Journal articles on the topic 'Greek language, Modern Gender Study and teaching'
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Kavčič, Jerneja, Brian Daniel Joseph, and Christopher Brown. "Teaching Modern Greek to Classicists." Keria: Studia Latina et Graeca 22, no. 2 (December 28, 2020): 119–39. http://dx.doi.org/10.4312/keria.22.2.119-139.
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The ideology of decline is a part of the history of the study and characterization of the Greek language from the Hellenistic period and the Roman Atticist movement right up to the emergence of katharevousa in the 19th century and the resulting modern diglossia. It is also clear, however, that there is an overwhelming presence of Ancient Greek vocabulary and forms in the modern language. Our position is that the recognition of such phenomena can provide a tool for introducing classicists to the modern language, a view that has various intellectual predecessors (e.g., Albert Thumb, Nicholas Bachtin, George Thomson, and Robert Browning). We thus propose a model for the teaching of Modern Greek to classicists that starts with words that we refer to as carry-overs. These are words that can be used in the modern language without requiring any explanation of pronunciation rules concerning Modern Greek spelling or of differences in meaning in comparison to their ancient predecessors (e.g., κακός ‘bad’, μικρός ‘small’, νέος ‘new’, μέλι ‘honey’, πίνετε ‘you drink’). Our data show that a beginners’ textbook of Ancient Greek may contain as many as a few hundred carry-over words, their exact number depending on the variety of the Erasmian pronunciation that is adopted in the teaching practice. However, the teaching of Modern Greek to classicists should also take into account lexical phenomena such as Ancient-Modern Greek false friends, as well as Modern Greek words that correspond to their ancient Greek predecessors only in terms of their written forms and meanings.
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GOLOB, Nina. "Foreword." Acta Linguistica Asiatica 7, no. 2 (December 29, 2017): 5–6. http://dx.doi.org/10.4312/ala.7.2.5-6.
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Yet another year has come to its end. It brought us some new ideas and we have spent several months in preparations to realize them.The greatest change is that we may be expecting the new ALA issue within a month, in January 2018 already. From the year to come, we will still be publishing two issues per year, with the winter issue published in January coming first. The second issue will be the summer issue, published in July. At this opportunity we would like to express our gratitude to all the authors in the ALA journal, and alongside send out our call for new articles. All the rest of the changes might only be noticed by our regular readers, while newcomers will hopefully find our e-journal competent, functional, and user friendly. This number of the ALA journal is mostly dedicated to the area of translation studies, however, also contains three interesting works on language. Wing Bo Anna TSO in her work “Repressed Sexual Modernity: A Case Study of Herbert Giles’ (1845 - 1935) Rendition of Pu Songling’s Strange Stories from a Chinese Studio (1880) in the Late Qing” attempts the literary-cultural approach and investigates the lost in translation. She focused on examining gender ideologies in the original and translated work to find out that transgressive gender views get strongly repressed in Giles’ English rendition.A similar thought, namely the importance of the cultural background of the text in translation is stressed in the article “Metaphor in Translation: Cognitive Perspectives on Omar Khayyam’s Poetry as Rendered into English and Kurdish”, written by Rahman VEISI HASAR and Ehsan PANAHBAR. As metaphors as cognitive phenomena can not be relegated to linguistic expression only, the research findings reveal that translators have mostly been successful in translating metaphors dependent on shared cultural models, however, have failed to recreate metaphors dependent on non-shared cultural models.Difficulties in translating metaphors were also experienced by Eva VUČKOVIČ and Byoung Yoong KANG, who in their article “Prevajanje Ko Unove poezije iz korejščine v slovenščino” address several major problems they have encountered when translating poetry from Korean into Slovene. The aricle is written in Slovene and is a pionieering work on translation studies from Korean into Slovene.Lija GANTAR wrote an article “Ancient Greek Legend in Modern Japanese Literature: ‘Run, Melos!’ by Dazai Osamu” in which she discusses how the Japanese author managed to retell a Western literature story in a way to succesfully make it a part of the Japanese literature. The following three articles refer to language. Sweta SINHA in her article “Fuzzy Logic Based Teaching/Learning of a Foreign Language in Multilingual Situations” managed to incorporate the concept of Fuzzy Logic (FL), which primarily gained momentum in the areas of artificial intelligence and allied researches, into a foreign language classroom. She describes language pedagogy as more real-like when observed through the lens of fuzzy logic and fuzzy thinking, and claims that in that way language interference is more of a resource than a challenge.Now already a sequential work on adjective distribution was contributed by LI Wenchao, who wrote the article “Revisit Adjective Distribution in Chinese”. In it the author re-classifies Chinese monosyllabic adjectives and verbs in light of ‘scale structure’ and examines how various adjectives are associated with different scalar layers of verbs. Finally, an interesting project report on the development of early Persian vocabulary in the process of first language acquisition was written by Hajar SHAHHOSEINI. The report is entitled “Investigation of Early Vocabulary Development of a Persian Speaking Child at Age 2 Years Old in Iran”.Editors and Editorial Board thank all the contributors to this volume, and wish the regular and new readers of the ALA journal a pleasant read full of inspiration.
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Kavčič, Jerneja. "The Representation of Modern Greek in Ancient Greek Textbooks." Journal for Foreign Languages 12, no. 1 (December 23, 2020): 75–93. http://dx.doi.org/10.4312/vestnik.12.75-93.
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Focusing on Agnello and Orlando (1998), Elliger and Fink (1986), Weileder and Mayerhöfer (2013), Mihevc-Gabrovec (1978) and Keller and Russell (2012), I discuss attempts at introducing elements of Modern Greek into teaching its ancient predecessor. My analysis, which is based on the etymologies of LKN (Λεξικό της Κοινής Νεοελληνικής), shows that approximately half of the words in the textbooks investigated in this study retain the same written forms and meanings in Modern Greek as in Ancient Greek; the term word in this analysis subsumes headwords introducing lexical entries. On the other hand, words with the same written forms and different meanings in Ancient and Modern Greek are significantly less frequent, accounting for 5 to 11% of all words in the textbooks. Furthermore, these textbooks contain between 12 and 16% of words that retain the same meaning in Ancient and Modern Greek, and also show significant formal change. As a result, their written forms are different in Ancient than in Modern Greek. It is also found, however, that at least some inflected forms of the words belonging to the latter class retain in the modern language the same written forms and meanings as in Ancient Greek. These data suggest that it is possible to introduce elements of Modern Greek into teaching its ancient predecessor without drawing attention to grammatical and semantic differences between Ancient and Modern Greek. Based on these data I also evaluate at the end of the article existing attempts at incorporating elements of Modern Greek into teaching the ancient language.
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Tziovas, Dimitris. "The study of modern Greece in a changing world: fading allure or potential for reinvention?" Byzantine and Modern Greek Studies 40, no. 1 (April 2016): 114–25. http://dx.doi.org/10.1017/byz.2015.12.
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Periodically reviewing developments in a subject area and reflecting on the past and future directions of a discipline can be useful and instructive. In the case of Modern Greek Studies, this has rarely been done, and most of the reviews of the field come from USA.1So I take this opportunity to offer some thoughts on what has propelled changes in the field over the last forty years, on the fruitful (and occasionally trenchant) dialogue between Neohellenists inside and outside Greece and on the future of modern Greek studies as an academic discipline. During this period modern Greek studies have flourished with a number of new trends, debates and scholarly preoccupations emerging. At the same time many research students received their doctorates from departments of Modern Greek Studies, particularly in the United Kingdom, and were subsequently appointed to teaching posts at Greek, Cypriot or other European, American and Australian universities. Modern Greek departments in the UK have often been the driving force behind the discipline since the early 1980s. New approaches were introduced, challenging ideas were debated and influential publications emerged from those departments, which shaped the agenda for the study of modern Greek language, literature and culture. It should be noted that the influence of those departments in shaping the direction of modern Greek Studies has been out of all proportion to the number of staff teaching in them.
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Al-Ghasab, Ghazil Bader. "Reality of Using Modern Teaching Methods in Teaching English Language among Teachers." International Journal of Education in Mathematics, Science and Technology 10, no. 2 (March 5, 2022): 512–27. http://dx.doi.org/10.46328/ijemst.2411.
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The study aimed to reveal the reality of using modern teaching methods in teaching the English language by teachers and the differences according to the variables of gender, years of experience, and academic qualification. In this descriptive study, the study sample consisted of (239) male and female teachers selected from Mubarak Al-Kabeer region in the State of Kuwait. A questionnaire was used for data collection. The results showed that the reality of using modern teaching methods in teaching the English language among teachers came moderately. The direct, communicative, and audio-linguistic methods obtained the highest means in their use by teachers. It was also showed that there were statistically significant differences in the reality of using modern teaching methods in teaching the English language among teachers due to the variables of years of experience and in favor of the category of more than 10 years and academic qualification in favor of the postgraduate category. In addition, there were no statistically significant differences due to the gender variable. The study recommended the necessity of training and qualifying teachers on how to use modern teaching methods in teaching the English language in Kuwait.
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Paradia, Maria, Sotirios Glavas, Napoleon Mitsis, Athanassios Kyriazis, Haido Samaras, and Kostas Aggelakos. "Exploitation of Information and Communication Technologies relating to the instruction of the subject of Modern Greek Language in Greek Junior High schools: Ideas and attitudes of teachers (philologists)." Παιδαγωγικά ρεύματα στο Αιγαίο 5, no. 1 (August 14, 2022): 38–50. http://dx.doi.org/10.12681/revmata.31095.
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Modern technologies have permeated all areas of human life, education being one of them. As in any wide-scale process, one has to consider the total extent of benefits it offers and difficulties it leads to; using the Information and Communication Technologies (ICT) for teaching and learning is no exception. A research team by members of the Greek Pedagogical Institute and the teaching staff of Greek Universities carried out a study in the academic year 2008-09 in the districts of Attica and Thessaloniki, concerning the subject of Modern Greek in Junior High schools (gymnasium). The purpose was to investigate the extent to which the affordances of ICT have been exploited during the instruction of Modern Greek in Junior High School (years 12-15) through the use of the new textbooks that include activities based on the integration of ICT. The present article describes the section of the research that was carried out with the aim of determining to which degree teachers (philologists) made use of these activities. The study also aimed at investigating their opinions and attitudes towards the use of ICT for the support of the Modern Greek Language course and their proposals for increased exploitation of ICT in this subject.
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Alexopoulos, Christos, Anastasia G. Stamou, and Penelope Papadopoulou. "Gender Representations in the Greek Primary School Language Textbooks: Synthesizing Content with Critical Discourse Analysis." International Journal on Social and Education Sciences 4, no. 2 (May 26, 2022): 257–74. http://dx.doi.org/10.46328/ijonses.317.
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School textbooks are media of communicating a large amount of knowledge and teachers rely their teaching practices and schedule their instructions upon them. Except for knowledge on school subjects, textbooks also promote various ideological messages, including gender representations. This study explores gender representations in the Greek primary school language textbook addressed to the first grade, which is currently being taught. For this purpose, Content Analysis and Critical Discourse Analysis are employed in synergy, as Content Analysis on its own is insufficient to fully explore gender representations and the ideologies of school textbook discourse. The results showed clearly that traditional gender representations are reproduced in the particular textbook, by presenting men dominating in the public sphere, and leading women’s lives and their families.
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Meluzzi, Chiara. "Pragmatic use of ancient greek pronouns in two communicative frameworks." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 26, no. 3 (September 1, 2016): 447–71. http://dx.doi.org/10.1075/prag.26.3.05meh.
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This paper deals with the use of personal pronouns (PPs) in Ancient Greek in two Aristophanes’ comedies (i.e. Lysistrata and Ecclesiazusae). The main purpose of this study is to show that Ancient Greek PPs often have a pragmatic function, in particular linked to the speaker’s communicative goals. The analysis highlights the presence of a gender-related distribution and a context-dependent use of personal pronouns. In particular, male characters prefer 1st person singular pronouns, whereas female characters use more 1st person plural pronouns with an inclusive value. Moreover, in two communicative frameworks it is possible to notice how PPs are used for their value of membership categorization. In this respect PPs can be considered possible markers of autonomía or afiliación (see Bravo 1999). Some peculiar instances of referential ambiguities concern in particular the use of 1st and 2nd person plural pronouns in both comedies.The analysis shows that use of Ancient Greek PPs varies according to gender and context. Moreover, it is clear that in both comedies this variation should be explained mainly as a pragmatic strategy of membership categorization, thus showing instances of non-prototypical uses of PPs similar to other languages (e.g. Spanish, English, Modern Greek).
