<p> The three studies in this dissertation were carried out with the intention of showing how Indigenous communities in critically endangered language settings can &ldquo;bring their language forward&rdquo; (Hornberger, 2008) by encouraging Indigenous youth participation and integrating technology into Indigenous language revitalization efforts in and out of educational settings. Indigenous youth play a pivotal role in determining the future of their languages (McCarty, et. al, 2009). However, youth are often situated in contexts where they no longer have adequate supports to learn and use their Indigenous languages (Lee, 2009; McCarty, et.al, 2006; Romero-Little, et.al, 2007; Wyman et al, 2013) and Indigenous languages are continuously marginalized and unequally contested by other dominant languages (Tupas, 2015; Zentz, 2017). The study within was situated in a multilingual and multicultural urban area in Indonesia marked by complex dynamics of language shift and endangerment in and out of school settings, where the teaching of Indigenous language at school was managed by the local government and limited as a subject to two hours a week. However, the study also documented multiple existing and potential resources for language revitalization, and demonstrated possibilities for building language revitalization efforts on youth language activism and the availability of technology in and out of schools. In the first study, I examined the implementation of Lampung teaching in schools in Bandar Lampung, looking at the outcomes, challenges, and achievements of existing programs, and available resources for further developing and improving the programs. In the second study, I present ethnographic vignettes of three Indigenous youth and young adult language activists from three different Indigenous communities in Indonesia, highlighting how study participants initiated wide-ranging language activist efforts, and suggested new ways to encourage other youth to participate in Indigenous language revitalization. In the third study, I invited eight young adult language activists to share their stories of language activism with students in three Lampung language classrooms in Bandar Lampung, Indonesia, and help facilitate students&rsquo; Lampung language learning and use in online spaces together with Lampung language teachers. In the three studies, I triangulated quantitative data from sociolinguistic surveys and writing and speaking tests with qualitative data from interviews, focus group discussions, observations and documentation of language use in on and offline contexts. Overall findings from the three studies show how positioning youth and young adults as a resource (Wyman, et. al, 2016), and building on young peoples&rsquo; engagement with contemporary technology as a tool (Thorne &amp; Reinhardt, 2008; Reinhardt &amp; Thorne, 2017), can help youth learn, use and advocate for their Indigenous languages, offering hope for supporting language vitality in the future. Findings also demonstrate the potential for top down and bottom up language planning initiatives (Hornberger, 2005) to support youth Indigenous language learning and use beyond classroom settings, and encourage youth participation in community efforts to reverse language shift.</p><p>

Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 50-51).

Thesis (Ph.D.)--Australian National University, 2001.

Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 50-51). Also available in print.

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 38-43).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 38-43). Also available in print.

Thesis (M.A.)--Carleton University, 1999. / Also available in electronic format on the Internet.

This thesis seeks to examine Russian foreign policy in the post-Soviet era and its evolution in terms of Russia&rsquo / s use of soft power in the post-Soviet space. Contrary to the views that consider Russia exclusively as a hard power, this thesis argues that Russia has started to develop its soft power capabilities and how to use its soft power effectively in the post-Soviet space, especially since the beginning of Vladimir Putin&rsquo / s second Presidential term in 2004. In this context, Russia pursues a proactive foreign policy particularly in the spheres of language and education, which are important elements of its soft power. The thesis is composed of three main chapters in addition to the introduction and conclusion chapters. The first main chapter discusses the evolution of the soft power concept in Russian foreign policy by analyzing the period of 1992-2008. The second chapter seeks to analyze the position of Russian language in the CIS countries as lingua franca. The last chapter examines the Russian education system and the attraction of its higher education institutes for students from the CIS countries.

Texte remanié de : Thèse doctorat : Linguistique : Grenoble 3, 1991. / Bibliogr. p. 397-416.

Australia has been striving to increase the number of international full fee paying students at its universities and as a result, foundation studies programs (FSPs) have been developed to ensure that these students have the best chance of succeeding at said universities. These programs comprise many elements. Some, like History of Ideas and Western Literature, provide foreign students with the educational background expected of all students pursuing tertiary studies in western universities. Others, like English for Academic Purposes (EN) provide the everyday skills needed for success at university. This trend raises the question: Are current EAP courses meeting the academic needs of international students when it comes to succeeding at university? And, if they are not, what can be done to these EAP courses? Traditionally, decisions about student needs (needs analysis) have been left to the teachers and researchers in the field. However, this study looks at a relatively new way of evaluating the success of EAP courses: It asks the students themselves what has or has not been helpful about their EAP course with regard to their university studies.