Language Of Government Research Articles

An Evaluation of Contributions of Selected Organizational and Sociological Theories to Managerial Accounting Research

Purpose: The drive of this research work was to evaluate selected organizational and sociological theories in regard to their contribution in management accounting research with the object of recognizing the gaps and areas for further study.
 Methodology: The study applied integrative review/critical review approach by relying on previous publications of which 28 publications were included in the study. Content analysis was used in data analysis.
 Findings: Contingency theory has received wider acceptance in the field of managerial accounting research. Its application has since been evidenced based on its contingent propositions which include; technology, organization structure, and the general operating environment of the organization. However, other studies suggested that contingency method has the look of being persuasive but momentary fashion and it is principally deceptive. That is, the exact and appropriate contingent elements have remained unclarified and thus the essence of in-depth theoretical, and realistic, consideration. Thus it provides a limited insight to organizational contingent factors. Moreover, Institutional theory as much as criticized of being political; it enables the organization to view itself holistically both from the angle of the task environment (technology, firm structure and work environment) and the external environment (political influences, public expectations, professional perspectives) implying management accounting programs implemented by the firm has to be in line with the social expectations of the company external clients. Resource dependency theory have highlighted on the role of governmental language, predominantly in budgeting procedures. Labour process theory has contributed toward management accounting in the sense that with the quest to shift from the old age production system to the contemporary company production; corporations required to appropriate profits. This could only be supported through employment of trained executives with knowledge in managerial accounting and book keeping. However the model has been disparaged on the foundation that its promoters believed on the adoption of the scientific approach which is simply but one aspect of the organizational view.
 Implications: The findings from the many empirical studies reviewed herein are therefore helpful in addressing the research objectives with supremacy that no single revision had done. This literature review is an outstanding way to expose gaps where more research work is necessary, and also being dire component of spawning original theoretic outlines and construction of conceptual ideas.
 Value of the Study: It contributes to management accounting research by evaluating the theories. Besides, it helped to suggest areas for further research plus offering recommendations based on the findings.

Using Artificial Intelligence to improve Writing Fluency for The Preparatory Stage Students in Distinguished Governmental Language Schools."

Using Artificial Intelligence to improve Writing Fluency for The Preparatory Stage Students in Distinguished Governmental Language Schools."

Language ideologies, language policies, and shifting regional dialect proficiencies in three Chinese cities

ABSTRACT Governmental language policies in China have varied across recent decades, including the intensive promotion of Mandarin as a language of unification and public championing of regional varieties. Concomitantly, increasing urbanisation, regional migration, and cross-linguistic marriage have led to greater use of Mandarin in private domains. Given the varied status of regional language varieties by city, language ideologies and home practices play an increasingly important role in shaping youth language proficiencies, and maintaining dialect diversity. This paper examines links between parental language ideologies and child language proficiencies in three Chinese cities. The analysis of 167 interviews with young adult children and their parents reveals that parents tend to hold one of four ideological stances: Mandarin-dominant, dialect-dominant, bilingual diglossic, and ‘whatever works’. Furthermore, we find that location matters: families differ by region in their ideologies and support for local varieties. Moreover, parental language ideology predicted children’s current language proficiencies: parents who reported having explicit pro-Mandarin language ideology tended to have young adult children with lower levels of reported skill in the regional dialect. However, the strength of that relationship varies by city. We conclude by considering the implications of these findings for language policy and the promotion of dialect diversity.

The Effect of a Proposed Blended Project-Based Learning Program on Developing the 4Cs Skills for Secondary Stage Students

The purpose of this study was to investigate the effect of a proposed blended project-based learning program on developing the 4cs skills (critical thinking, creative thinking, communication, and collaboration skills) for secondary stage students. The study employed the one-group pretest-posttest quasi – experimental design. The participants were 30 first year secondary stage students at Hassan Abu Bakr Distinguished Governmental Language School in El-Qanater Elkhairya Educational Administration in Qualybia Governorate. The instruments of the study included a list of critical thinking skills, a list of creative thinking skills, a list of communication skills, a list of collaboration skills, a critical thinking test, a pre- post creative thinking test, an observation checklist for communication skills and an observation checklist for collaboration skills. The pre/post critical thinking test, the creative thinking test, and the observation checklists for both communication and collaboration skills were pre administered to the study group. Then, the study group was trained through the proposed blended project-based learning program to develop the 4 Cs skills (critical thinking, creative thinking, communication, and collaboration). The measurement instruments of the study were post administered to the study group. Findings of the study revealed that the blended project-based learning program proved to be effective in developing the 4Cs skills for the study group.