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Klochko, T., and A. Yashchenko. "Feminitives in teaching Ukrainian as a foreign language." Teaching languages at higher institutions, no. 39 (December 30, 2021): 57–70. http://dx.doi.org/10.26565/2073-4379-2021-39-04.
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The article is devoted to the development of a methodology for teaching feminitives of the Ukrainian language to foreign students. The authors analyze the structure of modern feminitives in the Ukrainian language, select units for training, and propose exercises to consolidate knowledge of the learned material. The problem of the formation of feminitives in different languages is relevant in connection with democratic social processes. Another area of study of feminitives concerns their structural features. The problem of the formation and functioning of feminitives is closely related to the phenomenon of linguistic political correctness in the use of gender-labeled words (especially the names of professions), the problems of word formation, and intercultural differences in the use of gender-neutral and gender-labeled words. The relevance of the work is due to the lack of development of a methodology for teaching feminitives in Ukrainian as a foreign language. Vocabulary plays an essential role in teaching the Ukrainian language to foreign students. The systematic accumulation and expansion of vocabulary are one of the main tasks during language learning. The general derivational tendencies of the development of feminitives of the Ukrainian language are: increasing the productivity of the suffixal way of the derivation of feminitives; updating and expanding the word-formation base of feminitives, especially through numerous borrowings; archaization of some derivational types of feminitives; activation of previously unproductive types; the spread of feminitives in the professional sphere to designate women by position, specialization, by type, place of activity, success, achievements, etc. Modern changes in society necessitate a more attentive approach to the selection and presentation of vocabulary and educational texts to a foreign audience. The language is constantly changing, which means that constant updating of educational materials is required as an important tool in the language environment for foreigners to familiarize themselves with the picture of the world of its native speakers. In this sense, the role of the authors of manuals and teachers of Ukrainian as a foreign language has been increasing, as they introduce foreigners to the modern Ukrainian picture of the world through the prism of their own perception.
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Holmes-Henderson, Arlene. "Teaching Latin and Greek in Primary Classrooms: the Classics in Communities Project." Journal of Classics Teaching 17, no. 33 (2016): 50–53. http://dx.doi.org/10.1017/s2058631016000131.
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The Classics in Communities project (http://classicsincommunities.org/) is a partnership between members of the University of Oxford, the University of Cambridge and the Iris Project. It was set up in response to the primary curriculum reforms which were implemented in England from September 2014. In the Key Stage 2 (KS2) Languages curriculum policy, for the first time, Classical Greek and Latin can be chosen for study by pupils aged 6-11 in place of a modern language. The project particularly targets schools where Classical languages have not previously featured on the curriculum. It has twin aims: to equip teachers in primary schools with the skills and knowledge necessary to teach these languages; and to conduct parallel research to determine the impact of Classical language learning on children's cognitive development.
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Giannouli, V., and N. Syrmos. "Depressive symptomatology and language perception in young women." European Psychiatry 41, S1 (April 2017): S528. http://dx.doi.org/10.1016/j.eurpsy.2017.01.712.
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IntroductionDepression may have numerous effects on cognition. A little investigated topic is the perception of the grammatical gender.ObjectiveThe aim of this study is to examine whether there is a different understanding of grammatical gender in Greek-speaking young women with and without depressive symptomatology regarding names of cars that are female or neutral according to the modern Greek language.MethodTwo-hundred fourteen women from Greece (Mean age = 19.59, SD age = 3.60, 18 min–50 max) were examined with the ZUNG Self Rating Depression Scale and a language test that comprised of 38 names of car brands, which were characterized in linguistics either as female or neutral. Half of women scored high in the ZUNG Depression scale.ResultsResults indicated that overall there are no statistically significant differences between women with or without depression in their gender perception of the words (P > .005). In addition to that, there are no statistically significant differences between the names of car brands that are related to large size cars and/or expensive car models.ConclusionsThis research suggests that although there is a tendency to consider the existence of depressive symptomatology as detrimental on cognition, this does not seem to hold true for the perception of the gender of the words as examined by linguistics.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Ponomarenko, Elena B., Gennady G. Slyshkin, Ekaterina A. Baranova, Irina G. Anikeeva, and Yelena V. Sausheva. "Linguistic and cultural analysis of the gender characteristics of British song slang." XLinguae 14, no. 2 (April 2021): 169–84. http://dx.doi.org/10.18355/xl.2021.14.02.13.
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The article establishes the linguacultural gender specifics of the British song slang. All languages are constantly changing, slang invades the vocabulary of people (male and female). Of research, interest is the definition of slang, its origin, the vital need for human communication. The purpose of the study is to identify the gender characteristics of British song slang. Slang as a language system of modern linguistics is considered. In the article, main features and gender characteristics of British slang are described. The authors analyze the song slang of female and male performers and compare the song slang of performers of both sexes. The methods of research are descriptive method, comparative analysis, definitional analysis, lexical and semantic analysis, lexical and grammatical analysis, stylistic analysis, interpretive analysis, quantitative analysis, involving a continuous sample. The material of the study was songs by modern British male and female performers. The theoretical significance of the study is to identify the features of modern British song slang. Research results contribute to the development of lexicology and stylistics of the English language, to contrastive linguistics, linguoculturology. The establishment of the gender specificity of British musical slang contributes to the development of linguistic gender studies. The practical application of the research results is revealed in the possibility of teaching courses in English lexicology, stylistics, and gender linguistics, as well as compiling a linguistic dictionary of modern musical culture.
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Karim, Abdul, Mehtab Hussain, and Khalida Naheed. "Problems of English Teachers at Secondary Level in Azad Jammu & Kashmir." International Research Journal of Education and Innovation 2, no. 3 (December 31, 2021): 86–96. http://dx.doi.org/10.53575/irjei.v2.03(21)8.86-96.
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The teaching of English language holds an important position in the educational curricula of the whole world. The educationists of all times have advocated the study of more than one language for multi purposes. In the past classical languages like Persian, Arabic and Sanskrit in the East, and Latin and Greek in the West were held in high esteem. The study of one or more of these languages was considered vital for the complete education of the young people. In current era, the study of only modern and living languages is considered important because of the mass communication at the national level for students in the middle and western middle schools; the modern language is the second language. (Abbott, 2012).
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Theodosiou, Catherine Georgopoulou. "CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL): AN EXPERIMENTAL STUDY ON CLIL COMPATIBILITY WITH THE MODERN GREEK EDUCATIONAL SYSTEM." English Review: Journal of English Education 4, no. 2 (October 24, 2016): 149. http://dx.doi.org/10.25134/erjee.v4i2.330.
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This paper focuses on the Content and Language Integrated Learning (CLIL) method for (foreign) language teaching. The CLIL approach is rapidly gaining momentum across Europe and all over the world. It is the result of recent European Union efforts to develop and apply innovative educational practices of interdisciplinary character in order to bridge the gap between foreign language education and optimum learning outcomes. In order to investigate the compatibility of CLIL with the contemporary Greek educational reality, a small-scale experimental research study was set up, including the development of original e-learning material, a pilot class instruction based on this material and the evaluation of the results. The class instruction was based on Project-Based Learning whereas Collaborative Learning was supported by the Edmodo e-learning platform. Information on the progress of the pilot class instruction and the learning outcomes achieved was disseminated through a wiki set up for this task.Keywords: CLIL, interdisciplinarity, plurilingualism, multiculturalism, assessment, Information and Communication Technology (ICT)
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Pappas, Panayiotis A. "Stereotypes, variation and change: Understanding the change of coronal sonorants in a rural variety of Modern Greek." Language Variation and Change 20, no. 3 (October 2008): 493–526. http://dx.doi.org/10.1017/s0954394508000173.
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AbstractThe results of a study of the variation between the palatal and alveolar pronunciation of the coronal sonorants /l/ and /n/ in a rural Greek community are presented. The study integrates the methodologies of both large surveys and ethnographic studies and shows that there is change in progress as younger speakers adopt the alveolar pronunciation through contact with urban varieties. The results of the statistical analysis indicate that the variation is determined by factors such as gender, education, attitude toward the local community, and awareness of the variation. The responses given in the interviews reveal that the palatal pronunciation is stigmatized as vlachika, a term that connotes rural rather than urban, uneducated rather than educated, and naive rather than sophisticated attributes. This information coupled with a closer look at the behavior of particular individuals helps elucidate aspects of the pattern of variation that at first appear to be counterintuitive.
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Tsimpli, Ianthi Maria, Alexandra Prentza, and Maria Kaltsa. "Bidirectional Language Contact Effects at the DP Domain: The Case of Greek and Vlach Aromanian Speakers." Languages 7, no. 2 (June 15, 2022): 150. http://dx.doi.org/10.3390/languages7020150.
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We investigate the effects of the historical language contact of Modern Greek (MG) with Vlach Aromanian (VA) in bilingual speakers of three generations living in Epirus, Greece. We focus on a VA variety spoken in a specific language community, with our study constituting one of the early attempts in this field of research. (1) Background: Given that bilingualism is a dynamic process in which language domains are not uniformly affected by external (i.e., sociolinguistic) factors, the investigation of bidirectional crosslinguistic influence can shed light on the resilience of morphosyntactic and semantic feature changes. MG differs from VA in a number of morphosyntactic properties at the DP domain, namely definiteness marking, positioning the adjective and gender marking. (2) Methods: To examine the language contact effects in VA–MG bilinguals, we elicited spontaneous language production in VA and MG from speakers across three generations with different levels of proficiency in each language. (3) Results: The data analysis showed evidence of bidirectional crosslinguistic influence since (a) MG seems to affect VA in definiteness marking and adjective positioning in younger bilingual groups and (b) VA influences MG in gender marking in older bilinguals. (4) Conclusions: The present study presents original language data from VA–MG bilinguals and provides evidence of bidirectional language contact effects.
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Xouplidis, Panagiotis. "Teaching cats in Children’s Literature." Journal of Education Culture and Society 11, no. 2 (September 11, 2020): 311–21. http://dx.doi.org/10.15503/jecs2020.2.311.321.
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Aim. The aim of the research is the comparative study of literary cat characters in Children’s Literature texts in Greek and Spanish and their instructive function in the transmission of social stereotypes.
Methods. The research subscribes to the field of Literary Animal Studies based on the theory of Children’s Literature (Lukens, 1999) and through the intercultural perspective of Comparative Children’s Literature (O’Sullivan, 2005). Published children’s books from Greece, Spain and Spanish-speaking America were compared using textual analysis methods of Imagology (Beller & Leersen, 2007). Stereotyped variants were identified and organized in categories related to name, physical appearance, gender, behavior, and function of literary cat characters.
Results. After examining a corpus of 37 books, 23 in Greek and 17 in Spanish (Argentina, Chile, Colombia, Mexico, Spain), textual analysis findings were compared, organized, and classified by language, country and readers’ age groups to locate that literary cat characters are usually pets or feral, and they remain consistently stereotyped as anthropomorphic and subversive. Cats with seven lives and magical powers are common perceptions, dominating in both cultural contexts, stereotypes extended to strong superstitions about black cats.
Conclusions. In Children's Literature texts, cats are linguistically, literally, and socially defined literary constructs, can have usually human-like features, intercultural influences, and are potentially shaped by intertextual relations. They serve also as a narrative motif for the transmission of social values about non-human animals and the textual familiarization of nonadult readers with society’s cultural stereotypes.
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Stylos, Georgios, Olga Siarka, and Konstantinos T. Kotsis. "Assessing Greek pre-service primary teachers’ scientific literacy." European Journal of Science and Mathematics Education 11, no. 2 (April 1, 2023): 271–82. http://dx.doi.org/10.30935/scimath/12637.
