Sebanyak 19 item atau buku ditemukan

Nationalism in the English-Speaking World

A great deal has been written in recent years about nationalism. Yet scholars remain sharply divided as to a coherent theoretical model of this phenomenon and many have called for further empirical research. This volume pursues this line of inquiry, examining a variety of geographical contexts within the English-speaking world, including Australia, Canada, India, the United Kingdom and the United States at different historical periods. These interdisciplinary studies combine elements of sociology, political science, history, literature, and cultural studies.

According to A. C. Banerjee, the primary objective behind Shah Wali Allah's
endeavour to popularize the Holy Quran was to resist the corrupting innovations
of the Indian Muslims brought about by the intrusion of un-Islamic practices that
were ...

Cross-Disciplinary Approaches to the English Language

Theory and Practice

Cross-Disciplinary Approaches to the English Language: Theory and Practice provides an overview of a less tackled field of research, namely the main issues at stake when teaching English Language and Culture in Romania. The approach is an interdisciplinary and cross-cultural one, as the authors investigate problems, offering and probing solutions from a cross-curricular perspective. The book is a collection of 10 contributions by teachers and researchers from Romania which draw on theoretical and applied methodological explorations into the challenges posed by teaching/learning English in a globalised context. Organised into three main chapters, the volume addresses the multifacetedness of language education as a cross-discipline. The complexity and universality of the research enquiries and practical insights make the topics addressed valid across the contemporary globalising educational context. Cross-Disciplinary Approaches to the English Language: Theory and Practice will be a useful tool to specialists and practitioners from ESP and CLIL domains alike, as well as graduate and postgraduate students in foreign language teaching.

The most important students' motivation had several components: course-specific
motivational components (syllabus, teaching materials, teaching method, and
learning tasks), teacher-specific motivational components (teacher personality
and teaching style, teaching feedback, relationship with the students) and group-
specific motivational components (dynamics of the learning group, group
cohesion, etc.). Students were able to concentrate on the content and direction of
learning ...

New Approaches to Teaching Italian Language and Culture

Case Studies from an International Perspective

New Approaches to Teaching Italian Language and Culture fills a major gap in existing scholarship and textbooks devoted to the teaching of Italian language and culture. A much-needed project in Italianistica, this collection of essays offers case studies that provide a coherent and organized overview of contemporary Italian pedagogy, incorporating the expertise of scholars in the field of language methodology and language acquisition from Italy and four major countries where the study of Italian has a long tradition: Australia, Canada, Great Britain and the United States. The twenty four essays, divided into six main parts, offer a tremendous variety of up-to-date approaches to the teaching of Italian as a foreign language and L2, ranging from theoretical to more practical, hands-on strategies with essays on curricular innovations, technology, study abroad programs, culture, film and song use as effective pedagogical tools. Each case study introduces a systematic approach with an overview of theory, activities and assessment suggestions, collection of research data and syllabi. The book addresses the needs of instructors and teacher trainers, putting in perspective different examples that can be used for more effective teaching techniques according to the ACTFL guidelines and the Common European Framework of Reference for Languages.

A much-needed project in Italianistica, this collection of essays offers case studies that provide a coherent and organized overview of contemporary Italian pedagogy, incorporating the expertise of scholars in the field of language ...

Issues in English Education in the Arab World

Though diverse, the Arab world boasts a unique culture and native language, both of which are unlike those found in English-speaking countries. Perhaps due to the nature of these differences, Arab-Western relations have been described as existing on one of the world’s great cultural fault-lines. Debate about the potential effects, both positive and negative, of English-medium education and the learning of English in the region’s schools and universities is one expression of this. Even as debate continues, issues of politics, culture, social mobility, and identity are played out in the English language classrooms of the Arab world on a daily basis. The current volume explores some of the concerns related to the place of English and English-medium education in the Arab world. It examines issues of the relationship between English, Arabic, cultural identity and power in the region within a historical and contemporary framework; the experiences of learners from Arabic-medium secondary schools adjusting to English-medium colleges; and the challenges and potential rewards of promoting student-centered classrooms and technology in traditionally teacher-centered environments. These issues are explored from the perspectives of teachers, students, researchers and other stakeholders in Oman, Saudi Arabia, the UAE, and Sudan.

COM Abstract This chapter explores the reasons behind the problems learners in
the official school system in Jeddah, Saudi Arabia, encounter as they learn
English. I do so by conducting interviews with four English language teachers
and administering a questionnaire to thirty-eight English language learners
between the ages of eighteen and twenty-five who went through the different
phases of the Saudi school system in Jeddah. The questionnaire explores the
problems and ...

World English(es) and the Multilingual Turn

Frameworks of Complex Phenomena

The recent multilingual turn involves various different implicit and explicit language policies, urging pressure and resistance with regard to the spread of English and its dominant relationships with other national languages. As such, this book considers the social value of communication as the basis of multilingualism and of the evolution of language systems. The data presented here show English as being in the middle of the double “listening” of cultural mediation and the imperfect “magnifying” glass of translation, with worldwide Standard English being but one of the many other related varieties which enjoy prestige on a large scale. These varieties may be identified according to different features which make the plural “world Englishes” an umbrella term with blurred edges. New approaches to dialects study have been developed in recent decades, and cartographic mapping has overlapped with the emergence of a new dialectology which deals with the description of language phenomena as complex concepts, where “complexity” provides a challenging framework for investigation and research of languages as dynamic systems made up of variables which mutually influence each other. Thus, dialectometry, dialectology and standardization become interesting tools for measuring linguistic differences, establishing language typologies and endorsing the systemic characteristics which can be formalized. Comprehensive and well-informed, this volume will appeal to anyone interested in the spread of English, from researchers and teachers to students, providing them with a greater understanding of some examples of world Englishes analysed under the light of complexity as a product of global society.