The Effectiveness of Personalized Learning Model in Developing Intensive English Reading Skills among Preparatory Stage Pupils

The present study aimed at investigating the effectiveness of the Personalized Learning Model in developing intensive English reading skills. The quasi- experimental design was used. The participants were a sample of (57) second year preparatory stage pupils at Fatima Al-Zahraa Governmental Language School at Port Said. The researcher selected two classes; the first class of (29) learners as an experimental group and the second one of (28) learners as a control group. An intensive English reading skills questionnaire was prepared by the researcher to identify the different levels of importance of some intensive English reading skills necessary for the second year preparatory stage pupils . An intensive English reading skills test was designed by the researcher to be used as an instrument to assess the pupils’ progress in intensive English reading skills. The experiment was applied during the first term of the academic year2019/2020.The data obtained from the study has been analyzed statistically by SPSS program. Research results revealed significant differences between the post-test mean scores of the experimental and control groups in the intensive English reading skills in favor of the experimental group.

The Effectiveness of Project-Based Learning in Developing English Oral Communication Skills of Secondary Stage Students

Project-Based learning as a motivating instructional method that places students at the core of the teaching. It is a curriculum-based work/profile which needs collaborative work between learners inside and outside the classroom to collect data, to perform research and produce a certain product. The purpose of this study was to investigate the effectiveness of project-based learning in developing English oral communication skills of secondary stage students. The quasi- experimental design was adopted. The participants were two groups which were randomly chosen and assigned to an experimental group (30) from Port Said Governmental Language School and a control group (30) from Abu Bakr Governmental Language School. The English oral communication skills test was developed and administered for collecting data. Descriptive statistics, the t- test and the Cronbach's Alpha coefficient were used for data analysis. The results revealed that project-based learning was effective in developing English oral communication skills of secondary stage students.

أثر استراتیجیة (SCAMPER) فی تنمیة مهارات التلخیص الکتابی باللغة الإنجلیزیة لدى طلاب الصف الثالث الإعدادی یالمدارس الرسمیة لغات. The Effect of SCAMPER Strategy on Developing EFL Summary Writing Skills for the Third Year Governmental Language Preparatory School Students

هدفت هذه الدراسة إلى التعرف أثر استراتيجية (SCAMPER) في تنمية مهارات التلخيص الکتابي باللغة الإنجليزية کلغة أجنبية لدى طلاب الصف الثالث الإعدادي بالمدارس الرسمية لغات؛ واتبعت الدراسة المنهج شبه التجريبي القائم على التصميم التجريبي ذي المجموعتين حيث تکونت عينة الدراسة من (70) طالب تم توزيعم على مجموعتين (35) للمجموعة التجريبية و (35) للمجموعة الضابطة وبعد التأکد من تکافؤ المجموعتين ، تم تدريب طلاب المجموعة التجريبية على مهارات التلخيص الکتابي من خلال استخدام استراتيجية SCAMPER ، بينما تم استخدام الطريقة المعتادة مع المجموعة الضابطة. ولتحقيق أهداف الدراسة ، قام الباحثون بإعداد اختبار مهارات التلخيص الکتابي (قبلي / بعدي) تم إعطاؤه للطلاب قبل وبعد التجربة لقياس مهارات التلخيص الکتابي لدى الطلاب وقد أسفرت نتائج الدراسة اختلافا کبيرا بين متوسطات درجات کلا المجموعتين في اختبار مهارات مهارات التلخيص الکتابي لصالح المجموعة التجريبية کما کان هناک أيضا فرق ذو دلالة إحصائية عند مستوى 0.01 بين متوسطات درجات المجموعة التجريبية في الإختبارالقبلي والبعدي لمهارات التلخيص الکتابي لصالح الإختبار البعدي. علاوة على ذلک ، کان لاستراتيجية SCAMPER تأثير کبير على جميع مهارات مهارات التلخيص الکتابي المطلوبة وعلى کل مهارة ما عدا مهارة واحدة ، وبالتالي تم تحقيق أهداف الدراسة. This study investigated the effect of SCAMPER strategy on developing EFL summary writing skills for the third year governmental language preparatory school students. Seventy students were randomly chosen and divided into two groups: the experimental group and the control group. After ensuring their equivalence, the experimental group students were trained on EFL summary writing through the use of SCAMPER strategy, while the regular instruction was used with the control group. To achieve the aims of the study, the researchers constructed a summary writing pre/ post test to measure the students' summary writing skills. It was administered to the participants before and after the experiment. The mean scores of the pre and post administrations of the test were treated statistically. Findings of the study showed a significant difference between the mean scores of both groups in the summary writing test, in favour of the experimental group. There was also a statistically significant difference at 0.01 level between the mean scores of the experimental group in the pre- and post-administrations of the summary writing test, in favour of its post-administration. Moreover, SCAMPER strategy had a large effect on the required summary writing skills as a whole, an on each of the required skills except for only one skill, thus achieving the aims of the study.

