
With a listenership of over 7.5 million, Ukhozi FM has been and is more than a radio station; it is a reflector, a self-standing testimony to the many lives that have been and are being lived here. Ukhozi FM is still the home of 7.9 million isiZulu speakers, who tune into the station every day to be informed, educated and entertained in their home language.
Language - Three language formula system to be followed. medium of communication should be the home language. The First language to be studied must be the mother tongue or the regional language. The Second language – In Hindi speaking States, the second language will be some other modern Indian language or English, and – In non-Hindi speaking States, the second language will be Hindi or English.
Despite government efforts to promote Mandarin through the Speak Mandarin Campaign, the propagation of Mandarin and Chinese culture amongst Chinese Singaporeans continues to be a challenge because Mandarin faces stiff competition from the strong presence of English. However, this situation is not only limited to Mandarin, but also Malay and Tamil, where rising statistics show that English is progressively taking over as home language of Singaporeans.
The Dutch language nevertheless had a significant impact on the region around New York. For example, the first language of American president Martin Van Buren was Dutch. Most of the Dutch immigrants of the 20th century quickly began to speak the language of their new country. For example, of the inhabitants of New Zealand, 0.7% say their home language is Dutch,2006 New Zealand Census.
The percentage of the population of Namibia formed by Germans has declined recently, spurring speculation that the overall number of German Namibians is decreasing. The decline in the percentage of German Namibians is mainly due to their low birth rates and the fact that other Namibian ethnic groups have higher birth rates and bigger families. Unlike other southern African white groups, emigration to Europe, Australia or North America is not common. German Namibians tend to emigrate instead to South Africa. According to the 2001 Census, only 1.1% of all Namibian households use German as a home language (3,654 households), which is much less than that for Afrikaans (39,481 or 11.4%) or English (6,522 or 1.9%). As per the 2011 census, 0.9% of all Namibian households used German as a home language (4,359 households), as compared to 10.4% using Afrikaans (48,238) and 3.4% using English (15,912).
Foster High School is one of the most diverse comprehensive high schools in the United States, having seen an influx of refugees settle in Tukwila since the mid 1990s. As of January 2017 the school had students from 51 nations, speaking 44 different languages at home. English was the most common home language, at approximately 42%, followed by Spanish (16%) Vietnamese (7%), Nepali (5%), Somali (5%) and Burmese (5%).
Until the formation of the apartheid Southern Ndebele homeland (KwaNdebele), speaking the language publicly was discouraged. Most Southern Transvaal Ndebele speakers preferred Zulu especially because the latter was learned at school. Today the Southern Ndebele speakers, mostly those who are educated still prefer to use Southern Ndebele as home language for their children and will use Southern Ndebele as a language to communicate with other Southern Ndebele speakers.
The development of the spoken Chinese from early historical times to the present has been complex. Most Chinese people, in Sichuan and in a broad arc from the northeast (Manchuria) to the southwest (Yunnan), use various Mandarin dialects as their home language. The prevalence of Mandarin throughout northern China is largely due to north China's plains. By contrast, the mountains and rivers of southern China favoured linguistic diversity.
The school was placed in the ninth position, amongst the most elite schools in the Western Cape. The school, which follows the national curriculum, teaches students from grades 8 to 12. Students enter the school at grades 8 and 10. The curriculum for grades 10 to 12 includes: isiXhosa Home Language, English First Additional Language, Mathematics, Physical Science, Life Science, Information Technology ( Delphi Programming and Java) and Life Orientation.
Visit Wellbeing Toronto: www.toronto.ca/wellbeing Published: February 2018 In regards to ethnocultural diversity, Chinese, East Indian, and Canadian are reported as the three largest population groups.Statisics Canada 53% of the population's home language is a non-official language, with Mandarin being the most common, followed by Cantonese, and Tamil.Statisics Canada The median household income of L'Amoreaux is $59,445 and 25.2% of the population falls under the poverty line.
The study found that family income did not have an impact on the child's vocabulary and that children in low-income households were more expressive during book sharing activities having a positive impact on the child's vocabulary.Quiroz, B. G., Snow, C. E., & Zhao, J. (2010). Vocabulary skills of Spanish—English bilinguals: Impact of mother—child language interactions and home language and literacy support. International Journal of Bilingualism, 14(4), 379-399.
Map of the most commonly used home language in Taiwan Mandarin is the primary language used in business and education, and is spoken by the vast majority of the population. Traditional Chinese is used as the writing system. 70% of the population belong to the Hoklo ethnic group and speak Hokkien natively in addition to Mandarin. The Hakka group, comprising some 14–18% of the population, speak Hakka.
As of 1990, the largest immigrant group speaking an ethnic home language in the Glendale Unified School District was Armenians.Der-Martirosian, Sabagh, and Bozorgmehr, "Subethnicity: Armenians in Los Angeles," p. 250-251. In 1987 the district had eight Armenian-speaking teachers and teaching aides, and that year had hired five additional Armenian-speaking teachers and teacher aides. By 2004 over 33% of the Glendale district students were Armenian.
Moses Kottler, nicknamed Moshe, was the eighth child of Joseph Kottler and Zirla Solin. His father was a trader of agricultural goods and their home – opposite a synagogue – seems to have been prosperous by the standards of Jews in Czarist Russia. Their home language was Yiddish, but Moses also gained command of German and Russian during his youth. He displayed manual dexterity and superior drawing ability from an early age.
About 184,898 (10.65%) Northern Irish people claim some knowledge of Irish, while about 4,130 (0.2%) speak it as their main home language. Currently, the status of the Irish language is guaranteed by the European Charter for Regional and Minority Languages, which will continue to bind the United Kingdom after Brexit. Since 2008, the Irish republican party Sinn Féin has been advocating that these protections be strengthened by legislation.
The Scottish Government's Pupils in Scotland Census 2008 found that 306 pupils spoke Scots as their main home language. A Scottish Government study in 2010 found that 85% of around 1000 respondents (being a representative sample of Scotland's adult population) claim to speak Scots to varying degrees. The 2011 UK census was the first to ask residents of Scotland about Scots. A campaign called Aye Can was set up to help individuals answer the question.
One lived northeast of Al Fashir; the other had migrated to East Darfur and West Kurdufan provinces in the nineteenth century. The two Berti groups did not seem to share a sense of common identity and interest. Members of the western group, in addition to cultivating subsistence crops and practicing animal husbandry, gathered gum arabic for sale in local markets. The Berti language had largely given way to Arabic as a home language.
Subjects are taken on the same level – the earlier higher/standard grade split is obsolete. The three pass levels have different requirements. The higher certificate requires 40% or higher in the home language as well as in two other subjects and at least 30% in three other subjects. Students who pass the matric with a higher certificate level cannot enroll for a university degree nor a diploma at any institution of higher learning.