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In a modern yet demanding society, scientific literacy (SL) is an essential skill that enables the individual to explain, understand and discuss issues related to science, health, and the environment. The purpose of this research study is to validate the Scientific Literacy Assessment (SLA) tool in the Greek language and investigate the level of SL of 362 Greek pre-service primary school teachers. Reliability and validity were examined using exploratory factor analysis, confirmatory factor analysis and the Cronbach’s alpha coefficient, and a statistical analysis was performed to verify the factor structure of the two components of SLA. The results revealed that the level of demonstrated knowledge (SLA-D1) was moderate while motivational beliefs about learning science were satisfactory (SLA-MB). In terms of demographic factors such as gender, high school course specialization and undergraduate year, the results demonstrated an effect on SLA scores. Recommendations for further research in primary teacher preparation programs are presented.
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Rađenović, Anka. "Use of electronic corpora in grammar teaching: Acquisition of frequent lexical bundles at higher levels of learning." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 2 (2022): 29–46. http://dx.doi.org/10.5937/zrffp52-31215.
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The modern approach to teaching grammar at higher levels of language proficiency is a combination of grammar and vocabulary in which a special place is occupied by the mastery of non-native speakers with frequent lexical bundles (collocations). The acquisition of frequent lexical bundles, since they are not generated through knowledge of rules or formulae, is the topic of a study on the acquisition of foreign languages, especially at higher levels of proficiency. Textbooks, dictionaries and grammars as the main source of information for students and teachers of foreign languages are insufficient tools for mastering frequent lexical bundles. For this reason, electronic corpora as sets of authentic texts represent a valuable resource for teachers and students in the process of teaching and learning a foreign language. Taking into account the specificity of the lexical-grammatical approach in the acquisition of modern Greek at higher levels of proficiency, the paper presents one of the possible approaches to the acquisition of frequent lexical bundles in grammar teaching by the use of electronic language corpora. The use of electronic corpora in grammar teaching at the university level can have implications both in the didactics of foreign languages and in the creation of curricula.
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Daulet, Fatimabibi, Zhunisbek Gulnaz, Farida Orazakynkyzy, Gaukhar Dauletova, Anuar Saule, and Gulvira Toikina. "GENDER STEREOTYPES OF CHINESE LINGUOCULTURE." Humanities & Social Sciences Reviews 7, no. 6 (December 21, 2019): 870–77. http://dx.doi.org/10.18510/hssr.2019.76132.
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Purpose of the study: The article discusses the national-cultural characteristics of the Chinese gender culture and methods of its implementation in linguistic units: words, phraseological units, euphemisms, proverbs, and sayings. This research also examines the nominative system of the Chinese language, the lexicon, as well as what ratings are attributed to men and women and in what semantic areas they are most clearly expressed.
Methodology: In order to describe the internal form of gender vocabulary, the authors used the following methods common for studies: description, semantic definition, classification, and linguistic interpretation, and the statistical method (quantitative calculations). The etymological approach used to identify primary sources of gender vocabulary.
Main Findings: A study of linguistic facts shows that the gender stereotypes of Chinese culture possess not only general cultural, but also general linguistic properties, which are fixed by different kinds of language units. Gender stereotypes in modern Chinese are objectified by an extensive and well-structured lexical and phraseological field, proverbs and sayings, case-texts (discourse) and other language units, which indicates its communicative relevance to Chinese linguistic consciousness.
Applications/Implications of the study: The results of the study can be used in the further researches of gender stereotypes and its linguistic objectification in both related and genetically distant languages, in various types of discourse. The results of the work can also be used in the teaching of Chinese, as well as in courses on the theory and practice of translation, regional studies. The authors believe that the results of the study will help to better understand the native Chinese speakers, which can help increase the effectiveness of intercultural communication.
Novelty/Originality of the study: In this article, the author first showed that gender stereotypes in modern Chinese are objectified by an extensive and well-structured lexico-phraseological field, proverbs and sayings, and other linguistic units, which testifies to its communicative relevance to Chinese linguistic consciousness. It is one of the first studies analyzed the language objectification of the gender code of Chinese culture.
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Ladias, Georgios, Georgia Iatraki, and Spyridon-Georgios Soulis. "Providing Access to Reading Comprehension for Greek Secondary Students with Mild Intellectual Disabilities." Education Sciences 12, no. 12 (December 14, 2022): 921. http://dx.doi.org/10.3390/educsci12120921.
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All students should achieve improved outcomes in academic content within general classroom and access information through reading comprehension during their daily interactions. Several adaptations and recommendations should be required for students with intellectual disabilities to access information, such as adapted texts that can provide access to reading comprehension and help them participate equally in modern society. The current study shows promise for the use of easy to read (EtR) material combined with systematic instruction, task analysis, and prompting in facilitating Greek language lessons for students with mild intellectual disabilities. Researchers used an AB single-subject design to evaluate the effects of transcribed EtR texts for providing access to information regarding grade-aligned reading comprehension in Greek language lessons. Students with mild intellectual disabilities were assessed through baseline and intervention phases and their results showed a correlational relation between the intervention supported by EtR material and the number of students’ correct responses on the comprehension probes. In addition, social validity indicated the teaching intervention through adapted EtR texts as being practical and useful. Discussion of results, future research, and limitations are provided with a focus of the importance of teaching interventions based on EtR language that positively contribute to the accessibility and equality of people with intellectual disabilities to information.
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Revyakina, Nina. "Juan Luis Vives on the use of Ancient literature in education." Hypothekai 5 (September 2021): 214–35. http://dx.doi.org/10.32880/2587-7127-2021-5-5-214-235.
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The work “On Education” (De tradendis disciplinis) by the Spanish humanist Juan Luis Vives (1492/3–1540) is considered from the perspective of the use of ancient literature during the in-itial period of child school training (from 7 to 15 years). Vives’ appreciation of the Latin language, a positive attitude towards teaching Greek at school, and the influence of ancient languages on modern European languages — Italian, Spanish, and French are discussed. The article draws attention to some features in teaching the Latin language that are not characteristic of the hu-manists who preceded Vives and also wrote about school. They are as follows: using the native language as an instrument for mastering Latin at the initial stage of learning, and using modern literature - writers, grammarians, humanists, which helps to learn ancient languages in the subsequent period. These features can be explained by Vives’ epoch when national states were being estab-lished, national languages were strengthening, and pedagogical thinking was developing. The article also examines the issue brought up by Vives himself about the attitude to pagan literature and to some, in Vives’ opinion, morally questionable poets. With all the inconsistency of Vives and the low persuasiveness of his self-censorship, the solution to this problem comes down to se-lecting such authors the study of whose works will protect school students from vices. The article shows that both Latin and Greek literature (works on oratory, poetry, comedy, history, my-thology, etc.) are widely used in teaching. Ancient writings not only form and enrich the language, but also provide versatile knowledge, mainly of humanitarian kind, help to bring up an ed-ucated and cultured person. This is supported by a large survey of over 100 ancient authors, modern writers, scientists, humanists, early medieval writers, “church fathers”, publishers, translators, and commentators provided at the very end of Vives' discussion on education, with brief characteristics of many of them.
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Al-Waili, Dr Suad Abdulkareem, Assist Teacher Ali Hanun Jassim, and Assist Teacher Bilal Khalid Khudha. "The Extent of the Arabic language Teachers Practice in the Intermediate Stage for the Modern Teaching Skills from the point of view of the Managers and Supervisors in Iraq." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 226, no. 3 (September 1, 2018): 361–78. http://dx.doi.org/10.36473/ujhss.v226i3.100.
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The study aims to know the extent of the Arabic language teachers practice in the intermediate stage for the modern teaching skills from the point of view of the managers and supervisors in Iraq. The study sample consisted of (125) teachers within Maysan Education Directorate, they were 65 female teachers, 60 male teachers. To apply the study, the researchers prepared the study subject representing by questionnaire of modern teaching skills. The point of view of the managers and the supervisors in Iraq was medium, where the first stage was the Field of Planning with an average of (3.02), second stage was the Field of Class Administration with an average of (2.95), the Field of Implementation came in the third stage with an average of (2.93), the fourth stage was the Field of Calendar with an average of (2.91)and finally in the fifth stage was the Field of Activities and Teaching Aids with an average of (2.88).There are differences due to the gender, educational qualification and teaching experience. For the results, the study produced many recommendations and suggestions.
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Kantzou, Vasiliki, and Dimitra Maria Vasileiadi. "On Using Languages Other Than the Target One in L2 Adult Language Education: Teachers’ Views and Practices in Modern Greek Classrooms." Journal of Language and Education 7, no. 2 (June 30, 2021): 155–74. http://dx.doi.org/10.17323/jle.2021.11250.
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Current developments in language education call for a reassessment of the role that students’ already-established linguistic repertoires can play in language teaching. This study probed into adult second language education in Modern Greek offered in Greece, where classes are culturally and linguistically diverse. We investigated teachers’ views and perceived practices regarding the use of other languages in their classes. A mixed-method design was followed. Data on teachers’ opinions was collected via a questionnaire completed by 30 teachers. Complementary data on teachers’ practices collected through observations of two classes was also studied. The results indicated that English was mainly used by the teachers as a mediation language, although a wide variation was reported in the amount of other-language use. Large variations were also reported in the students’ behaviour. Teachers stressed several benefits from using other languages in class, but also expressed concerns about excessive reliance on other languages and on how using a support language would impact students with limited proficiency in this language. These findings were discussed in light of recent developments in language education and implications for teacher training were considered.
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Ioannou, Sophia, and Dina Tsagari. "Effects of Recasts, Metalinguistic Feedback, and Students’ Proficiency on the Acquisition of Greek Perfective Past Tense." Languages 7, no. 1 (February 21, 2022): 40. http://dx.doi.org/10.3390/languages7010040.
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The role of interactional corrective feedback in second language assessment has attracted both teachers’ and second language researchers’ interest, as they are concerned with when corrective feedback can be implemented to assist second language acquisition. This quasi-experimental intervention study aims to investigate the impact of two corrective feedback types, namely recasts and metalinguistic feedback, and students’ proficiency in the acquisition of the Greek perfective past tense. The sample consists of ten adult beginners’ classes (n = 86 students) of the Modern Greek Language Teaching Center of the University of Athens. The classes were randomly assigned to three treatment conditions: (a) recast; (b) metalinguistic feedback; (c) no feedback and participated in form-focused production activities. A grammaticality judgment pretest and posttest were administrated to measure participants’ development on the explicit knowledge of perfective past tense morphology. After the treatment, participants were divided in the database into high and low beginner students based on their performance on a placement test administrated prior to the treatment. Results revealed that the groups that received corrective feedback outperformed the control group, while no statistical significance was found between the two treatment groups. Moreover, high-beginner learners benefited equally from both feedback types, whereas low-beginner learners benefited significantly from metalinguistic feedback.
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Michaelides, Michalis P., and Georgia Solomonidou. "Factorial Structure, Gender Invariance, and Predictive Validity of the Students’ Conceptions of Assessment-VI Inventory." European Journal of Psychological Assessment 35, no. 2 (March 2019): 248–54. http://dx.doi.org/10.1027/1015-5759/a000383.
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Abstract. Student conceptions about assessment may be positive or negative, exemplify various beliefs and expectations, and are hypothesized to relate to student outcomes, for example, grades. The current study investigates the factorial structure of the Students’ Conceptions of Assessment-VI inventory using data from Gymnasium students, that is, 7th- to 9th-graders, in Cyprus. Acceptable fit was found for a multidimensional hierarchical model with four second-order factors relating to assessment conceptions: improvement of teaching and learning, external motives, affective/social activity, and a negative, unfair, or valueless practice. Strong evidence of measurement invariance with respect to gender was found, with higher endorsement of some positive beliefs about assessment by females. The conception of assessment for improvement positively predicted language grades, while the other three assessment conceptions had negative regression coefficients. The adaptation of the inventory in Greek demonstrated good psychometric properties. Findings suggest that conceptions about assessment can be adaptive or maladaptive and relate to achievement outcomes.
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KAIL, MICHELE. "On-line grammaticality judgments in French children and adults: a crosslinguistic perspective." Journal of Child Language 31, no. 3 (August 2004): 713–37. http://dx.doi.org/10.1017/s030500090400649x.