The Effect of RAFT Strategy on Developing EFL Creative Writing Skills for the Third Year Governmental Language Preparatory School Students

This study investigated the effect of RAFT strategy on developing EFL creative writing skills for the third year governmental language preparatory school students. Eighty students were randomly chosen and divided into two groups: the experimental group and the control group. After ensuring their equivalence, the experimental group students were trained on creative writing skills through the use of RAFT strategy, while the regular instruction was used with the control group. To achieve the aims of the study, the researchers constructed a creative writing pre/ post test to measure the students' creative writing skills. It was administered to the participants before and after the experiment. The mean scores of the pre and post administrations of the test were treated statistically. Findings of the study showed a significant difference between the mean scores of both groups in the creative writing skills test, in favour of the experimental group. There was also a statistically significant difference at 0.01 level between the mean scores of the experimental group in the pre- post administrations of the creative writing skills test, in favour of its post-administration. Moreover, RAFT strategy had a large effect size on all the required creative writing skills and on each of the required skills, thus achieving the aims of the study.

Creating and Developing a Partner Network of Centersfor Open Education in Russian Abroad as a Form of Implementing Governmental Language Policies

Creating and Developing a Partner Network of Centersfor Open Education in Russian Abroad as a Form of Implementing Governmental Language Policies

Developing Students’ Writing through Scaffolding Techniques in a Workshop Forum

This study aimed at enhancing students’ essay writing skills at the secondary stage through scaffolding techniques in a workshop forum. The participants of the study were 40 students at the first secondary stage in a governmental language school. Qualitative methods were used in data analysis; a sample of students’ writings was analyzed in light of the academic writing assessment criteria (Rose et al. 2008). A pre-posttest was administered to highlight progress in students’ writing in the three genres. Scaffolding techniques proved to be effective in improving students’ writing skills, specifically in the selected writing genres the study focused on which was evident in their second and third drafts. Interviews with high school teachers of English emphasized students need for innovative scaffolding techniques to help them develop as efficient writers. The workshop forum encouraged students to work together as one team and to express their ideas fluently to excel in their writing assignments. Having an authentic reason for writing motivated them to do research and to refine their writing to be good enough to share with others.

Enhancing English Language Planning Strategy Using a WebQuest Model

The present study aimed at developing English language planning strategy of second year distinguished governmental language preparatory school pupils using the a WebQuest model. Fifty participants from second year at Hassan Abu- Bakr Distinguished Governmental Language School at Al-Qanater Al-Khairia (Qalubia Governorate) were randomly assigned into two groups: experimental group (N=25) and control group (N=25). Two main instruments were used: writing strategies questionnaire and think-aloud protocol. The instruments were administered before and after the experiment. Quantitative and qualitative data analyses were conducted. T-test was used to compare the mean scores of the control group and the experimental one in the pre-post applications. Results showed that the experimental group pupils have developed their English language planning strategy. It was concluded that the WebQuest model was effective in developing English language planning strategy of the participants. It was also recommended that the WebQuest model should be integrated into writing instruction programmes.

The Effect of Using Self-Regulated Learning Strategies on Developing English Language Critical Reading Skills of Governmental Language Secondary Stage Students

The Effect of Using Self-Regulated Learning Strategies on Developing English Language Critical Reading Skills of Governmental Language Secondary Stage Students

The language situation in Macao

In postcolonial societies, forces associated with globalization operate along with local geopolitical changes. The complex and multifaceted interactions between local, national, and global forces may take different sociolinguistic shapes in postcolonial societies. This study provides an overview of the language situation in Macao. The Portuguese established their colonial rule in Macao in the mid-nineteenth century. On 20 December 1999, Macao was reintegrated with the People's Republic of China and reinvented as the Macao Special Administrative Region (the Macao SAR) under the principle of “One Country, Two Systems”. The overview shows that in postcolonial Macao the dynamic interplay of local, national, and global forces prevails across all sectors from politics to economy to education. At the same time, the push and pull between the local, national, and global forces are also discernible in Macao's sociolinguistic landscape as well as the Macao SAR Government's language policy and planning.