The second wave of immigration occurred between 1882 and 1914 and consisted mainly of industrial and agricultural workers, mainly from eastern Germany; the third wave (after 1918) settled mainly in the cities. As in Argentina and Brazil, these populations are today overwhelmingly Spanish speaking, and German as a home language is in heavy decline; if German-Chileans can still speak German, most of them speak German only as a second or third language.
Swalala is a rural settlement in Mbombela Local Municipality in Ehlanzeni District of the Mpumalanga province, South Africa. During the national census of 2011 it was estimated that the 4.19 km2 village house almost 8,000 inhabitants, of which 99% were Black South Africans with 92% speaking Seswati as their home language. Swalala is also a popular poem by Samike Ndisya that depicts Swalala as any remote place, mostly inhabited by a poor population.
Mashaba has popularized a few street slang words such as "Abashwe" or "Habashwe", which is originally known to the Tswana people and Pedi people as a sentence that means let them die. However, as a slang word, the term means Let's do this. The videos are intentionally in Jonas' home language, Sepedi. The animated characters he grew up watching were always Western and English speaking and he feels it is important for young people to preserve their languages.
According to 2011 census, the majority of Vhembe residents, about 800 000, speak TshiVenda as their mother language, while 400 000 speak Xitsonga as their home language. However, the Tsonga people are in majority south of Levubu River and they constitute more than 85% of the population in the south of the historic river Levubu, while the Venda are in Minority south of Levubu, at 15%. The Northern Sotho speakers stands at 27 000. The district code is DC34.
The new municipality covers an area of at the western end of the Eastern Cape province, from the Sneeuberge in the north to the Baviaanskloof in the south. It is a sparsely populated area, with a population of 79,291 giving a density of only .Sum of the statistics from Census 2011 for Camdeboo, Ikwezi, and Baviaans. 80.3% of residents of the municipality speak Afrikaans as their home language, while 14.8% speak Xhosa and 3.2% speak English.
Zulu , or isiZulu, is a Southern Bantu language of the Nguni branch spoken in Southern Africa. It is the language of the Zulu people, with about 12 million native speakers, who primarily inhabit the province of KwaZulu-Natal of South Africa. Zulu is the most widely spoken home language in South Africa (24% of the population), and it is understood by over 50% of its population.Ethnologue 2005 It became one of South Africa's 11 official languages in 1994.
This study noted that while the preschool staff knew both languages, they spoke English to the children most of the time. In addition, most of the children's parents spoke to the children in English more often than in Navajo. The study concluded that the preschoolers were in "almost total immersion in English". An American Community Survey taken in 2011 found that 169,369 Americans spoke Navajo at home – 0.3 percent of Americans whose primary home language was not English.
At this time the school was under the jurisdiction of the Directorate of Education for the Administration for Whites. This directorate ensured that each scholar had the opportunity to have scholastic education in his/her home language in his/her own culture and social sphere. This insured that all instructions for all subjects until grade 9, used German as colloquial language and as the basis of cultural events. In 1990, the Republic of Namibia became independent.
Jacona is word with origin in the tecuexes (one of the peoples of the Great Chichimeca, whose home language is Uto-Aztecan). Just as the Spanish transformed the writing of words such as Mexico to Mejico, Xalisco to Jalisco or Xallapan to Jalapa, the word was originally written Xacona. It derives from the original word Xucunan, which tecuexes meant "place of flowers and vegetables." Xacona was established in a region chichimeca (tecuexes), bordering the kingdom purepecha (the misnamed "Tarasco").
Namibians are of diverse ethnic origins. The principal groups are the Ovambo, Kavango, Herero, Himba, Damara, mixed race (Coloured and Rehoboth Baster), White Namibians (Afrikaner, German, Swedish, British and Portuguese), Nama, Caprivian (Lozi), San, and Tswana. The Coloureds and Basters share similar genealogical origins and cultural attributes (such as home language) but nonetheless maintain distinctly separate communal identities, as do most white Namibians and black Namibians, respectively. The Ovambo make up about half of Namibia's people.
Tamil is one of the official languages of Singapore and written Tamil uses the Tamil script. According to the population census of 2010, 9.2% of the Singaporean population were Indian origins, with approximately 76.7% who spoke Tamil most frequently as their home language. It is a drop from 2000, where Tamil-speaking homes comprised 82.9%. On the other hand, the percentage of Indian Singaporeans speaking languages categorised under "others" have increased from 9.7% in 2005 to 13.8% in 2010.
The Mesabi Range was one of the most important immigration settlements for Finns, who were often active in labor militancy and political activism. Hall's home language was Finnish, and he conversed with his nine siblings in that language for the rest of his life. He did not know political terminology in Finnish and used mostly English when meeting with visiting Finnish Communists. Hall grew up in a Communist home and was involved early on in politics.
Among Ortiz Cofer's more well known essays are "The Story of My Body" and "The Myth of the Latin Woman," both reprinted in The Latin Deli. A central theme Ortiz Cofer returns to again and again in her writing is language and the power of words to create and shape identities and worlds. Growing up, Ortiz Cofer's home language was Spanish. In school, she encountered English, which became her functional language and the language she wrote in.
In other findings: when asked, 834,950 (10.7%) respondents reported to use mostly English as their home language, and 1,058,250 (13.5%) that comprise the Canadian Official Language Minority, having English as their First Official Canadian language spoken. The origins of English-speaking Quebeckers include immigration from both English-speaking and non English-speaking countries, large emigration from other Canadian provinces and strong English language education program in Quebec schools. This makes estimating the population of those who identify as English-speaking Quebecers difficult.
The main thrust of Smolicz's research findings and theory can be seen most clearly in the area of languages. All the different studies revealed that many immigrant parents wished to maintain their own language in the home - alongside the use of English in public domains, as the common language of the nation. They wanted their children to be competent in English and to have literacy skills in the home language as well. And many of the children shared these aspirations.
In South Africa, high school begins at . Students study for five years, at the end of which they write a Matriculation examination. As of 2008, students sit the National Senior Certificate examinations, which replaced the Seniors Certificate and Further Education and Training Certificate. To progress on to university, students must attain a pass in their Home Language, an Additional Language, Mathematics or Mathematical Literacy, and Life Orientation, as well as at least three electives; see further under National Senior Certificate.
In 1961, the Census Commissioner reported that the Na-Asamiyas were honest in their intent to learn the Assamese language and send their children to Assamese-medium schools. The migrant Muslims thus came to be known as the Na-Asamiyas. To this day, there is not a single Bengali-medium school in the areas dominated by the Na-Asamiyas. With the official acceptance of Assamese language and close proximity to Goalpariya speakers, the Miya have gradually also developed a creole Miya home language.