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This study examined the on-line processing of French sentences in a grammaticality judgment experiment. Three age groups of French children (mean age: 6;8, 8;6 and 10;10 years) and a group of adults were asked to detect grammatical violations as quickly as possible. Three factors were studied: the violation type: agreement violations (number and gender) vs. word order violations; the violation position: early vs. late in the sentence; the target type of the violations: intra vs. interphrasal. An example of an early interphrasal verbal agreement violation follows: ‘Chaque semaine la voisine remplissent le frigo après avoir fait les courses au marché’ (Every week the neighbour fill the fridge after shopping at the market). The main developmental results were the following: not surprisingly, children were always slower than adults in the detection of grammatical violations. At each age level, morphological violations were more rapidly detected than word order violations. Each age group was faster at judging sentences with later occurring violations and the position effect was especially strong in the youngest groups. Finally, intraphrasal violations were more rapidly detected than interphrasal ones, this effect being observed only in the oldest groups (i.e. 10;10 years and adults). The results were compared to previous on-line data obtained in modern Greek (Kail & Diakogiorgi, 1998) showing strong similarities, even though Greek is a very rich morphological language. These results are discussed within the framework of the Competition Model, outlining the necessity to incorporate new processing constraints into the model.
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Didenko, Maria. "DEVELOPING INTERCULTURAL COMPETENCE OF FUTURE NAVIGATORS AS A BACKGROUND OF EFFECTIVE INTERCULTURAL COMMUNICATION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 15(83) (November 24, 2022): 97–101. http://dx.doi.org/10.25264/2519-2558-2022-15(83)-97-101.
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The article aims to study the resources that can be used by foreign language teachers of universities to achieve standards of higher education and the development of intercultural competence as an integral part of the professional education of modern experts and background for effective intercultural communication. This leads to the importance of developing respect for other cultures, tolerance, empathy, desire to learn about foreign cultures, etc. And thus, it enables the development of a global expert who easily adapts to the modern requirements of society in an intercultural environment. The article analyses relevant scientific papers and the requirements for modern experts in the development of intercultural competence. This makes it possible to say that an important task of teaching intercultural competence is to develop students’ ability to participate in intercultural dialogue, taking into account the principles of cooperation and mutual respect, forming a sense of belonging to their own culture. Based on the theory of high-context and low-context cultures, the authors made a comparative description of the representatives of Ukrainian, Philipino, Indian and Greek cultures, because Ukrainian sailors work mostly in this international crew. The features of the cultures presented in the table make it easier to adapt to the intercultural environment and understand and tolerate intercultural differences. The article offers practical assignments for the development of intercultural competence at foreign language classes in higher education institutions, including maritime English.
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Bsharat, Tahani R. K., and Fariza Behak. "The Influence of Social Media on Palestinian Secondary Schools English Writing Skills from English Teachers’ Perspectives in Jenin Region." PANYONARA: Journal of English Education 3, no. 1 (March 24, 2021): 19–34. http://dx.doi.org/10.19105/panyonara.v3i1.4170.
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Writing skills play a crucial role in this modern world, and one must develop these skills to excel in teaching-learning processes. Therefore, writing becomes one of the most important abilities of all four language skills to communicate effectively in this global environment. Since English is commonly used throughout the world, learners need to acquire their writing skills to be effective in their respective fields. The teachers have to consider and seek to incorporate different teaching methods, especially social media, during these challenging times with the presence of COVID 19. This study aimed to find out the influence of social media on Palestinian secondary schools' English writing skills from teachers' perspectives in the Jenin region, and also the influence of (gender, academic qualification, and years of experience) variables in the influence of social media on Palestinian secondary school's English writing skills from teachers' perspectives in the Jenin region. The study sample consists of (30) Palestinian secondary schools English language teachers who will select randomly in the scholastic year (2019-2020). Thus, the researcher adopted the descriptive-analytic approach (quantitative method). The results show that a negative influence of social media on Palestinian secondary schools students' English writing skills
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SAGDULLAEV, I., and K. BERIKKYZY. "INTERVAL REPETITION AS AN EFFECTIVE METHOD OF LEARNING NEW VOCABULARY." Iasaýı ýnıversıtetіnіń habarshysy 126, no. 4 (December 15, 2022): 272–80. http://dx.doi.org/10.47526/2022-4/2664-0686.23.
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The twenty-first century is a century of information technology, globalization, global political, economic, religious and cultural integration. In this regard, English is the language of the whole world, and the number of English language learners is also increasing. English teachers have also been looking for teaching methods that are suitable for modern learners for many years. In this line, the current research work is aimed to identify the effectiveness of the interval repetition method on EFL learners’ vocabulary learning and compare the results of students using the interval repetition method and the traditional method in individual learning. In the research work, quantitative and qualitative methods were used, and an experiment was conducted. The study was conducted with the samples selected from 34 students both female and male gender. As a result of the study, there was a positive result in learning new vocabulary using the method of interval repetition among EFL learners in individual lessons, and an increase in the progress of learning the language among learners. The article shows that using this method is much more effective than learning new words using the traditional method. As a result of the study revealed the effectiveness of the interval repetition method in learning new vocabulary, the author recommended English teachers use this method in the teaching process.
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Beridze, Teona. "The Effective Provision of Preschool Bilingual Education (On the example of Greece)." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VIII, no. 1 (May 23, 2020): 53–61. http://dx.doi.org/10.22333/ijme.2020.15005.
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The present article: ″The Effective Provision of Preschool Bilingual Education (on the example of Greece)″ aims to study and analyse the problem of bilingualism, bilingual education at pre-school age, bilingual memory and the relationship between first and second languages in this context, innovative methods of teaching a second language and psychological factors influencing a child. Some main factors that influence success in second language acquisition: integration, motivation, instrumental motivation, language skills self-esteem and child's nursery self-concept. The interest of the given research contains: the observation on kindergartens pupils in the city of Athens and Attica region. One of the core objectives of the research is to determine amount of bilingual children in the kindergartens every year, the teachers’ and pupils’ role in learning foreign language. The article focuses on the questions regarding the use and development of language of bilingual children in a kindergarten, aims at studying psychology related to bilingual children, using different approaches of modern methods, creating an effective teaching plan intended to meet learning outcomes relying on good results at the end of the year, making parents aware of children's problems, arranging frequent contacts between parents and teachers, exchanging of the ideas as well. We have conducted extensive research and interviews among teachers in kindergartens. According to the interviews we found out that, kindergartens are quite highly developed and among twenty three interviewed teachers we can say that they are sufficiently qualified and adequately prepared in order to give all bilingual children opportunities for a good quality education relating to learning the Greek language easily. Bilingual education can completely promote positive attitudes to a child. Developing learning skills of two languages simultaneously is important in the child's daily experiences
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ELMHEMIT, Hüseyin. "The Genesis of Languages Between Qāḍī ‘Abd al-Jabbār and Modern Linguistics." ATEBE, no. 7 (June 30, 2022): 99–113. http://dx.doi.org/10.51575/atebe.1094766.
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The issue of the emergence of languages in Islamic thought occupied a large part of study and discussion, and the largest share in these discussions was for the legal theoreticians and scholars of theology. Muslims came up with two theories about the emergence of languages. The first theory asserts that language is a God-given or a God-inspired gift (tawqīfī) that descended on mankind who were taught the names of things. This theory is very old and had similarly been advocated by Greek philosophers. The second theory was formulated by the Mu’tazilites who drew on rational logic, interpreted scriptural references accordingly, and stated that language arose from the agreement of individuals in society (muwāḍa‘a). There have also been attempts of reconciling these two theories and according to one of which it was stated God has endowed man with mechanisms that enabled him with the ability to establish linguistic conventions and terminologies (al-qudra ‘alā al-iṣṭilāḥ). But, this reconcilitation attempt adds, the first and the initial language was the result of God’s teaching (tawqīfī) and what came after it was the result of agreeing by individuals within a given society. Qāḍī ‘Abd al-Jabbār advocates a different theory and asserts from the outset that the first language must be borne out of muwāḍa‘a, for, according to him, muwāḍa‘a temporally precedes tawqīf. His argument proceedes from the reasoning that in order for God to address the mankind, the latter must already have the faculty of speech/language so that they can receive God’s address. Qaḍī’s formulation is about the first language and, due to lack of conclusive evidence, he seems undecided about the languages that came into being later; they can either be tawqīfī or they can similarly be the outcome of muwāḍa‘a. Qāḍī then continues to talk about the prerequisites for the muwāḍa‘a by virtue of which God directed His speech towards mankind, and stipulates that the first prerequisite is the determination of meaning. There cannot be a given name for a given named without intending and establishing the meaning of the given name. Modern studies have also been examining the development and beginning of languages and there have been attempts of putting forth other theories. Towards the end of the 18th century, scholars have come up with the innateness theory (al-naẓariyya al-fiṭriyya) according to which human beings are endowed with a special instinctual faculty with which they can articulate meanings in speech. Another one of the most famous of these theories is the onomatopoeic or mimetic theory which asserts that the first speech developed out of imitating sounds that human beings heard in their natural environment and invented nouns for the sources and roots of these sounds. The following study comprises of a foreword that studies the significance of the topic and the questions that revolve around it. We then present a brief biographical account of Qāḍī ‘Abd al-Jabbār, follow it with a section that presents the forerunning theories about the beginning and the development of languages according to Muslim and Western scholars along with their supporting arguments. We finalize with Qāḍī’s views and arguments and conclude our study with our findings and suggestions.
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Kaushal, Yashovardhan, Sunita Koreti, and Ajay Gaur. "Educational stress and coping strategies in school going adolescents." International Journal of Contemporary Pediatrics 5, no. 4 (June 22, 2018): 1452. http://dx.doi.org/10.18203/2349-3291.ijcp20182545.
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Background: Academic pressure are one of the main causes of stress for young people and this stress is a significant catalyst and precursor to depression. This research uses to assist the teaching units in understanding the related problems of stress of students of modern teaching technology, thereby proceeding to provide assistance and preventive measures. Current study was aimed to find out prevalence of educational stress among school going adolescents and associated factors. In addition to study the use of stress coping strategies.Methods: It was Cross-sectional study carried out during 2016-2017 at Government and Private Schools of Gwalior. 1400 students were selected randomly. Prepared questionnaire in Hindi and English language adapted from. Educational Stress Scale for Adolescent (ESSA) and Academic Stress Scale (ASC). Scales are modified according to our settings.Results: We found that 43% children have minimal stress, 56.6% moderate stress, 0.4% have highly stress. Female adolescents have more stress than male. 63% adolescents of government school have moderate stress as compared to private school which has 50.9% moderate stress. 11th and 12th standard students have more stress than 9th and 10th standard which is highly significant (p value <0.01). 20.4% adolescents use occasionally coping and 55.3% adolescents used sometimes coping and 23.5% used frequently coping strategies.Conclusions: The present study reveals that the school going adolescents are having educational stress and which is affected by age, gender, socioeconomic status, examinations, parents expectation and peer and also found that adolescents uses different coping strategies to cope up with educational stress.
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Safi, Lawal, Umar Zakaric, and Oluwole Grace. "COVID-19 AND NIGERIAN PUPILS’ READING DISTRESSES: EXPERIMENTING COLLABORATIVE TECHNIQUE FOR THE REVATALISATION OF LOWER-BASIC SCHOOL PUPILS’ READING CULTURE." International Journal of Development Strategies in Humanities, Management and Social Sciences 10, no. 2 (December 21, 2020): 19–27. http://dx.doi.org/10.48028/iiprds/ijdshmss.v10.i2.02.