Planning for Development or Decline? Education Policy for Chinese Language in Singapore

This article examines how political discourse, language ideologies, recent Chinese curriculum reforms, and their representations in the media are inextricably related. Using the Speak Mandarin Campaign as background for the inquiry, I focus on textual features of the various media sources, TV advertisements, campaign slogans, official speeches, and newspaper excerpts to illuminate the status and changing role of the Chinese language in Singapore's sociocultural, economic, and political development. Using critical discourse analysis as an analytical framework, I examine the contradictory ideologies that underpin the government's language policies and planning activities. On the one hand, the government emphasizes the cultural and economic values of the Chinese language; on the other hand, government schools teach Chinese as a subject. In particular, the recent reforms in Chinese language curriculum have arguably further diluted the content of teaching. In addition I point out how conflicting ideologies behind language policies can lead to cultural confusion and educational uncertainty. These mixed messages make it difficult for schools to offer a consistent language education curriculum that will help students appreciate the value, be it economic, cultural or educational, of the Chinese language.

Postcolonial Times: Lock the Gate or Pull Down the Fences? A special Monograph Edition

The development of a rural coal seam gas industry in regional Australia, together with its key technology, fracking, has been met by a very active, lively and vocal social protest movement. This 2013 Tricontinental Lecture in Postcolonial Studies reflects on this protest movement from two perspectives. First, it examines what a postcolonial studies perspective may bring to further understanding the relationships and dynamics between the industry and the protest movement. Secondly, it considers what postcolonial scholars themselves may be able to bring to critiques of social issues such as this environmental contention. The example described in this lecture also reminds us that postcolonial studies concerns more than the three continents of the Tricontinent, Latin America, Africa and Asia, and that it is centrally concerned with access to environmental resources. Building on the history of the 1966 Tricontinental Conference in Havana, and the growth of postcolonial political philosophy and studies that focus on power, equity and access in postcolonial societies, this essay considers the power differentials between industry and government on the one hand, and the protest movement on the other. By examining the role of language and its control, a key social process in the wielding of power, it is shown that the coal seam gas development debate is couched in terms of industrial or governmental language, and not in the language of the community. This has three important consequences. First, opponents are forced to express concerns about technical matters or scientific matters, thus legitimising the proposed activity. Secondly, opponents are not authorised, within the formal sphere, to express their own feelings through their language of social anxiety, of love of the country, of being in the community, of history. Thirdly, both sides find themselves in a typical cross-cultural dilemma: either speak an inadequate form of language that the other party understands but that does not actually express what you mean, or speak your own language and risk the other party not understanding what you mean. Copyright © Bill Boyd 2013. This text may be archived and redistributed both in electronic form and in hard copy, provided that the author and journal are properly cited and no fee is charged. Coolabah, No.12, 2013, ISSN 1988-5946, Observatori: Centre d’Estudis Australians, Australian Studies Centre, Universitat de Barcelona 2 From a postcolonial studies perspective, this example reminds students of two key processes. First, students need to master the intellectual skills of the humanities in order to provide critical analysis of social situations. Secondly, students need to know that, as western scholars, they are as much part of any postcolonial problem as those in power, and therefore need to develop good reflective skills and to learn to think ‘otherwise’. This invited monograph is the text of the lecture, supplemented with further comments and illustrations, delivered to second year Humanities students at the University of Barcelona, Catalonia, on Monday 8th April 2013

Rhetoric and policy learning: On Rhodri Morgan’s ‘Clear Red Water’ and ‘Made in Wales’ health policies

One of the benefits of multi-level systems of governments, according to their supporters, is that their plurality of governmental institutions/levels provides the scope for valuable policy innovation and learning. One vocal supporter of this view has been former Labour First Minister of Wales (2000–2009) Rhodri Morgan, who labelled the United Kingdom’s devolved bodies “laboratories” for the formulation of new ideas to be subsequently shared and learnt from across the Union. An issue which has yet to be discussed, however, is the underappreciated but nevertheless important role played by the rhetoric of key actors such as Morgan in facilitating such a culture of policy learning. This article focuses upon this subject, looking at rhetoric as a factor in policy transfer through an analysis of the governmental language of Morgan himself. Specifically, it analyses the rhetoric through which his administrations’ health policies – which radically diverged from those followed at Westminster – were justified and described. It argues, in so doing, that Morgan’s administrations adopted a non-universal rhetoric of national (Welsh) specificity based around phrases such as “Made in Wales” and “Clear Red Water” politics to justify their policy programme, which may have actually delimited rather than facilitated possibilities for cross-border learning. Policy makers aiming to promote cross-polity institutional learning, it concludes, would do well to learn from the case of Morgan’s Labour administrations and avoid the dangers of nation-bounded rhetoric.