The study was conducted with Latino children where Spanish was most commonly spoken in the home. They administered a questionnaire to the families that were going to participate in the study. The questions included information of the family's background, home-language use and home literacy environment. The home factors that were looked at included parental education, parental English proficiency, previous school attendance, mothers working status, literacy resources in the home and number of books at home, along with other factors.
In 2003, the riding was re-defined to consist of the regional county municipalities of Beauharnois—Salaberry, Les Jardins-de- Napierville, and Le Haut-Saint-Laurent, including the parts of Akwesasne Indian Reserve No. 15 that lie within Quebec. In the 2006 census 88.7% of its population reported French only as their home language, 9.3% English (mostly in Le Haut-Saint-Laurent). The neighbouring ridings were Stormont—Dundas—South Glengarry, Vaudreuil—Soulanges, Châteauguay—Saint-Constant, Brossard—La Prairie, and Saint-Jean.
Smaller indigenous French-speaking communities exist in some other provinces. For example, a vestigial community exists on Newfoundland's Port au Port Peninsula; a remnant of the "French Shore" along the island's west coast. The percentage of the population who speak French both by mother tongue and home language has decreased over the past three decades. Whereas the number of those who speak English at home is higher than the number of people whose mother tongue is English, the opposite is true for Francophones.
Home language is the language most often spoken at home at the time of the census. Because some couples have different mother tongues, the census allows individuals to indicate that they speak more than one language at home. Persons who live alone may not speak at all in the privacy of their own homes, so the census asks such individuals to identify the language in which they feel most comfortable. Data for this descriptor were first collected in the census of 1971.
While not all languages have a direct translation for the English word "resilience", most have a form of the word that relates to a similar concept of "bouncing back". As a result, the concept of resilience exists in nearly every culture and community globally. Additionally, as the world globalizes, language learning and communication have proven to be helpful factors in developing resilience in people who travel, study abroad, work internationally, or in those who find themselves as refugees in countries where their home language is not spoken.
Communication, which are the gaps between different positions, is part of a cultural phenomenon relying on unconsciously learnt patterns at home. Language therein is a major influence on ones thinking. Flusser asked what are the consequences of the loss of one's home and traditional connections? He differentiated between the two meanings of home originating in the German language, "Heimat" understood as a homeland and "Wohnung" understood as in house, and argued that home cannot be understood as an eternal value transcending time and space.
Catherine Snow was a part of a series of studies that collected data on the language development of bilingual students. This study focused on elementary students who are second-language learners and the relationship between literacy in their first language which translates into literacy into their second language. The research involved in this study was a combination of assessments, data collected on home-language, and school records that determined students' reading ability. The overall project examined cross- language relationships in the classroom and at home.
They receive an additional 5% on their non-language subjects. The measure was first introduced in 1999 by the South African Certification Council." [Written reply to a parliamentary question in 2007,SOUTH AFRICAN NATIONAL ASSEMBLY: WRITTEN REPLY TO QUESTION 469, DATE OF PUBLICATION IN INTERNAL QUESTION PAPER: 26-03-2007 (INTERNAL QUESTION PAPER NO.: 10-2007)] Dr. Sizwe Mabizela, Chairperson of Council, Umalusi has provided a further explanation:Politics web, 3 January 2011, "Umalusi explains matric mark adjustments", Dr. Sizwe Mabizela, 03 January 2011 "This is the most misunderstood concept in this country. In terms of the policy on language compensation, learners who offer an African language as Home Language and do not offer Afrikaans or English as Home language qualify for a 5% language compensation on the mark they have obtained in a non-language subject. For example a learner who obtains a mark of zero (0) out of 300 will obtain 5% of zero (which is zero) for language compensation; a learner who obtains 10 out of 300 will receive 5% of 10, which is 0,5 marks, for language compensation; a learner who obtains 100 out of 300 marks will obtain an additional 5 marks for language compensation.
It is commonly believed that children are better suited to learning a second language than are adults. However, general second-language research has failed to support the critical period hypothesis in its strong form (i.e., the claim that full language acquisition is impossible beyond a certain age). According to Linda M. Espinosa, especially in the United States the number of children growing up with a home language that is not English but Spanish is constantly increasing.. Therefore, these children have to learn the English language before kindergarten as a second language.
This creates a sense of belonging with the host communities alongside the sense of belonging established with other members of the refugee community through home language. Additionally, language programs and language learning can help address the effects of trauma by providing a means to discuss and understand. Refugees are more capable of expressing their trauma, including the effects of loss, when they can effectively communicate with their host community. Especially in schools, language learning establishes safe spaces through storytelling, which further reinforces comfort with a new language, and can in turn lead to increased resilience.
There is a school in the archipelago, Cocos Islands District High School, with campuses located on West Island (Kindergarten to Year 10), and the other on Home Island (Kindergarten to Year 6). CIDHS is part of the Western Australia Department of Education. School instruction is in English on both campuses, with Cocos Malay teacher aides assisting the younger children in Kindergarten, Pre-Preparatory and early Primary with the English curriculum on the Home Island Campus. The Home Language of Cocos Malay is valued whilst students engage in learning English.
Born Ernest Frédéric Münch, he was the fourth child and second son of organist and conductor Ernst Münch and his wife Célestine. His younger brother Charles became a renowned conductor, and his cousin was the conductor Hans Münch. He was the cellist among the children, described as “purposeful, studious, given to sobriety of dress and the bespectacled look”. He was sent to Paris for a year to improve his French (the home language was Alsatian, but German was used at school and French with his mother),Holoman, D Kern.
Kloof High School's students write the KwaZulu-Natal Department of Education NSC exams and consistently achieve good results. KHS is an English-Medium school. It offers Afrikaans and isiZulu as second languages (or "First Additional Languages" in the new FET curriculum) as well as French and German as third languages ("Second Additional Languages"). German Second Additional Language can only be taken as an 8th Matriculation subject unless permission has been granted by the KwaZulu-Natal Department of Education for the child to take German as an incorporated 7th subject or at "Home Language" level.
The native mother tongue of Chinese Singaporeans are of various non-mandarin Chinese varieties, such as Hokkien, Teochew or Cantonese. This was certainly true when southern Chinese migrants came to Singapore. However, with the Speak Mandarin campaign, Chinese Singaporeans were encouraged to change their home language from these other varieties to Mandarin, and then later from Mandarin to English. Mandarin was designated as the "mother tongue" of all Chinese Singaporeans in Singapore and all other native Chinese varieties were reduced to the "dialect" status, with no official recognition as a proper language.
The official policy of the Dutch East India governors was to integrate the Huguenot and the Dutch communities. When Paul Roux, a pastor who arrived with the main group of Huguenots, died in 1724, the Dutch administration, as a special concession, permitted another French cleric to take his place "for the benefit of the elderly who spoke only French". But with assimilation, within three generations the Huguenots had generally adopted Dutch as their first and home language. Many of the farms in the Western Cape province in South Africa still bear French names.
