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Some people in native Tagalog areas are bilingual, while in non-Tagalog areas it is common to be multilingual in Filipino, English, and in one or more of the regional languages, or as in other cases in languages such as Spanish, Minnan , and Arabic due to factors such as ancestry and religion. Eleven regional languages are recognised by the ...
The largest non-Japanese, non-native to Japan minority are the Koreans. Bilingual education in Korean language is provided by Korean international schools, more of which are affiliated with Chongryon. Japan has adopted English as the second language, partly because English is one of the most significant global lingua franca owing to ...
Official or native language(s) (alphabet/script) Afghanistan: Kabul: Afġānistān افغانستان: Kabul كابل: Pashto/Dari (Arabic script) Albania: Tirana: Shqipëria: Tirana: Albanian: Algeria: Algiers: Dzayer ⴷⵣⴰⵢⴻⵔ Al-Jazā'ir الجزائر: Dzayer ⴷⵣⴰⵢⴻⵔ Al-Jazā'ir الجزائر: Berber language (Tifinagh ...
Other native languages include the Bantu languages Setswana, Gciriku, Fwe, Kuhane, Mbukushu, Yeyi; and the Khoisan Naro, ǃXóõ, Kung-Ekoka, ǂKxʼauǁʼein and Kxoe. [ 4 ] English, the sole official language, is spoken by 3.4% of people as their native language.
If their children are productively bilingual, however, those children may answer in their parents' native language, in English, or in a combination of both languages, varying their choice of language depending on factors such as the communication's content, context or emotional intensity and the presence or absence of third-party speakers of ...
Unlike in maintenance bilingual education programs, when the child's second language proficiency is deemed satisfactory, they transition to using only that language. [4] This approach is based on the common underlying proficiency model of bilingualism which posits that many of the skills learned in the native language can be transferred easily ...
In part, ACTFL's definition of proficiency is derived from mandates issued by the U.S. government, declaring that a limited English proficient student is one who comes from a non-English background and "who has sufficient difficulty speaking, reading, writing, or understanding the English language and whose difficulties may deny such an ...
Many bilingual or multi-lingual Urdu speakers, being familiar with both Urdu and English, display code-switching (referred to as "Urdish") in certain localities and between certain social groups. On 14 August 2015, the Government of Pakistan launched the Ilm Pakistan movement, with a uniform curriculum in Urdish.