Comprehensive and well-informed, this volume will appeal to anyone interested in the spread of English, from researchers and teachers to students, providing them with a greater understanding of some examples of world Englishes analysed ...

Indonesian Muslims in a Global World

Identity Narratives of Young Muslims in Australian Society

Muslim communities in non-Muslim countries, and particularly their younger members, have been an interesting topic in academia recently. Many books and journal articles have been written on the identity issues of young Muslims, and this book serves to enrich previous literature on this important issue. It highlights Indonesian Muslims’ experience of living in between their home and their host society, namely Australia. However, the study differs in some respects from other books on similar issues, describing Muslim identity through the viewpoints of the sacred book of Islam, the Qur’an, and also as described by scholars investigating the identity construction of young Muslims. The book suggests an essentialized understanding of Muslim identity as described in the sacred text, but at the same time recognizes that discourses and agencies influence the way in which a community projects itself.

Halstead, M. (1995b). Voluntary apartheid? problems of schooling for religious
and other minorities in democratice society. Journal of Philosophy of Education,
29(2), 257-272. Halstead, M. (2004). An Islamic concept of education.
Comparative Education, 40(4), 517-529. Hamdani, D. (2007). The quest for
Indonesian Islam: contestation and consensus corcerning veiling. Australian
National University, Canberra. Hassan, R. (2002). Faithlines: Muslim conceptions
of Islam and society.

Game-Based Learning

Challenges and Opportunities

This book is an invitation to delve into the world of Game-Based Learning, to understand the many facets that make games a truly interesting and effective tool to teach and train in the 21st century. It includes nine chapters which were initially presented at the iGBL conference, a conference held throughout Ireland, where researchers, practitioners, students and other stakeholders meet and share their interest in games and education. These chapters touch on some very important topics, including games for health; formal education; poetry and games; science teaching through mobile games; relaxation with gaming devices; and accounting for disabilities with handheld devices. Together, these chapters illustrate the advancements in the field of Game-Based Learning, the challenges faced by developers and educators, as well as the opportunities that this medium can offer. Each chapter is written with practicality in mind in an effort to provide the reader with both a solid theoretical approach and background, coupled to some practical guidelines and suggestions that can be applied easily.

CHAPTER FOUR ASSESSING EYE-TRACKING TECHNOLOGY FOR LEARNING
-STYLE DETECTION IN ADAPTIVE GAME-BASED LEARNING TRACEY
MEHIGAN AND IAN PITT Abstract Adaptive learning systems aim to tailor content
delivery to meet the specific needs of the individual learners. Tailoring content
delivery to suit individuals can result in increased motivation to learn and
consequently improved learning outcomes. There are a number of learning-style
and personality ...

Cognitive Modelling in Language and Discourse across Cultures

This volume deals with core issues in figurative language and figurative thought. It also explores areas of convergence between idealised cognitive models and language across fourteen European and non-European languages (Croatian, English, German, Greek, Italian, Japanese, Persian, Polish, Russian, Old Saxon, Sicilian, Spanish, Swedish, and Turkish). The collection foregrounds the relationship that holds between literalness and figurativeness in meaning construction, it emphasises the role of conceptual metonymy and metaphor as the main cognitive tools at work in inferential activity and as generators of discourse ties, and it also depicts the import of cognitive models in the production and interpretation of multimodal communication. In addition, a number of more specific topics are addressed from different perspectives, such as language variation and cultural models, the argumentative role of metaphor in discourse and the role of empirical work in cognitive linguistics.

This volume deals with core issues in figurative language and figurative thought.

Teaching English in Multilingual Contexts

Current Challenges, Future Directions

This collection of innovative, thought-provoking papers discusses contemporary issues, practices and research related to the role and teaching of English in multilingual countries. The papers, written by experienced practitioners in the field from a number of different countries, examine how the English language can be more effectively taught to students in Asia who speak English as their second, third or fourth language. The book will be of interest not only to linguists, language teachers and educators but also to social science researchers involved in exploring the effects language policy can have on education and society at large. The eleven chapters in this book are divided into three sections: multilingual aspects in the teaching and learning of English, code-switching and code-mixing, and assessment. Their authors came to Karachi from different academic, cultural and geographic backgrounds and with diverse experiences of the world of English Language Teaching in order to participate in the Fifth International Seminar hosted by the Aga Khan University Centre of English Language. The contributors are all multi-linguals for whom the question of how best to teach languages is a challenge they face on a daily basis. This small collection of papers is likely to become a powerful resource for English teachers, scholars, and researchers interested in the problems facing language educators in today’s multilingual, multi-cultural world.

The Genre-based Approach: A Discourse Community Perspective The
philosophy of the genre approach is that most texts ... Genre based writing is said
to be more like an extension of the product-oriented approach (Badger & White,
2000 as ...

Teaching Grammatical Metaphor

Designing Pedagogical Interventions

This book recounts the ways in which grammatical metaphor (GM) has evolved in SFL theory, discusses the research studies that explored the development of GM in language development and language education contexts, and presents various ways of providing written feedback to English as an additional language (EAL) students drawing on the Sydney School’s genre pedagogy and Vygotsky’s notion of zone of proximal development (ZPD). As such, it is a valuable resource for linguists, educational linguists, lecturers, researchers and higher degree research students, and will be constructive for language programmers, unit/course designers, teacher educators, language teachers and pre-service teachers.

Firstly, genre teaching is explicit due to the fact that it offers a clear definition of
genres. It places emphasis on structure as ... Another important advantage of
genre-based writing instruction is that it is supportive. Providing support to
learners ...