However, in the 2000s a Gaeltacht Quarter was established in Belfast to drive inward investment as a response to a notable level of public interest in learning Irish and the expansion of Irish-medium education (predominantly attended by children whose home language is English) since the 1970s. In recent decades, some Nationalists in Northern Ireland have used it as a means of promoting an Irish identity. However, the amount of interest from Unionists remains low, particularly since the 1960s. About 165,000 people in Northern Ireland have some knowledge of Irish.
Judeo-Iraqi Arabic (), also known as Iraqi Judeo-Arabic and Yahudic, is a variety of Arabic spoken by Iraqi Jews currently or formerly living in Iraq. It is estimated that there are 100,000 to 120,000 speakers in Israel (as of 1994) and that just 100 to 150 older speakers remain in Iraq (as of 1992). The best known variety is Baghdad Jewish Arabic, although there were different dialects in Mosul and elsewhere. The vast majority of Iraqi Jews have relocated to Israel and have switched to using Hebrew as their home language.
Amish buggy rides are offered in tourist-oriented Shipshewana, Indiana. Approximately 37% of the population of LaGrange County is Amish, as the county is home to the third-largest Amish community in the United States and belongs to the Elkhart-LaGrange Amish affiliation. This is reflected in the linguistic situation in the county: 28.45% of the population report speaking German, Pennsylvania German, or Dutch at home. 68.5% of the total population and 61.29% of the children in 5-17 age group used English as their home language, according to 2000 Census.
Many of them began to speak Tatar as their home language, writing it in Armenian script.Philip D. Curtin, Cross-Cultural Trade in World History (Cambridge University Press, 1984: ), p. 186. The flourishing of the community came to an abrupt end, however, when the Ottoman Turks took the region in 1475. Many Armenians were killed, enslaved, or fled the peninsula and as many as sixteen Armenian churches were converted to mosques, as the Armenians were subordinated to the rule of the Crimean khanate, which remained an ally of the Ottoman Empire.Maksoudian.
However, it is advocated by some educators as a way of providing deaf children with access to a visual form of the English language. There is research published in the Journal of Deaf Studies in Deaf Education in 2013 to evidence that SEE serves as the home language for many families although it is technically a system of communication. It allows signers to drop word medial morphemes after they can be both spoken and signed by students. For example, the sign for examination is produced with two signs: EXAM + -TION.
The Indian community speaks many languages, but as Tamils form the largest group (60% of Indian Singaporeans),Ramiah, K. (1991), The Pattern of Tamil Language Use among Primary School Tamil Pupils in Singapore, Singapore Journal of Education Vol. 11-2, pp. 48–56. Tamil is the official language representing the Indian community and the home language of 36.7% of Indian Singaporeans. Tamil-medium education ended in 1982 when the only Tamil-medium secondary school, the Umar Pulavar Tamil High School, closed down, but Tamil remains taught as a mother tongue.
The California English Language Development Test, or CELDT, has been administered since 2001 as a formal assessment of where a student’s proficiency of English standards. The test is administered to any student from grades K-12 who have a home language other than English. The CELDT was developed with three principles in mind: identify students who are English learners, determine their level of English proficiency, and assess their progress toward acquiring English proficiency. The CELDT tests students who are English learners in the following areas: listening, speaking, reading and writing.
Newton—North Delta has the highest percentage of people of Sikh ethnic origin (27.6%); of native Punjabi speakers (33.4%); of those that use Punjabi as home language (26.8%); as well as of South Asians overall (42.7%), lagging only Richmond - 50.2% Chinese - in terms of population proportion of a single visible minority group. In terms of religion, it is the federal riding with the highest percentage of Sikhs (27.6%) and, more generally, the highest percentage of people with a non- Judeo-Christian religion affiliation, 38.0% in particular (Sikh: 27.6%, Muslim: 4.3%, Hindu: 4.1%, etc.).
While "Mother Tongue" generally refers to the first language (L1) elsewhere, it is used to denote the "ethnic language" or the second language (L2) in Singapore. Prior to 1 January 2011, the Ministry of Education (MOE) in Singapore defined "Mother Tongue" not as the home language or the first language acquired by the student but by their father's ethnicity. For example, a child born to a Tamil- speaking Indian father and Hokkien-speaking Chinese mother would automatically be assigned to take Tamil as the Mother Tongue language.Romaine, Suzanne. (2004).
With the new capital status, the city's centre was rebuilt and a continuous growth was sustained. By 1880 the population had grown almost ten-fold to 43,000,See the article History of Helsinki mostly due to industrialization. This brought ever-increasing numbers of new Finnish- speaking working class from around the country to the largely Swedish-speaking city. In the 1870 census 57% of Helsinkians spoke Swedish as their home language, 26% Finnish, 12% Russian and 2% German, while also increasing numbers of residents were capable in both Swedish and Finnish.
Gabe Kaimowitz, lead counsel for the Plaintiffs, alleged that the students were denied equal protection of the laws, because applicable Michigan regulations did not recognize social, economic and cultural factors differing those pupils from others. Black middle class students at the school were not represented among the plaintiffs. Judge Joiner in 1977 and 1978 rejected five of the six claims. The sixth claim asserted that the Ann Arbor School District violated federal statutory law because it failed to take into account the home language of the children in the provision of education instruction.
As no study has been conducted to assess the cost of education in Stamford, it is difficult to tell whether or not Stamford has a well-funded public education system. Although providing a public education is a state responsibility, Connecticut ranks near the bottom in state share of public education expenditures. Thus, the majority of education funding must come from local governments like that of Stamford. According to the State Department of Education, in the 2004–05 academic year, 42.7% of Stamford's public school students were economically disadvantaged, 34.8% did not have English as a home language and 11.6% were students with disabilities.
By maintaining the home language, even when displaced, a person not only learns better in school, but enhances the ability to learn other languages. This enhances resilience by providing a shared culture and sense of identity that allows refugees to maintain close relationships to others who share their identity and sets them up to possibly return one day. Thus, identity is not stripped and a sense of belonging persists. Access to education, training, and employment opportunities allow refugees to establish themselves in their host country and provides more ease when attempting to access information, apply to work or school, or obtain professional documentation.
Domestic production of textbooks, especially those in indigenous languages, was severely restricted in several ways. The copyright regime, the capital costs and resources needed to set up and run a print mill and the lack of indigenous language material due to low literacy rates all contributed to an underdevelopment of the various post-colonial education systems once the decolonisation process was complete. UNESCO statistics show that in 1959, the Philippines and Burma each published 153 and 608 titles in their home languages respectively. A year later, statistics for India and Indonesia show 10,741 and 1,114 home language titles published respectively.