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The development of lower-basic school was replicated prior to the attainment of independent in Nigeria. This is a move to look inward on how the country can lay a very good foundation for Nigeria education. The emergency of covid-19 pandemic that compulsorily short down schools across the globe in no doubt affects Nigerian pupils reading culture. The trust of this paper therefore, is to experiment how collaborative as an instructional technique can close the reading-culture vacuum created by the covid-19 pandemic with a view to suggesting ways of improving the quality of teaching and learning reading comprehension. A quasi-experimental design with pre and post-test, non-randomized, and non-equivalent was adopted for data collection. The population for this study consisted of all upper-basic school pupils in Ilorin metropolis. Two schools were purposively sampled. The sample was categorized into one experimental group and one control group of fifty respondents each. The data collected were analysed using the percentage, mean, standard deviation and analysis of Co-variance (ANCOVA) to test the two formulated hypotheses at 0.05 level of significance. Findings revealed that: the general level of pupils’ achievement in reading comprehension was low before the treatments (42.79) but high after the treatments (77.76) irrespective of gender. The paper recommends that teachers of the English language should wake up and move in line with the modern trends through the use of collaborative instructional techniques in order to improve the teaching and learning of reading comprehension. Teachers and other stakeholders should try and leave up expectations by encouraging collaborative techniques for teaching reading. Curriculum planners and developers should not be left out in this regard.
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Ma'arif, Cholid. "KAJIAN ALQURAN DI INDONESIA: TELAAH HISTORIS." QOF 1, no. 2 (December 15, 2017): 117–27. http://dx.doi.org/10.30762/qof.v1i2.923.
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This paper focuses on a mapping study of the development of Qur'anic and interpretation study generally in Indonesia. It aims to see how far the map of development of the Qur'an Study in the region of Indonesia. Previously, it is important to trace the beginning of the historical entry of Islam, the pattern and system of teaching the Koran, along with its development by looking at the work of commentary scholars and commentary on the interpretation of scholars. The method used is bibliography with supported documentation of related works. The results are the study of the Qur'an in Indonesia from classical to contemporary times evolved from the conventional pattern of the class (learning al-Qur'an in pesantren, madrasah, and home), a ceremonial event and even in competition (model reading al-Qur ' in various events such as One Day One Juz, STQ, MTQ, and others). On the other hand, the growth of interpretation and translation of the Koran in Indonesia is somewhat slower than the writing of interpretations in the Middle East. In this case the author traced the period of history of writing al-Qur'an interpretation according to Nasharuddin Baidan: Classic Period (7-8 H./15 CE); The Middle Period (16-18 AD); Pre-Modern Period (19th Century); The Modern Period (The 20th Century (1900-1950, 1951-1980, 1981-2000, 2001-present) At first glance, it appears that at first the interpretation became an integral part with other religious teachings propagated by the wali songo (such as the teachings of Molimo and also Lir Ilir) .Then began writing the interpretation with Arabic script in the local language (ex melayu, madura) .The work that appears like Tafsir Tarjuman Al-Mustafid.In this period style of writing interpretation is still influenced from the interpretation of Arab lands, such as Jalalain, al-Baidlawi, etc. The modern period is a period of Indonesian interpretation, not only of tahlili but also maudlu'I (thematic themes) .The themes are carried on are social, political, economic, gender, ecological, multicultural , and others.
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Gätje, Helmut. "Arabische Lexikographie Ein Historischer Überblick." Historiographia Linguistica 12, no. 1-2 (January 1, 1985): 105–47. http://dx.doi.org/10.1075/hl.12.1-2.06gat.
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Summary The first part of the article (Sect. 1–6), an earlier version of which appeared in 1964, constitutes a survey of medieval Arabic lexicography, which resulted in the conlusion that the works of these lexicographers could not be used, according to modern standards, as primary sources for lexical studies of Arabic, as has frequently been done up to now. It is characteristic of medieval Arabic lexicography that it was limited to the study of Classical Arabic, the literary language of Islamic society until the end of the tenth century. The beginnings of Arabic lexicography date back to the time of ‘Alī or to the early Umayyads and were motivated by the concern for the classical language and its preservation from decline and deterioration. It was primarily the Koran, tradition literature, early poetry and proverbs which served as a basis for lexical studies. As a result of these scholarly efforts a number of lexical works were produced, some of which aiming at a complete vocabulary of the language, others being limited to certain linguistic and literary fields. Besides dictionaries in the proper sense there are also onomastic dictionaries. The arrangement of roots varies in different works. Although some of these dictionaries are extremely voluminous, they do not adequately represent the actual state of the language, as evidenced by the Lisān al-’Arab, for, on the one hand, they are often incomplete, on the other hand they contain material of dubious origin. Information as to usage and currency is lacking. The arrangement of the material within the roots is irregular and unsystematic, and the morphological structure of words is not always clearly established. There are shortcomings with regard to the definition of word meaning; moreover, no distinction is made between common and occasional meaning. Sometimes a meaning is stated as being known, sometimes it is defined by synonyms. Information regarding gender is often too general and wide, whereas with regard to meaning it is too narrow, based on isolated occurrences or simply false. In conclusion, reference is made to the Wörterbuch der klassischen arabischen Sprache (WKAS), which constitutes a new approach to Arabic lexicography. The second part of the paper (Sect.7–10) reports on the progress and development of the WKAS up to 1983 (date of publication of the first half of the second volume). The source material has been considerably enlarged, and there are also improvements from the technical point of view. Another change, however, is the widening of the linguistic scope. In addition to the classical language in the strict sense, translations from Greek (and Syriac) and relevant works succeeding them are taken into acount. Although this material only refers to certain domains of Greek thought, mainly pertaining to scientific subjects, it is rather heterogenous and often requires considerable expert knowledge. Theoretical concepts are more frequent here than in common literary language. The translations vary, moreover, as to quality and usage; the latter also applies to relevant subsequent literature. In philosophy, for instance, only a small quantity of loan-words and foreign words is to be observed. Word composition being almost completely lacking as a means of translation, Greek terms were rendered by way of morphological derivations and syntactical structures, or by semantic extensions and semantic loans. At the present stage of research it is not yet possible to achieve a complete inventory of technical terms; consequently, examples quoted as reference are not always equally pertinent. For the same reason a number of terms and definitions could be added in the field of philosophy as well. Another problem is the choice of adequate European meanings for rendering Arabic concepts. In the WKAS philosophical terms are partially included in the entries devoted to common language. In such cases, but also when they are treated apart, sequences of meaning are sometimes produced which are neither homogeneous in themselves, nor do they always fit in with the examples quoted. Thus the user must take notice of the distinction made within individual entries, and, if required, rely on his own judgment in finding further definitions. All things considered, the WKAS is certainly not to be regarded as a substitute for a dictionary of philosophical terms, but it offers rich and valuable material in this respect.
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Mavromanolakis, Georgios, T. Manousos, M. Kechri, P. L. Kollia, and G. Kanellopoulos. "Studying, designing and 3d-printing an operational model of the Antikythera Mechanism." Open Schools Journal for Open Science 1, no. 3 (May 20, 2019): 70. http://dx.doi.org/10.12681/osj.17965.
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3D printing technology is an established industrial practice for rapid prototyping and manufacturing across a range of products, components and commercial sectors and at the same time possesses great potential for every-day life applications to be invented, explored and developed by the coming generations of scientists and engineers. A 3D printer installed in a school setting and complemented by well-designed educational activities can: stimulate the interest and curiosity of students; engage and motivate them into studying science, technology, engineering and mathematics (STEM) subjects, that they may choose or consider as career options; give the opportunity to teachers to achieve content and concept learning in an innovative way. In this paper we present an interdisciplinary science course that was developed for high school students and was implemented in an actual science classroom. The objectives of the course were both to spark the interest and creativity of students and teach them certain curriculum units the content knowledge of which is reached or utilized in an unconventional way. Students are gradually introduced into the 3D printing technology, its application and potential and are assigned a challenging collaborative project in which they have to study, analyse, design and build, using the 3D printer of their school, an operational model of a renown ancient artefact, the so-called Antikythera Mechanism. The mechanism is a 2100-year-old computer and is internationally known as an artefact of unprecedented human ingenuity and scientific, historic and symbolic value. The course involves the teaching of STEM curriculum domains of physics, astronomy, mathematics/geometry, informatics and technology related content and also non-STEM subjects like history and Greek language, both ancient and modern. We give an overview of the course, discuss its various phases and highlight its outcomes.
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Nganga, Lydiah, Samara Madrid Akpovo, Sapna Thapa, and Agnes Muthoni Mwangi. "How neocolonialism and globalization affect the early childhood workforce in Nepal and Kenya." Contemporary Issues in Early Childhood 21, no. 2 (June 2020): 111–25. http://dx.doi.org/10.1177/1463949120929471.
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Research shows that modern forms of colonization are vested with globalizing discourses which include early childhood education, gender, and curriculum policies and practices that are Euro-western based. In this collaborative qualitative study, four ethnographic researchers—two who conduct research in Nepal and two who conduct research in Kenya—explored the influence of globalization and neocolonialism on the work lives of early childhood teachers. Data was drawn from three long-term, in-depth ethnographic projects over a period of 6 to 13 years. The methods of data collection consisted of participant observation, field notes, class observations, individual interviews, and focus groups. This article reports on the findings from focus groups and uses a constant comparative method to analyze the data. Three common themes emerged from the analysis of the two data sets: Euro-western dominance; gendered positioning; and teacher resilience. The teachers used Euro-western language (i.e. English) as a key indicator of quality. The findings revealed that early childhood teachers experienced pressure from parents to conform to Euro-western standards, especially the use of English, thus alienating local languages. Teaching young children continued to be positioned as “women’s work,” resulting in low pay for early childhood education teachers and a lack of professionalism within the field. Although the themes of Euro-western standards and gendered discourses were frequent within the data, the theme of resilience was also found. The teachers displayed perseverance by using various coping mechanisms to counter the lack of resources and deprecated status of early childhood education as women’s work.
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L.A., Kovbasyuk. "CORONAVIRUS PANDEMIC AS THE SOURCE OF THE GERMAN COMPOUND WORDS." South archive (philological sciences), no. 83 (November 4, 2020): 42–45. http://dx.doi.org/10.32999/ksu2663-2691/2020-83-8.
Full textAbstract:
Мета нашого дослідження полягає в багатоаспектному вивченні утворення іменників-композитів німецької мови під час пандемії COVID-19, в аналізі їхньої структури, семантики та семантичних трансформацій. Для досягнення цієї мети необхід-но вирішити такі завдання: 1) скласти корпус композит, 2) вивчити їхні структурно-семантичні ознаки, 3) визначити наявні семантичні трансформації одиниць дослідження.Методи. Методологічною основою нашого дослідження є: 1) метод суцільної вибірки для складання корпусу композитів, 2) метод історичного дослідження для встановлення типу та структури композиту, 3) метод семантичного аналізу для висвіт-лення семантики композита, 4) концептуальний аналіз для визначення семантичних трансформацій.Результати. Словоскладання є одним із найпродуктивніших способів словотворення німецької мови. У сучасній німецькій мові є такі різновиди написання композит: разом згідно з класичною граматикою, через дефіс (и), кожний компонент із великої літери або окремо та з великих літер як в англійській мові. Аналіз відібраних композит дав змогу визначити тенденції у пло-щині словоскладання під час пандемії COVID-19: 1) словоскладання є продуктивним для утворення німецьких іменників, найпродуктивнішою моделлю композита є двокомпонентна структура N. + N; 2) складовими компонентами німецьких компо-зит є запозичення з англійської, грецької, італійської (латинської) та французької мов; 3) важливу роль у процесах утворення нових композитів відіграють префіксоіди та префікси; 4) словоскорочення є складовим компонентом багатьох композит у часи пандемії коронавірусу. У роботі виявлено такі типи композит: 1) детермінативні композити, 2) бахувріхі, 3) контамінації, 4) зрощення. Детермінативні композити утворюють найбільшу групу в корпусі нашого дослідження. Більша частина новітніх композитів є неологізмами. У проаналізованому корпусі представлені як композити з прямим значенням, так і композити, які є концептуальними метафорами або метоніміями, оказіональними утвореннями.Висновки. Проведене дослідження дало змогу встановити основні тенденції словоскладання в німецькій мові під час пан-демії коронавірусу. Композити проаналізовано з урахуванням їхньої структури та семантики. Перспектива майбутніх дослі-джень полягає у всебічному контрастивному аналізі композит у сучасній німецькій та сучасній українській мовах, аналізі використання композит у процесі навчання іноземної мови. Purpose. This article deals with German compounding as one of the most productive forms of word formation of nouns in the time of the coronavirus pandemic. This article aims to take into account the types of compounding, to determine the structural-semantic characteristics of compounds, and to describe existing semantic transformations. It is necessary to solve the following tasks: 1) to compose a corpus of composite, 2) to study their structural and semantic features and 3) to determine the existing semantic transformations of research units.Methods. The methodological framework of our empirically supported study includes text analysis for the preparation of the list of compounds, the methods of historical word formation research to research the type of compounding and the structure of the compound words, the semantic analysis for determining the meaning of the selected compounds and the conceptual analysis to determine their semantic transformations.Results. Word formation is one of the most productive ways of word building in German language. In modern German compound words are written: together according to classical grammar, through a hyphen (s), each component with a capital letter or separately and with capital letters as in English.The analysis of the compound words made it possible to determine some tendencies of compounding in a coronavirus pandemic: 1) compounding is particularly productive in the noun area, the most productive is the two-part structure N. + N.; 2) the compounds contain borrowings from English, Greek, Italian (Latin) and French as constituents; 3) prefixoids and prefixes become an important part of the formation of new compounds; 4) many compounds of the coronavirus pandemic have different types of short words as a constituent. We distinguish between the following types of compounds: 1) determinative compounds, 2) possessive compounds, 3) contamination, and 4) phrasal compounds. Determinative compounds form the largest group. Most compounds are neologisms. In our corpus, there are both compounds with a direct meaning as well as compounds that are conceptual metaphors or metonymies, occasional words.Conclusions. The study has shown at a glance which tendencies are present in German compounding during a coronavirus pandemic period. The compound words have been analyzed from their structure and their semantics. The perspective of future research lies in the versatile contrastive analysis of the compounds in contemporary German and contemporary Ukrainian; in the sensible use of compound words in foreign language teaching.