Uitdagings en struikelblokke by die vertaling van die FIT internasionale-vertaalterminologielys in Afrikaans

This article reports on a project whereby a translation list consisting of some 200 key concepts identified by the International Federation of Translators (FIT) was revised and translated into Afrikaans. The article is concerned with the processes followed in compiling a multilingual translation terminology list and reflects on some of the challenges and pitfalls experienced in the process. The project was conceptualised and executed against the backdrop of the government's Language Policy for Higher Education (DoE, 2002) and its requirement that opportunities to promote multilingualism in the higher education context be created. The aim of the list is therefore primarily pedagogical, that is, to facilitate access to central concepts of translation through carefully selected terms that are used in the teaching of translation studies and translation practice. A secondary aim is to contribute to the process of creating and sustaining a dynamic environment for the use of indigenous languages as a medium of instruction in higher education and ultimately for scientific progress.

The status of isiZulu second-language learning in UKZN, with particular reference to the case against Durban High School (2OO8)

This article looks broadly at the situation of the government's language policy in schools, and at the declining number of pupils opting to take isiZulu as a first additional language subject in KwaZulu-Natal (KZN), compared to Afrikaans. In particular, the court case against Durban High School (DHS) in 2008 will be examined as well as the impact of this case generally, with regard to second-language teaching in KZN.

Language use, and language policy and planning in Hong Kong

This monograph provides an overview of the language situation in Hong Kong from a historical perspective. Hong Kong has evolved in the past 167 years from a small fishing port to an international financial centre which forms part of a financial network hailed by Time Magazine as Ny.Lon.Kong (i.e. New York-London-Hong Kong). Hong Kong has gone through changes of sovereignty twice, once in 1842 as a Chinese territory ceded to Britain after the first Opium War, and a second time in 1997 as a British colony returned to China. It is a micro polity with no natural resources except its deep harbour. Economically, Hong Kong has gradually developed from a fishing port when British settlement began in 1841, to an entrepôt during 1945–1950s, to a manufacturing hub during 1960–1970s, to an international financial centre since the 1980s. The historical, political and economic development has had a great impact on the language situation in Hong Kong. Its language community started with two separate monolingual groups: one consisting of local Chinese speaking Cantonese and other Chinese dialects, and the other composed of British colonists speaking English. Because of language spread and language shift as a result of political, economic and social changes, the monolingual group of Chinese speakers has become trilingual, speaking Cantonese, English and Putonghua, whereas the monolingual group of English speakers has expanded to include native speakers of such other English varieties as American English, Australian English, Canadian English, Indian English and Singaporean English. In addition, there is a large group of minorities composed of bilingual speakers of English and a south Asian language. Although the development of language use is a natural process, it can be influenced by the government's language policy and planning. In 1997 there was a major political change, and Hong Kong, a capitalist city that practised a free economy for 155 years, was handed back to a socialist regime in China and now functions as a Special Administrative Region of the People's Republic of China (PRC) under the ‘One Country Two Systems’ policy. Hong Kong's prospects for a changing language situation depend on its political and economic development as well as PRC's policy.

Language attitudes and identity in a North Wales town: “something different about Caernarfon”?

This article focuses on attitudes to language and identity in Caernarfon, a town in the Welsh language “heartland” county of Gwynedd. While the salience of language in attitude and identity varies, it plays an important role where different language groups come into contact. We argue that diglossia, far from indicating social consensus with respect to code alternation, indicates conflict, especially in cases of colonisation, with the attendant language dominance of the colonising group, such as occurred in Wales. Although current language attitudes (in terms of cognitive, affective, and behavioural components) are fragmented in Wales generally, critical historical events remain salient in Gwynedd. Against this background, we examine attitudes through analysing three recent episodes where language is implicated, together with a set of interviews. The conclusion is that while the role of the Welsh language in Welsh identity is equivocal, Welsh speakers in Caernarfon are (in line with conflict theory) contesting hitherto English domains. The implications of these findings for the Welsh Assembly Government's language policy are examined.