In addition, the introduction of universal state education in the national schools from 1831 proved a powerful vector for the transmission of English as a home language, with the greatest retreat of the Irish language occurring in the period between 1850 and 1900. By the 20th century, Ireland had a centuries-old history of diglossia. English was the prestige language while the Irish language was associated with poverty and disfranchisement. Accordingly, some Irish people who spoke both Irish and English refrained from speaking to their children in Irish, or, in extreme cases, feigned the inability to speak Irish themselves.
Scarborough—Rouge River has the highest percentage of visible minorities in all electoral districts (89.7%) and the lowest percentage of White Caucasians (10.1%).Aboriginals make up 0.2% of the population Chinese make up 30.8%, South Asian 32.8% (all South Asian countries), Black 10.7%, White 8.7% Tamil is the mother tongue for 13.2% of the population, which is the highest such percentage for that language among all ridings; likewise for Tamil as a home language (10.5%). 13.6% of the population is Hindu, the 2nd highest in Canada after Brampton East. In the 2011 federal election, the NDP were elected for the first time.
Dutch serves as the language of law, government, business, media and education. According to the results of the seventh general population and housing census, which was held in 2004, Dutch is the most spoken home language in the country, at around 60% of the population speaking it at home. A further 24% of the population speaks Dutch as a second language.Source: Zevende algemene volks- en woningtelling 2004, Algemeen Bureau voor de Statistiek Sranan Tongo, which literally means "Surinamese language", is spoken primarily as a second language in 46% of households, along with 22% Sarnami Hindustani and 11% Javanese.
As Malays are the indigenous people of Singapore, the Malay language, specifically in Rumi (Roman script) rather than Jawi script, is ceremonially recognised as the national language of Singapore. Once the lingua franca of Southeast Asia, Malay is the home language of 82.7% of Malay Singaporeans, as of 2010. During the period of British colonisation, instilling basic literacy and numeracy were the aims of the then available Malay-medium primary schools built by the government, in addition to maintaining the Malay culture. In contrast, the colonial government did not provide for the Chinese and Tamil vernacular schools.
With the English-based bilingual education policy in the Singapore education system, there has been a shift from students' mother tongues to English as the home language. This is especially so among the ethnic Chinese group, and it is possible that English can potentially emerge as their lingua franca. This has resulted in the controversy of whether English should be used to teach students' mother tongue, specifically Chinese, to help them learn the language better. This method of using the student's first language (L1) to teach a second language (L2) has been recognised by many professionals who teach English as a second language.
The test is given within 30 days of new enrollment to students whose Home Language Survey indicates a language other than English is spoken in the home, and for whom there is no prior record of English language testing. Then it is administered annually to track the progress of the student and determine when they have reached proficiency. After the CELDT has been taken, the test score yields a result which is now classified as the student's CELDT or proficiency level. These levels are represented either numerically 1-5, or more commonly, symbolically as in the WestEd ELD standards.
The learning and teaching of Slavic languages and cultures, Olga Kagan and Benjamin Rifkin (eds.), 375–403. Polinsky & Kagan label it as a continuum (taken from Valdés definition Valdés, G. 2000 of heritage language) that ranges from fluent speakers to barely-speaking individuals of the home language. In some countries or cultures in which they determine one's mother tongue by the ethnic group, a heritage language would be linked to the native language. The term can also refer to the language of a person's family or community that the person does not speak or understand, but identifies with culturally.
From the north and south group of the Reka inhabitants they border Bulgarian villages and their population is bilingual. Inhabitants from Belichitsa and Kichenitsa speak Bulgarian well, but their home language is Albanian. And also the inhabitants of the village of Duf are bilingual.]" Various Muslim and Orthodox Upper Reka inhabitants still retain memories of family ties and distant common ancestors. A small Catholic population was also present that stemmed from some Catholic Albanians who migrated to Upper Reka from nearby areas located in contemporary Albania and later became assimilated.."Според кажувањата, “латински” гробишта во с.
For parental preference when Spanish was the first language, it was found that the father's language preference was more predictive of the child's proficiency in that particular language. For preference in the English language, both maternal and paternal preference were significant factors in predicting the proficiency of a particular language. Even if Spanish was preferred in an initially English speaking home, the child had a higher proficiency in the Spanish language. Snow took part in research where the focus was to see if home factors such as family characteristics and home language use had an influence on a child's English and Spanish vocabulary.
Both were illiterate in Japanese and Korean. Further more, his mother, who had immigrated to Japan at the age of three, had forgotten how to speak Korean, and as a result, their home language was exclusively Japanese. Lee was given the name legal alias Ri Keisai and grew up being ashamed of his Korean background and due to his poverty. He revealed his Korean name to his classmates at his middle school graduation but had a strong desire to assimilate to the point of "hatred" towards Koreans and blaming his family's poverty on his parents' laziness.
Throughout most of Italy, diglossia between Italian as H and local indigenous languages – for the most part Romance – as L has long been the normal situation. The local Romance languages, somewhat ambiguously referred to as dialetti 'dialects', are direct descendants of Latin, and until relatively recently were the first languages of most Italians. Today their use is receding, but especially in smaller towns and villages it is still common for natives to use the local variety as home language and amongst themselves, and use Italian with outsiders or in formal situations. A similar situation is registered in areas in which a non-Romance languages are spoken in addition to Italian.
At the time of the 2011 census, the population of the urban area of Stellenbosch was 77,476 people in 23,730 households, in an area of . A total of 50% of the residents spoke Afrikaans as their home language, 28% spoke isiXhosa, and 8% spoke English. (10% of the residents, principally those in student residences, were not asked their language.) 37% of the population identified themselves as "Black African", 35% as "Coloured", and 26% as "White".Combined population statistics of the Main Places Welgevonden, Cloetesville, Khayamandi, La Colline, Tennantville, Idasvallei, Stellenbosch, Onder Papegaaiberg, Devon Valley, Dalsig, Kleingeluk, Paradyskloof and Brandwacht, which constitute the continuous urban area.
Sign for Irish-medium primary school in Newry Northern Ireland, known in Irish as , has no official languages but Irish is recognised as a minority language. According to the 2011 UK Census, in Northern Ireland 184,898 (10.65%) claim to have some knowledge of Irish, of whom 104,943 (6.05%) can speak the language to varying degrees - but it is the home language of just 0.2% of people.(see Irish language in Northern Ireland). Areas in which the language remains a vernacular are referred to as Gaeltacht areas. There are 36 Gaelscoileanna, two Gaelcholáistí and three Aonaid Ghaeilge (Irish-language units) in English-medium secondary schools in Northern Ireland.