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Журавльова, Олена, Лариса Засєкіна, and Олександр Журавльов. "Академічна прокрастинація в іноземних студентів бакалаврату в умовах лінгвокультурної інтеграції." East European Journal of Psycholinguistics 6, no. 1 (June 30, 2019): 82–93. http://dx.doi.org/10.29038/eejpl.2019.6.1.zhu.
Full textAbstract:
У статті обґрунтовано актуальність вивчення чинників акультурації та мовної адаптації у контексті дослідження специфіки прояву прокрастинації іноземними студентами. Висвітлено особливості операціоналізації вказаних понять у сучасній науковій літературі. Вибірку дослідження склали іноземні студенти (n=41), які навчаються за освітнім рівнем «бакалавр» у двох вищих навчальних закладах України. Результати кореляційного аналізу свідчать про позитивний взаємозв’язок прокрастинації із загальним рівнем прояву стресу акультурації (r = 0.43, p<0,01), а також такими його аспектами як акультураційний страх (r = 0.46, p<0,01), сприйнята дискримінація (r = 0.37, p<0,05), почуття провини (r = 0.31, p<0,05). Вагоме значення аспектів мовної інтеграції у контексті вивчення тематики прокрастинації підтверджено зафіксованими прямими значущими кореляційними зв’язками із загальною шкалою мовної тривожності (r = 0.59, p<0,001), страхом негативної оцінки (r = 0.62, p<0,001), страхом спілкування (r = 0.62, p<0,001) та складання іспитів (r = 0.47, p<0,01).
Література
References
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Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712. http://dx.doi.org/10.1016/j.ijintrel.2005.07.013
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Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. N.Y.: Plenum Press. doi: 10.1007/978-1-4899-0227-6
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Gamst-Klaussen, T., Steel, P., Svartdal, F. (2019). Procrastination and personal finances: Exploring the roles of planning and financial self-efficacy. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00775
Goldin, C., Katz, L. F., Kuziemko, I. (2006), The homecoming of American college women: The reversal of the college gender gap. The Journal of Economic Perspectives, 20(4), 133-157.
Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire. (Unpublished Ph.D. thesis). Carleton University, Ottowa, Canada.
Hashemi, M., Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences, 4(3), 640-646.
Horwitz, E. K., Horwitz, M.B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. doi: 10.1027/1016-9040/a000138
Kornienko, A. A., Shamrova, D. P., Kvesko, S. B., Kornienko, A. A., Nikitina, Y. A., Chaplinskaya, Y. I. (2016). Adaptation Problems Experienced by International Students in Aspect of Quality Management. The European Proceedings of Social & Behavioral Sciences, 48, 358-361 doi: 10.15405/epsbs.2017.01.48
Kráľová, Z., Sorádová D. (2015). Foreign Language Learning Anxiety. In: Teaching Foreign Languages in Inclusive Education: (A teacher-trainee´s handbook), Nitra: Constantine the Philosopher University. doi: 10.17846/SEN.2015.91-100
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Russell, J., Rosenthal, D., Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60, 235-249
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Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65
Steel, P., Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851.
Tibbett, T. P., Ferrari, J. R. (2015). The portrait of the procrastinator: Risk factors and results of an indecisive personality. Personality and Individual Differences, 82, 175–184
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Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes. (Master thesis). Bilkent University, Ankara.
References (translated and transliterated)
Hrabchak, O. (2016). Osoblyvosti akademichnoji prokrastynaciji studentiv-pershokursnykiv [Academic procrastination features in first-year students]. Pedaghohika i Psykholohiya Profesiynoyi Osvity, 4, 210-218
Koltunovych, T.A., Polishhuk, O.M (2017). Prokrastynacija – konflikt mizh “vazhlyvym” i “pryjemnym” [Procrustination - the conflict between “important” and “pleasant”]. Young Scientist, 5 (45), 211-218.
Riadnova, V.V., Bezeha, N.M., Bezkorovaina, I.M., Voskresens’ka, L.K., Pera-Vasylchenko, A.V. (2018). Psykhologhichni osoblyvosti procesu adaptaciyi i orghanizaciyi navchannia studentiv-inozemtsiv [Psychological features of the process of adaptation and organization of international students’ training]. Issues of Medical (Pharmaceutical) Education of International Citizens: Problems and Prospects. Book of abstracts (74-76). Poltava, Ukraine.
Balkis, M., Duru, E. (2019). Procrastination and Rational/Irrational Beliefs: A Moderated Mediation Model. Journal of Rational-Emotive & Cognitive-Behavior Therapy. doi:10.1007/s10942-019-00314-6
Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712. http://dx.doi.org/10.1016/j.ijintrel.2005.07.013
Chowdhury, S.F., Pychyl, T.A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. DOI: https://doi.org/ 10.1016/j.paid.2017.08.016.
DuBow, F. McCabe, E., Kaplan, G. (1979). Reactions to Crime: A Critical Review of the Literature, Unpublished report. Center for Urban Affairs, Northwestern University, Evanston, IL.
Ferrari J.R., Crum K.P., Pardo M.A. (2018), Decisional procrastination: Assessing characterological and contextual variables around indecision. Current Psychology, 37(2), doi: 10.1007/s12144-017-9681-x.
Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. N.Y.: Plenum Press. doi: 10.1007/978-1-4899-0227-6
Ferrari, J. R., O'Callaghan, J., Newbegin, I. (2005). Prevalence of Procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6.
Gamst-Klaussen, T., Steel, P., Svartdal, F. (2019). Procrastination and personal finances: Exploring the roles of planning and financial self-efficacy. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00775
Goldin, C., Katz, L. F., Kuziemko, I. (2006), The homecoming of American college women: The reversal of the college gender gap. The Journal of Economic Perspectives, 20(4), 133-157.
Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire. (Unpublished Ph.D. thesis). Carleton University, Ottowa, Canada.
Hashemi, M., Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences, 4(3), 640-646.
Horwitz, E. K., Horwitz, M.B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. doi: 10.1027/1016-9040/a000138
Kornienko, A. A., Shamrova, D. P., Kvesko, S. B., Kornienko, A. A., Nikitina, Y. A., Chaplinskaya, Y. I. (2016). Adaptation Problems Experienced by International Students in Aspect of Quality Management. The European Proceedings of Social & Behavioral Sciences, 48, 358-361 doi: 10.15405/epsbs.2017.01.48
Kráľová, Z., Sorádová D. (2015). Foreign Language Learning Anxiety. In: Teaching Foreign Languages in Inclusive Education: (A teacher-trainee´s handbook), Nitra: Constantine the Philosopher University. doi: 10.17846/SEN.2015.91-100
Lee, S. (2008). Relationship between selected predictors and adjustment/acculturation stress among East Asian international students. (Doctoral dissertation). University of Kentucky, Lexington.
Lindblom-Ylänne, S., Saariaho, E., Inkinen, M., Haarala-Muhonen. A., Hailikari., T (2015). Academic procrastinators, strategic delayers and something betwixt and between: An interview study. Frontline Learning Research, 3(2), 47-62.
Markiewicz, K. (2018). Prokrastynacja i prokrastynatorzy. Definicja, etiologia, epidemiologia i terapia. Annales Universitatis Mariae Curie-Skłodowska, 31(3), 195-213.
Markiewicz, K., Dziewulska, P. (2018). Procrastination Predictors and moderating effect of personality traits. Polskie Forum Psychologiczne, 23(3), 593-609 doi: 10.14656/ PFP20180308
Pychyl, T.A., Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In: Procrastination, Health, and Well-Being, (pp. 163-188). Academic Press,
Rorer, L. G. (1983). “Deep” RET: A reformulation of some psychodynamic explanations of procrastination. Cognitive Therapy and Research, 7, l-10.
Russell, J., Rosenthal, D., Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60, 235-249
Sandhu, D. S., Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1,2), 435-448. doi: 10.2466/pr0.1994.75.1.435
Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., Ferrari, J. R. (Eds.). (2004). Counseling the Procrastinator in Academic Settings. Washington, DC: American Psychological Association. doi: 10.1037/10808-000
Sirois, F.M., Pychyl, T.A. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115-127.
Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65
Steel, P., Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851.
Tibbett, T. P., Ferrari, J. R. (2015). The portrait of the procrastinator: Risk factors and results of an indecisive personality. Personality and Individual Differences, 82, 175–184
Van Eerde, W., Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85.
Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes. (Master thesis). Bilkent University, Ankara.
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Ozoliņš, Gatis. "CREATIVITY OF CONTEMPORARY DIEVTURI GROUPS AS A CULTURAL POLITICAL DISCOURSE." Via Latgalica, no. 2 (December 31, 2009): 39. http://dx.doi.org/10.17770/latg2009.2.1609.