The name "Xhosa" comes from that of a legendary leader and King called uXhosa. There is also a fringe theory that, in fact the King's name which has since been lost among the people was not Xhosa, but that "xhosa" was a name given to him by the San, which means "fierce" or "angry" in Khoisan languages. The Xhosa people refer to themselves as the amaXhosa, and to their language as isiXhosa. Presently approximately 8 million Xhosa people are distributed across the country, and the Xhosa language is South Africa's second-most- populous home language, after the Zulu language, to which Xhosa is closely related.
Practically all of these were French-speaking, and those with a French parent had French as their mother tongue. In many middle-class families (especially in Alexandria and Cairo) a language shift had occurred, with Italian used as the home language alongside French; a large minority of Egyptian Maltese (for example those of the Suez Canal Zone) still retained Maltese as their mother tongue. This number was greatly reduced by emigration years after, and almost completely wiped out by expulsions in 1956 due to the Maltese being British nationals. Most of the Egyptian Franco-Maltese settled in Australia or Britain, where they remained culturally distinct from immigrants from Malta.
Editora Edipucrs, 2002 In 1940, Germans and descendants made up 22.34% of the population of Santa Catarina and 19.3% in Rio Grande do Sul. The German community in the country preserved its culture and language, understood as a manifestation of Germanism, which was possible through the existence of societies, a German-language press, and especially schools. The 1940 census showed that 640,000 people used German as their primary home language in Brazil. Based on the high proportion of members of the German community who used German at home (more than 70%), it was concluded that there was a low level of cultural assimilation of this community.
Variation among women could also be due to shifting standard forms. In a 2003 study of the multilingual community of Palau, Kazuko Matsumoto and David Britain, examined the functions of prestige forms among women of various age groups. They found that among Palau women of the parent and grandparent generations, the use of Japanese is considered a conservative behavior, as it is used to preserve their ethnic home language. Among young Palau women, however, the use of Japanese is considered an innovative behavior because, having been raised speaking Palau, Japanese is an overly-prestigious foreign language used to secure a job in the modern employment market.
US Book Desert map from Unite for Literacy Unite for Literacy has developed a book desert map of the United States powered by Esri's ArcGIS platform, which provides a visual presentation of the lack of books in the nation, states, counties and census tracts. To create the map, Unite for Literacy performed a statistical analyses of data from the National Assessment of Educational Progress and the American Community Survey. Data used in the map includes the number of books in 4th graders' homes, average community income, ethnic diversity, geographic location and home language. Unite for Literacy unveiled the map during the Clinton Global Initiative America (CGI America) meeting held in Denver, Colorado, in June 2014.
The conclusion which Smolicz reached was that the achievement of a dynamic and lasting multicultural Australia hinged on the teaching of languages to all students, as an integral part of the curriculum from the beginning of primary schooling. There were, however, two sides to this which needed to be considered. The first was the right of students whose home language was other than English to be able to study the language of their home - their mother tongue - somewhere in the school system, or in some recognised structure complementary to it. For most ethnic communities, the maintenance of their language was essential if the group's cultural life was to remain vibrant and able to be shared with others.
The need for a private school arose around Keetmanshoop in 1994 because a large group of parents did not agree fully with the state education system at that time. One of the biggest concerns was that Afrikaans was being phased out in favor of English as a language of instruction in the state schools, regardless of the learner's home language. In March 1995, the first group of 15 parents led by Dawie O'Callaghan gathered and contemplated the matter. There was no opposition to other local schools, teachers, children attending secondary schools, or any managerial staff, but parents wanted guarantees regarding language, religion, values, discipline, availability of trained teachers, university admission and other aspects.
Airmail being loaded onto an Asiana Airlines Boeing 747-400 A letter sent via airmail may be called an aerogramme, aerogram, air letter or simply airmail letter. However, aerogramme and aerogram may also refer to a specific kind of airmail letter which is its own envelope; see aerogram. Some forms of airletter, such as aerogram, may forbid enclosure of other material so as to keep the weight down. The choice to send a letter by air is indicated either by a handwritten note on the envelope, by the use of special labels called airmail etiquettes (blue stickers with the words "air mail" in French and in the home language), or by the use of specially-marked envelopes.
Noguchi and Fotos (2001) studied bilingualism and bilingual education in Japan in which many authors commented that schools reflect the First language (L1) culture and in doing so have a tendency to minimise minority language students' home language, culture and identity. Decisions to ignore the home culture and language of minority students, or of the Second language (L2) of returnee children, create a number of problems within the language minority student related to self, including cognitive development and language proficiency. (See also Richard, 2001.) Vaipae discusses an American junior high school student who is without any language support from his school. The student was a bilingual (Spanish and English) and biliterate eighth grader when he arrived in Japan.
Heritage language learning or heritage language acquisition is the act of learning a heritage language from an ethnolinguistic group that traditionally speaks the language, or from those whose family historically spoke the language. According to a commonly accepted definition by Valdés, heritage languages are generally minority languages in society and are typically learned at home during childhood. When a heritage language learner grows up in an environment with a dominant language that is different from their heritage language, the learner appears to be more competent in the dominant language and often feels more comfortable speaking in that language. "Heritage language" may also be referred to as "community language," "home language," and "ancestral language".
The Holocaust, however, led to a dramatic, sudden decline in the use of Yiddish, as the extensive Jewish communities, both secular and religious, that used Yiddish in their day-to-day life were largely destroyed. Although millions of Yiddish speakers survived the war, further assimilation in countries such as the United States and the Soviet Union, along with the strictly Hebrew monolingual stance of the Zionist movement, led to a decline in the use of Yiddish. However, the number of speakers within the widely dispersed Orthodox (mainly Hasidic) communities is now increasing. It is a home language in most Hasidic communities, where it is the first language learned in childhood, used in schools, and in many social settings.
In South Africa, ninth grade marks the end of a student's General Education and Training-phase. Children in South Africa are required to attend school up to the age of fifteen, or completion of the General Education and Training-phase, whichever comes first. Students have the option of continuing secondary school up to twelfth grade, under Further Education and Training. If they elect to do this, in Grade 10 they have to choose 7 subjects including: 2 languages (one at Home Language level and one at Additional language level), Mathematics or Mathematical Literacy, Life Orientation (which is compulsory) and 3 more elective subjects which differ according to the school the student is enrolled at.
Jacaranda FM, previously known as Jacaranda 94.2, is a South African radio station, broadcasting in English and Afrikaans, with a footprint that covers Gauteng, Limpopo, Mpumalanga and the North West Province and boasts a listening audience of 2 million people a week and a digital community of more than 1,1 million people a month. The station's format is mainstream with programming constructed around a playlist of hit music from the 1980s, 1990s and now. According to the latest official numbers from the South African Advertising Research Foundation SAARF website released in 2014, Jacaranda FM used to be the no. 1 station among Afrikaans home language consumers in Gauteng province, and one of the top 10 stations in the country.
Statistics Canada: "Home Language." Inclusion of a question along these lines was recommended in the report of the Royal Commission on Bilingualism and Biculturalism, which highlighted the shortcomings of the mother tongue measure: On this basis, the commissioners made the following additional statement: "If a question on the language generally used is added to the census—and if the data gained from the responses to this question are considered valid—we think this should be used as a basis for future calculations [as to where services ought to be offered in which language]."Royal Commission on Bilingualism and Biculturalism, General Introduction / The Official Languages (Book I). Ottawa: Queen’s Printer, 1967, p. 18, footnote 2.
Connecticut school districts are grouped into Education Reference Groups (ERGs), also known as "District Reference Groups" (DRGs) based on the characteristics of their student’s families. Districts in an ERG have similar median family incomes, percentages of families below the poverty level, percentages of single-parent families, percentage of families with a non- English home language, percentages of families in which one or both parents have a bachelor’s degree, and percentages of families in white collar or managerial occupations. The number of students enrolled in the district is also considered. ERGs range from A (most affluent) to I. The Connecticut State Department of Education created the educational reference groups (ERGs) in 1989 as a research and performance measurement tool.
Language immersion in school contexts delivers academic content through the medium of a foreign language, providing support for L2 learning and first language maintenance. There are three main types of immersion education programs in the United States: foreign language immersion, dual immersion, and indigenous immersion. Foreign language immersion programs in the U.S. are designed for students whose home language is English. In the early immersion model, for all or part of the school day elementary school children receive their content (academic) instruction through the medium of another language: Spanish, French, German, Chinese, Japanese, etc. In early total immersion models, children receive all the regular kindergarten and first grade content through the medium of the immersion language;Kho, Mu-Jeong (2016).
Without the language, the group's culture tended to disintegrate into residues, as members assimilated more and more into the culture of the mainstream group. The other side was the importance of all students whose home language was English being able to study a language other than their own throughout their years at school. Learning another language had been shown to encourage the sort of positive attitude to other cultures which was needed for mainstream support of multicultural policies. It was also important to ensure that those whose mother tongue was English were not denied the sorts of cognitive, linguistic, cultural and occupational advantages of bilingualism, advantages which those of minority ethnic background enjoyed wherever they had been able to maintain their mother tongue.
In 2017, the state government announced a proposal to adopt English as the medium of instruction for early- age learners (from Class 1) in 18000 government schools, thus ignoring the key role played by the mother tongue or home language in early learning and subject-based learning. The economic development experience of Uttarakhand continues to mainly centred in three plain districts of the State, and ten hill districts remain far behind in this increasing prosperity of the State. Due to this lopsided development, the pace of out-migration could not slow down from the hill districts of the Uttarakhand after its formation. The pace of out-migration is so huge that many of the villages in Garhwal are left with a population in single digit.
Despite compliance since 1993 of the Charter with the Canadian Constitution, opposition to the Charter and the government body enforcing it has continued. According to Statistics Canada, up to 244,000 English-speaking people have emigrated from Quebec to other provinces since the 1970s; those in Quebec whose sole native language was English dropped from 789,000 in 1971 to 575,555 in 2006 when they accounted for 7.6% of the population. Altogether, in 2006, 744,430 (10%) used mostly English as their home language, and 918,955 (12.2%) comprised the Official Language Minority, having English as their First Official language spoken. When many anglophones relocated outside of Quebec after the introduction of the Charter in the 1970s, several English-language schools in Montreal closed their doors.
The LENA Research Foundation, a nonprofit organization, was created in 2009 through a donation of assets of Infoture Inc. by Terrance "Terry" and Judith "Judi" Paul, who were also majority owners of Renaissance Learning Inc. (RLI). As the founder of Renaissance Learning, Terry Paul became familiar with the achievement gap caused by differences in home language environments. In 1998 he read Meaningful Differences in the Everyday Lives of Young American Children by Betty Hart, Ph.D., and Todd Risley, Ph.D. Based on data gathered through an intensive longitudinal study, Meaningful Differences revealed that the number of adult words spoken to children from birth to three predicted almost all of the variance in the children's language ability and IQ at age three.
French is the majority language in Quebec; English is the majority language in the other nine provinces, Yukon, and the Northwest Territories; and Inuktitut is the majority language in Nunavut, but among its minority languages English- speakers outnumber French-speakers. Therefore, English-speakers are the official language minority population in Quebec and French-speakers are the official language minority populations in the territories and other provinces. This descriptor is used by the Canadian government to define English- and French-speaking communities in order to gauge demand for minority language services in a province/territory or a region within a province/territory. Sometimes, home language is used to determine the size of an official language minority, and sometimes mother tongue is used.
Through Radio Bantu, government policy was preached to deter the youth from activating their consciousness. This trend continued at Radio Bantu, whose broadcasting time increased to 24 hours in 1978, making it a canvas upon which battle lines were drawn; a push and pull between government ideology and multiply defined resistance. The move of the SABC from the Ministry of Post and Telegraphs to the Ministry of National Education under Van der Spuy aligned Radio Bantu directly with the heartbeat of the Apartheid state; Bantu education. Having noted that the key to sustaining the status quo of White supremacy/Black subservience was the creation of a generation educated in a reality of subservience, the School Radio Service began focusing its attentions on younger standards; neglecting to touch on home language and aboriginal cultural instruction.
The school acts as an examination centre and provides teaching for the South African National Senior Certificate school-leaving matriculation qualification under the accreditation of the Council for Quality Assurance in General and Further Education of South Africa also known as Umalusi. It provides teaching in the following subject: Accounting, Afrikaans First Additional Language, Design, Economics, Engineering Graphical Design, English Home Language, Geography, History, Life Sciences, Life Orientation, Physical Sciences, Mathematics, Mathematical Literacy, Physical Sciences, Tourism, and Visual Arts. The school has had consistent and positive academic performance. It came in the top ten of the Ekurhuleni South education district for the past few years, its students have had the top ten marks in subjects in the district, province and nationally, and its teachers have been awarded for having some of the highest number of subject distinctions in the district.
The Hyderabadi Muslims who stayed in the integrated Andhra Pradesh were faced with new language issues, and a wave of immigration of more Telugu people from the coastal areas as well as other Indian states, especially after 1956. After the Indian reorganization of 1956, with states being divided on linguistic lines, Hyderabadi Muslims, in Telangana, Marathwada, and Hyderabad-Karnataka were faced with the learning and emerging dominance of the indigenous Telugu, Marathi, and Kannada languages respectively, and their native language Dakhini became a home language while Urdu in the forefront of Politics in these regions became comparatively less widespread. The present day Hyderabadi Muslims know very little about their cultural heritage, especially those who aren't from Hyderabad city, or India. Hyderabadi Muslims are now seen as a result of Indian cosmopolitanism, and their history is being lost in Indian textbooks.