Full textAbstract:
Dievturība (dievturi - "God keepers", "people who live in harmony with God") is a newly created religious tradition having appeared in the second part of the 1920s – 1930s, its most essential source includes materials of Latvian folklore and folk traditions. These are interpreted by construing a religious ethical theory and creating a religion which is alternative to Christianity, with its own doctrine and rituals, and the conception of Latvianness in culture and politics. Latvianness is the most essential concept of cultural politics to which all activities of the dievturi are subjected (exaltation, family celebrations (krustabas, vedības (marriage), bedības (funeral)) as well as seasonal rituals, cultural historical excursions, tidying and spiritual restoration of the sacral sites (sacred places, castle mounds), folklore activities, article publications in mass media, summer thematic camps in the countryside marked by intensive mastering and cultivation of history and culture, celebration of Latvian public holidays and the most important remembrance days. Contemporary dievturi groups are seeking for new ideas in order to develop and popularize their conceptions, which can partly be characterized as a cultural political programme for theoretical (doctrine) and practical (exaltations, ceremonies, seasonal rituals) realization of Latvianness and its components. Within this publication, creativity means the system of ideas and values that promotes the development and perspectives of dievturi groups as well as includes them into a wider cultural political environment thus performing a culture-creating job. A special attention is paid to the essential ideas and values guiding the creativity of contemporary Latvian dievturi groups, making ample use of storyteller habitus, thus intentionally allowing the domination of group participant discourse. The two main directions of dievturi group participant creativity are the development of their doctrine (teaching) and the ritual practice (exaltations). These directions allow to attract wide attention of the society and mass media, new participants and supporters, to influence the political and cultural processes in Latvia. An important part in the doctrinal reflections of the dievturi, especially in the ritual practice (exaltations), has always been taken by Latvian literature writings. A selective choice of these supplement the textual canon of the dievturi continuing the tradition in line with “the mood of Latvian folk songs” and attributing a more modern shape and world outlook concepts to dievturi undertakings. The aim of an exaltation is always associated with the main cultural political concept of the dievturi – Latvianness, namely, to make Latvianness more active, to offer an opportunity to approach Latvianness, make efforts for deeper comprehension of it, being aware and living through it, although thematically it may be dedicated to separate components of Latvianness (people, land, language, God, Māra, Laima, work, virtues, human life, and the like). Also, the most essential ideas and values of dievturība – gender equality, domesticity, antiglobalism, ecology, traditional marriage formula, life style and appearance, environment (for example, use of Latvian language), music, art and literature priorities (classical and/or national music, use of local building materials and ornaments (all ornaments have been observed in Latvia’s nature), writers, poets and playwrights who most precisely depict the “Latvian spirit” – derive from folk songs and the cultural concepts deriving thereof. Activity in the field of Latvianness (ethnicity conception) is in accord with the activity in favour of the future of the Latvian people, symbolical non-forgetting of culture correspond to generating of culture. This attributes a political and social dimension to the cultural activity of dievturi. Dievturība does not perform an official cultural politics of cultural values, heritage, traditions etc., this is a task for politicians; however, it is at least a marginal participant of the cultural political sphere. Placing ethnicity, or the Latvian discourse, at the centre of cultural politics encompasses the range of further impact when the seeming encapsulation within the margins of culture are replaced by reflections on Latvian economy, guidelines in education and science, health care system, axiological juxtaposition of the countryside and city. Also, the evaluation and criticism of the activity of the Christian Church by the dievturi is connected with the conception of Latvianness. Dievturi strongly disclaim Christianity and any chance of mutual cooperation (and also vice versa), protest against its monopoly position in Latvian society, consider Christianity a historically alien religion having been forced upon Latvians and demanding the status of a traditional religion in Latvia also for dievturība including, for example, the right to wed, to celebrate religious festivals. The results of field research do not allow to speak about dievturība today as a strong and united manifestation of Latvian religious experience and way of life. Rather, it is possible to register (after the decline of the movement at the end of the 1990s and at the beginning of the 2000s) a quite consistent and sufficiently active revival which is connected with the appearance of new persons and creative ideas among Latvian dievturi. The future events depend on the fact whether dievturi themselves would be able to solve the protracted inner inconsistencies and find a uniting grounds for further development of the movement. The article is based on the study results obtained during the 2006–2008 field research carried out in dievturi groups (interviews with group leaders, participants and individual representatives, transcripts of audio and video materials). The study was carried out with the financial support of the project “Society and lifestyles” and using its accepted methods – ethnographic description, semi-structured interviews and methods of visual anthropology (photography, filming) and instructions by the Ethical Commission (for example use of assumed names for storytellers).
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News, Transfer. "Noticias." Transfer 13, no. 1-2 (October 4, 2021): 198–214. http://dx.doi.org/10.1344/transfer.2018.13.198-214.
Full textAbstract:
NOTICIAS / NEWS (“transfer”, 2018) 1) LIBROS – CAPÍTULOS DE LIBRO / BOOKS – BOOK CHAPTERS 1. Bandia, Paul F. (ed.). (2017). Orality and Translation. London: Routledge. <<www.routledge.com/Orality-and-Translation/Bandia/p/book/9781138232884>> 2. Trends in Translation and Interpretin, Institute of Translation & Interpreting<<www.iti.org.uk/news-media-industry-jobs/news/819-iti-publishes-trends-e-book>> 3. Schippel, Larisa & Cornelia Zwischenberger. (eds). (2017). Going East: Discovering New and Alternative Traditions in Translation Studies. Berlin: Frank & Timme.<<www.frank-timme.de/verlag/verlagsprogramm/buch/verlagsprogramm/bd-28-larisa-schippelcornelia-zwischenberger-eds-going-east-discovering-new-and-alternative/backPID/transkulturalitaet-translation-transfer.html>> 4. Godayol, Pilar. (2017). Tres escritoras censuradas: Simone de Beauvoir, Betty Friedan y Mary McCarthy. Granada: Comares.<<www.editorialcomares.com/TV/articulo/3149-Tres_escritoras_censuradas.html>> 5. Vanacker, Beatrijs & Tom Toremans. (eds). (2016). Pseudotranslation and Metafictionality/Pseudo-traduction: enjeux métafictionnels. Special issue of Interférences Littéraires.<<www.interferenceslitteraires.be/nr19>> 6. Jiménez-Crespo, Miguel A. (2017). Crowdsourcing and Online Collaborative Translations: Expanding the Limits of Translation Studies. Amsterdam: John Benjamins. <<https://benjamins.com/#catalog/books/btl.131>> 7. Quality Assurance and Assessment Practices in Translation and Interpreting<<www.igi-global.com/publish/call-for-papers/call-details/2640>> 8. Hurtado Albir, Amparo. (ed.). (2017). Researching Translation Competence by PACTE Group. Amsterdam: John Benjamins.<<www.benjamins.com/#catalog/books/btl.127/main>> 9. Taivalkoski-Shilov, Kristiina, Liisa Tittula and Maarit Koponen. (eds). (2017). Communities in Translation and Interpreting. Toronto: Vita Traductiva, York University<<http://vitatraductiva.blog.yorku.ca/publication/communities-in-translation-and-interpreting>> 10. Giczela-Pastwa, Justyna and Uchenna Oyali (eds). (2017). Norm-Focused and Culture-Related Inquiries in Translation Research. Selected Papers of the CETRA Research Summer School 2014. Frankfurt am Main: Peter Lang.<<www.peterlang.com/view/product/25509>> 11. Castro, Olga & Emek Ergun (eds). (2017). Feminist Translation Studies: Local and Transnational Perspectives. London: Routledge.<<www.routledge.com/Feminist-Translation-Studies-Local-and-Transnational-Perspectives/Castro-Ergun/p/book/9781138931657>> 12. Call for papers: New Trends in Translation Studies. Series Editor: Prof. Jorge Díaz-Cintas, Centre for Translation Studies (CenTraS), University College London.<<(www.ucl.ac.uk/centras)>>, <<www.peterlang.com/view/serial/NEWTRANS>> 13. Valero-Garcés, Carmen & Rebecca Tipton. (eds). (2017). Ideology, Ethics and Policy Development in Public Service Interpreting and Translation. Bristol: Multilingual Matters.<<www.multilingual-matters.com/display.asp?isb=9781783097517>> 14. Mahyub Rayaa, Bachir & Mourad Zarrouk. 2017. A Handbook for Simultaneous Interpreting Training from English, French and Spanish to Arabic / منهج تطبيقي في تعلّم الترجمة الفورية من الانجليزية والفرنسية والإسبانية إلى العربية. Toledo: Escuela de Traductores.<<https://issuu.com/escueladetraductorestoledo/docs/cuaderno_16_aertefinal_version_web>> 15. Lapeña, Alejandro L. (2017). A pie de escenario. Guía de traducción teatral. Valencia: JPM ediciones.<<http://jpm-ediciones.es/catalogo/details/56/11/humanidades/a-pie-de-escenario>> 16. Mével, Alex. (2017). Subtitling African American English into French: Can We Do the Right Thing? Oxford: Peter Lang.<<www.peterlang.com/view/product/47023>> 17. Díaz Cintas, Jorge & Kristijan Nikolić. (eds). (2017). Fast-Forwarding with Audiovisual Translation. Bristol: Multilingual Matters.<<www.multilingual-matters.com/display.asp?K=9781783099368>> 18. Taibi, Mustapha. (ed.). (2017). Translating for the Community. Bristol: Multilingual Matters.<<www.multilingual-matters.com/display.asp?isb= 9781783099122>> 19. Borodo, Michał. (2017). Translation, Globalization and Younger Audiences. The Situation in Poland. Oxford: Peter Lang.<<www.peterlang.com/view/product/81485>> 20. Reframing Realities through Translation Cambridge Scholars Publishing<<https://cambridgescholarsblog.wordpress.com/2017/07/28/call-for-papers-reframing-realities-through-translation>> 21. Gansel, Mireille. 2017. Translation as Transhumance. London: Les Fugitives<<www.lesfugitives.com/books/#/translation-as-transhumance>> 22. Goźdź-Roszkowski, S. and G. Pontrandolfo. (eds). (2018). Phraseology in Legal and Institutional Settings. A Corpus-based Interdisciplinary Perspective. London: Routledge<<www.routledge.com/Phraseology-in-Legal-and-Institutional-Settings-A-Corpus-based-Interdisciplinary/Roszkowski-Pontrandolfo/p/book/9781138214361>> 23. Deckert, Mikołaj. (ed.). (2017). Audiovisual Translation – Research and Use. Frankfurt am Main: Peter Lang.<<www.peterlang.com/view/product/80659>> 24. Castro, Olga; Sergi Mainer & Svetlana Page. (eds). (2017). Self-Translation and Power: Negotiating Identities in European Multilingual Contexts. London: Palgrave Macmillan.www.palgrave.com/gb/book/9781137507808 25. Gonzalo Claros, M. (2017). Cómo traducir y redactar textos científicos en español. Barcelona: Fundación Dr. Antonio Esteve.<<www.esteve.org/cuaderno-traducir-textos-cientificos>> 26. Tian, Chuanmao & Feng Wang. (2017).Translation and Culture. Beijing: China Social Sciences Press.<<http://product.dangdang.com/25164476.html>> 27. Malamatidou, Sofia. (2018). Corpus Triangulation: Combining Data and Methods in Corpus-Based Translation Studies. London: Routledge.<<www.routledge.com/Corpus-Triangulation-Combining-Data-and-=Methods-in-Corpus-Based-Translation/Malamatidou/p/book/9781138948501>> 28. Jakobsen, Arnt L. and Bartolomé Mesa-Lao. (eds). (2017). Translation in Transition: Between Translation, Cognition and Technology. Amsterdam: John Benjamins.<<https://benjamins.com/#catalog/books/btl.133>> 29. Santaemilia, José. (ed.). (2017). Traducir para la igualdad sexual / Translating for Sexual Equality. Granada: Comares.<<www.editorialcomares.com/TV/articulo/3198-Traducir_para_la_igualdad_sexual.html>> 30. Levine, Suzanne Jill & Katie Lateef-Jan. (eds). (2018). Untranslatability Goes Global. London: Routledge.