In the Irish census of 2016, 1,761,420 people claimed to be able to speak the Irish language (the basic census question does not specify extent of usage, or ability level), with more females than males so identifying (968,777 female speakers (55%) compared with 792,643 males (45%)). Further to these numbers, 23.8% indicated that they never spoke the language, while a further 31.7% indicated that they only spoke it within the education system. 6.3% (111,473 people) claimed to speak it weekly, and daily speakers outside the education system numbered only 73,803, that is 1.7% of the population. Of the daily speakers, a substantial majority (53,217) lived outside the Gaeltacht. Some 4,130 people (0.2%) in Northern Ireland use Irish as their main home language, with (according to the 2011 UK Census) 184,898 having a little knowledge of the language.
Paraguayan Spanish () is the set of dialects of the Spanish language spoken in Paraguay. In addition, it influences the speech of the Argentine provinces of Misiones, Corrientes, Formosa, and, to a lesser extent, Chaco. Paraguayan Spanish possesses marked characteristics of Spanish previously spoken in northern Spain, because the majority of the first settlers were from Old Castile and the Basque Country. The Guarani language is co-official with Spanish in Paraguay,Simon Romero, "An Indigenous Language With Unique Staying Power", The New York Times, March 12, 2012 and most Paraguayans speak both languages.William R. Long, "Native Guarani Vies with Spanish Paraguay's 2 Languages Source of Pride, Concern", Los Angeles Times, April 13, 1988 Guaraní is the home language of more than half the population of Paraguay, with higher proportions of its use in rural areas, and those who speak Spanish at home slightly in the majority in the cities.
It has been learnt that if a child is exposed to say four languages simultaneously, then the process of learning all four languages will be similar for the child. After two decades of working at developing proficiency levels in two major languages Hindi (regional) and English, it has now being understood that it is possible to learn new languages at the same time nurturing the home language. Therefore, this program aims at including multi lingual books, reading and reference material in the curriculum along with different activities and facilitating teacher proficiency in multi linguality. The team at Bhopal currently works with 6 schools (government, private, girls, community and informal / parallel teaching school) to observe the language usage in class transaction, to collect, document, analyze and decode resource material from class and communities the students live in and finally to reach a module in a multi lingual classroom.
According to the 2016 census, the suburb of Fairfield had a population of 18,081 people, the majority of whom (67.3%) were born outside of Australia. ;Country of birth: The largest groups were born in Iraq (22.3%), Vietnam (9.0%), Syria (3.7%), China (2.9%) and Cambodia (2.2%). ;Languages: Only 17.4% of people spoke English as their only home language. The most common language spoken other than English is Neo-Aramaic at 35.6% Assyrian Neo-Aramaic at 6.8%, Arabic at 14.3% (mostly Iraqi Arabic, then Syrian Arabic and other varieties of Arabic), Vietnamese at 11.0%, and Spanish at 4.5%. ;Ethnicity: The most common ethnic groups were Assyrian (11.9%), Vietnamese (9.4%), Chinese (8.8%), Iraqi (7.9%) and Australian (3.4%). ;Religion: The top responses for religious affiliation were Catholic (31.7%), Buddhism (11.6%), No Religion (10.6%) and Islam (9.7%). Christianity was the largest religious group reported overall (61.5%). ;Families: 49.4%% were couple families with children, 22.4% were couple families without children and 24.7% were one parent families.
The stronger preservation of the German language when compared to the Italian one has many factors: Italian is closer to Portuguese than German, leading to a faster assimilation of the Italian speakers. (One might compare this to the United States, where a huge wave of German immigrants almost completely switched to English and assimilated more thoroughly than the Italian-Americans.) Also, the German immigrants used to educate their children in German schools. The Italians, on the other hand, had less organized ethnic schools and the cultural formation was centered in church, not in schools. Most of the children of Italians went to public schools, where Portuguese was spoken.The Italian Immigration and Education Until World War II, some 1.5 million Italians had immigrated to Brazil, compared to only 250,000 Germans. However, the 1940 Census revealed that German was spoken as a home language by 644,458 people, compared to only 458,054 speakers of Italian.
Quand les Khmers de France ne font plus rêver le Cambodge (in French) Buddhism plays an important role in the community and is seen as a marker of ethnic identity; in contrast, the ability to speak the Khmer language is less emphasized. Though immigrant parents set up language schools for their children soon after migration, many children discontinued their language studies due to the difficulty of learning Khmer grammar and the Sanskrit-based Khmer alphabet. Numerically, the Khmer are the dominant group among Cambodians in France, but Cambodians of Chinese descent can also be found among the population; though interethnic marriages between Chinese and Khmers were common in Cambodia and remain so in France, the Chinese they have tended to organise themselves around the varieties they speak and remain somewhat separate from other Cambodians in France. A small number of Cambodians in France consist of the wives and mixed-race children of French colonisers who repatriated to France between 1955 and 1965; regardless of their ethnicity, many of those used Khmer rather than French as their home language.
In addition, many non-Russians who lived outside their respective administrative units tended to become Russified linguistically; that is, they not only learned Russian as a second language but they also adopted it as their home language or mother tongue – although some still retained their sense of ethnic identity or origins even after shifting their native language to Russian. This includes both the traditional communities (e.g., Lithuanians in the northwestern Belarus (see Eastern Vilnius region) or the Kaliningrad Oblast (see Lithuania Minor)) and the communities that appeared during Soviet times such as Ukrainian or Belarusian workers in Kazakhstan or Latvia, whose children attended primarily the Russian-language schools and thus the further generations are primarily speaking Russian as their native language; for example, 57% of Estonia's Ukrainians, 70% of Estonia's Belarusians and 37% of Estonia's Latvians claimed Russian as the native language in the last Soviet census of 1989. Russian replaced Yiddish and other languages as the main language of many Jewish communities inside the Soviet Union as well.
However, because there a significant number of French-Canadians who change their primary language to English later in life, the number of people whose mother tongue is French is higher than those who speak French as their main home language. 63% of Embrun residents list French as their mother tongue, while 33% list English as their mother tongue. 66% of Embrun residents are bilingual in both English and French, 24% speak only English, and 9% speak only French. For language of work, the English language is disproportionately common; while only 41% of Embrun residents speak English at home, 57% of Embrun residents speak primarily or exclusively English at work. Ethnicity and immigration: The racial makeup of Embrun is 95.8% White, 2.5% Aboriginal, 0.6% Black, 0.6% Arab, 0.3% Chinese, and 0.2% other. According to the census, there are no people in Embrun who belong to the Japanese, Southeast Asian, Filipino, or South Asian racial categories, however, Statistics Canada rounds low data values to the nearest value ending in 5 or 0, so there may be 0, 1, or 2 people in these four categories.

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