<<www.routledge.com/Untranslatability-Goes-Global/Levine-Lateef-Jan/p/book/9781138744301>> 31. Baer, Brian J. & Klaus Kindle. (eds). (2017). Queering Translation, Translating the Queer. Theory, Practice, Activism. New York: Routledge.<<www.routledge.com/Queering-Translation-Translating-the-Queer-Theory-Practice-Activism/Baer-Kaindl/p/book/9781138201699>> 32. Survey: The translation of political terminology<<https://goo.gl/forms/w2SQ2nnl3AkpcRNq2>> 33. Estudio de encuesta sobre la traducción y la interpretación en México 2017<<http://italiamorayta.org/wp-content/uploads/2017/09/ENCUESTAS.pdf>> 34. Beseghi, Micòl. (2017). Multilingual Films in Translation: A Sociolinguistic and Intercultural Study of Diasporic Films. Oxford: Peter Lang.<<www.peterlang.com/view/product/78842>> 35. Vidal Claramonte, María Carmen África. (2017). Dile que le he escrito un blues: del texto como partitura a la partitura como traducción en la literatura latinoamericana. Madrid: Iberoamericana.<<www.iberoamericana-vervuert.es/FichaLibro.aspx?P1=104515>> 36. Figueira, Dorothy M. & Mohan, Chandra. (eds.). (2017). Literary Culture and Translation. New Aspects of Comparative Literature. Delhi: Primus Books. ISBN: 978-93-84082-51-2.<<www.primusbooks.com>> 37. Tomiche, Anne. (ed.). (2017). Le Comparatisme comme aproche critique / Comparative Literature as a Critical Approach. Tome IV: Traduction et transfers / Translation and Transferts. París: Classiques Garnier. ISBN: 978-2-406-06533-3. 2) REVISTAS / JOURNALS 1. Call for papers: The Translator, special issue on Translation and Development, 2019. Contact: jmarais@ufs.ac.za 2. Call for papers: Applied Language LearningContact: jiaying.howard@dliflc.edu<<www.dliflc.edu/resources/publications/applied-language-learning>> 3. Panace@: Revista de Medicina, Lenguaje y Traducción; special issue on “La comunicación escrita para pacientes”, vol. 44<<www.tremedica.org/panacea/PanaceaActual.htm>> 4. mTm, issue 9<<www.mtmjournal.gr/default.asp?catid=435>> 5. Asia Pacific Translation and Intercultural Studies, Volume 4 Issue 3 (November 2017)<<http://explore.tandfonline.com/cfp/ah/aptis>>, <<www.tandfonline.com/rtis>> 6. Call for papers: The Journal of Translation Studies, special issue on Translation and Social Engagement in the Digital AgeContact: Sang-Bin Lee, sblee0110@naver.com 7. Current Trends in Translation Teaching and Learning E<<www.cttl.org>> 8. Translation and Interpreting Studies, 15 (1), Special issue on The Ethics of Non-Professional Translation and Interpreting in Public Services and Legal Settings<<www.atisa.org/call-for-papers>> 9. Call for papers: Translation & Interpreting – The International Journal of Translation and Interpreting Research, Special issue on Translation of Questionnaires in Cross-national and Cross-cultural Research<<www.trans-int.org/index.php/transint/announcement/view/19>> 10. Revista Digital de Investigación en Docencia Universitaria (RIDU), Special issue on Pedagogía y didáctica de la traducción y la interpretación<<http://revistas.upc.edu.pe/index.php/docencia/pages/view/announcement>> 11. Translation, Cognition & Behavior<<https://benjamins.com/#catalog/journals/tcb/main>> 12. FITISPos International Journal, vol. 4 (2017)Shedding Light on the Grey Zone: A Comprehensive View on Public Services Interpreting and Translation<<www3.uah.es/fitispos_ij>> 13. Post-Editing in Practice: Process, Product and NetworksSpecial issue of JoSTrans, The Journal of Specialised Translation, 31<<www.jostrans.org/Post-Editing_in_Practice_Jostrans31.pdf>> 14. Call for papers: MonTI 10 (2018), Special issue on Retos actuales y tendencias emergentes en traducción médica<<https://dti.ua.es/es/monti/convocatorias.htm>> 15. Call for papers: trans‐kom Special Issue on Industry 4.0 meets Language and Knowledge Resources.Contact: Georg Löckinger (georg.loeckinger@fh‐wels.at)<<http://trans-kom.eu/index-en.html>> 16. Translaboration: Exploring Collaboration in Translation and Translation in CollaborationSpecial Issue, Target, vol 32(2), 2020.<<www.benjamins.com/series/target/cfp_target_32.pdf>> 17. redit, Revista Electrónica de Didáctica de la Traducción e Interpretación, nº11.<<www.revistas.uma.es/index.php/redit>> 18. Call for papers: InVerbis, special issue on Translating the Margin: Lost Voices in the Aesthetic Discourse, June 2018.Contact: alessandra.rizzo@unipa.it & karen.Seago1@city.ac.uk<<www.unipa.it/dipartimenti/dipartimentoscienzeumanistiche/CFP-Translating-the-margin-Lost-voices-in-the-aesthetic-discourse>> 19. trans-kom, Vol. 10 (1), 2017. <<www.trans-kom.eu>> 20. JoSTrans, The Journal of Specialised Translation, issue 28 (July 2017).<<www.jostrans.org/issue28/issue28_toc.php>> 21. Call for papers: InVerbis, special issue on Translating the Margin: Lost Voices in the Aesthetic Discourse, June 2018.<<www.unipa.it/dipartimenti/scienzeumanistiche/.content/documenti/CFPInverbis.pdf>> 22. Call for papers: TTR, special Issue on Lost and Found in Transcultural and Interlinguistic Translation/La traduction transculturelle et interlinguistique : s’y perdre et s’y retrouver<<http://professeure.umoncton.ca/umcm-merkle_denise/node/30>> 23. Call for proposals for thematic issues:Linguistica Antverpiensia, New Series – Themes in Translation Studies (LANS – TTS)<<https://lans-tts.uantwerpen.be>> 24. Call for papers: trans‑kom, special issue on Didactics for Technology in Translation and InterpretingVol. 11(2), December 2018.Contact: aietimonografia@gmail.com / carmen.valero@uah.es 25. Journal of Languages for Special PurposesVol 22/2, New Perspectives on the Translation of Advertising<<https://ojsspdc.ulpgc.es/ojs/index.php/LFE/issue/view/53>>Vol 23/1, Linguistics, Translation and Teaching in LSP<<https://ojsspdc.ulpgc.es/ojs/index.php/LFE/issue/view/72>> 26. Call for papers: Parallèles, special issue on La littérature belge francophone en traduction (in French), Volume 32(1), 2020.Contact: katrien.lievois@uantwerpen.be & catherine.gravet@umons.ac.be 27. Call for papers: Asia Pacific Translation and Intercultural Studies, Volume 5(1), 2018.<<www.tandfonline.com/rtis>> 28. Target, special issue on Translaboration: Exploring Collaboration in Translation and Translation in Collaboration<<www.benjamins.com/series/target/cfp_target_32.pdf>> 29. Research in Language, special issue on Translation and Cognition: Cases of Asymmetry, Volume 15(2).<<www.degruyter.com/view/j/rela.2017.15.issue-2/issue-files/rela.2017.15.issue-2.xml>> 30. Call for papers: Translation Spaces, special issue on Translation in Non-governmental Organisations, 7(1), 2018.<<www.reading.ac.uk/web/files/modern-languages-and-european-studies/CfP_SI_Translation_Spaces-translation_in_NGOs.pdf>> 31. Call for papers: Translating the Margin: Lost Voices in the Aesthetic Discourse, special issue of InVerbis (2018).<<www.unipa.it/dipartimenti/scienzeumanistiche/CFP-Translating-the-margin-Lost-voices-in-the-aesthetic-discourse>> 32. Call for papers: Translation and Disruption: Global and Local Perspectives, special issue of Revista Tradumàtica (2018).Contact: akiko.sakamoto@port.ac.uk; jonathan.evans@port.ac.uk and olga.torres.hostench@uab.cat 33. Call for papers: JoSTrans. The Journal of Specialised Translation 33 (January 2020), Special Issue on ‘Experimental Research and Cognition in Audiovisual Translation’. Guest editors: Jorge Díaz Cintas & Agnieszka Szarkowska. Deadline for proposals: 19 February 2018<<http://www.jostrans.org/>> 34. Dragoman – Journal of Translation Studies<<www.dragoman-journal.org/books>> 35. Call for papers: Translation Spaces 7(1) 2018, special issue on Translation in Non-governmental Organisations<<www.reading.ac.uk/web/files/modern-languages-and-european-studies/CfP_SI_Translation_Spaces-translation_in_NGOs-public-extended_deadline.pdf>> 36. Call for papers: Public Service Interpreting and Translation and New Technologies Participation through Communication with Technology, special issue of FITISPos International Journal, Vol 5 (2018).Contact: Michaela Albl-Mikasa (albm@zhaw.ch) & Stefanos Vlachopoulos (stefanos@teiep.gr) 37. Sendebar, Vol. 28 (2017)<<http://revistaseug.ugr.es/index.php/sendebar>> 38. Ranzato, Irene. (2016). North and South: British Dialects in Fictional Dialogue, special issue of Status Quaestionis – Language, Text, Culture, 11.<<http://statusquaestionis.uniroma1.it/index.php/statusquaestionis>> 39. Translation Studies 10 (2), special issue on Indirect Translation.<<www.tandfonline.com/toc/rtrs20/current>> 40. Translation & Interpreting – Special issue on Research Methods in Interpreting Studies, Vol 9 (1), 2017. 41. Translation and Translanguaging in Multilingual Contexts, special issue on Between Specialised Texts and Institutional Contexts – Competence and Choice in Legal Translation, edited by V. Dullion, 3 (1), 2017.<<https://benjamins.com/#catalog/journals/ttmc.3.1/toc>> 42. Translation and Performance, 9 (1), 2017<<https://journals.library.ualberta.ca/tc/index.php/TC/issue/view/1879>> 3) CONGRESOS / CONFERENCES 1. ATISA IX: Contexts of Translation and InterpretingUniversity of Wisconsin, Milwaukee, USA, 29 March – 1 April 2018<<www.atisa.org/sites/default/files/CFP_ATISA_2018_FINAL.pdf> 2. V International Translating Voices Translating Regions – Minority Languages, Risks, Disasters and Regional CrisesCentre for Translation Studies (CenTraS) at UCL and Europe House, London, UK, 13-15 December 2017.<<www.ucl.ac.uk/centras/translation-news-and-events/v-translating-voices>> 3. Translation and Health Humanities: The Role of Translated Personal Narratives in the Co-creation of Medical KnowledgeGenealogies of Knowledge I Translating Political and Scientific Thought across Time and Space, University of Manchester, UK7-9 December 2017.<<http://genealogiesofknowledge.net/2017/02/20/call-panel-papers-translation-health-humanities-role-translated-personal-narratives-co-creation-medical-knowledge>> 4. Fourth International Conference on Non-Professional Interpreting and Translation (NPIT4), Stellenbosch University, South Africa, 22-24 May 2018.<<http://conferences.sun.ac.za/index.php/NPIT4/npit4>> 5. I International Conference on Interdisciplinary Approaches for Total Communication: Education, Healthcare and Interpreting within Disability Settings, University of Málaga, Spain, 12-14 December 2017.<<https://ecplusproject.uma.es/cfp-iciatc>> 6. Translation & Minority 2: Freedom and DifferenceUniversity of Ottawa, Canada, 10-11 November 2017.<<https://translationandminority.wordpress.com>> 7. Staging the Literary Translator: Roles, Identities, PersonalitiesUniversity of Vienna, Austria, 17-19 May 2018.<<http://translit2018.univie.ac.at/home>> 8. IATIS 2018 – Translation and Cultural MobilityPanel 9: Translating Development: The Importance of Language(s) in Processes of Social Transformation in Developing CountriesHong Kong, 3-6 July 2018.<<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel09>> 9. Fun for All 5: Translation and Accessibility in Video Games Conference, Universitat Autònoma de Barcelona, Spain, 7-8 June 2018.<<http://jornades.uab.cat/videogamesaccess>> 10. ACT/Unlimited! 2 Symposium, Universitat Autònoma de Barcelona, Spain, 6 June 2018.<<http://pagines.uab.cat/act/content/actunlimited-2-symposium>> 11. IATIS 2018 – Translation and Cultural MobilityPANEL 06: Museum Translation: Encounters across Space and TimeHong Kong Baptist University, 3-6 July 2018.<<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel06>> 12. IATIS 2018 – Translation and Cultural Mobility PANEL 12: Advances in Discourse Analysis in Translation Studies: Theoretical Models and Applications Hong Kong Baptist University3-6 July 2018.<<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel12>> 13. Understanding Quality in Media Accessibility, Universidad Autònoma de Barcelona, Spain, 5 June 2018. <<http://pagines.uab.cat/umaq/content/umaq-conference>> 14. Managing Anaphora in Discourse: Towards an Interdisciplinary Approach, University of Grenoble Alpes, France, 5-6 April 2018.<<http://saesfrance.org/4071-2>> 15. Traduire les voix de la nature / Translating the Voices of Nature, Paris, France, 25-26 May 2018.<<www.utu.fi/en/units/hum/units/languages/mts/Documents/CFP.pdf>> 16. IATIS 2018 – Translation and Cultural MobilityPANEL 10: Audiovisual Translation as Cross-cultural Mediation – New Trajectories for Translation and Cultural Mobility?Hong Kong Baptist University, 3-6 July 2018. <<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel10>> 17. The Fourth International Conference on Research into the Didactics of Translation, Universitat Autònoma de Barcelona, Spain20-22 June 2018.<<http://grupsderecerca.uab.cat/pacte/en/firstcircular>> 18. I Coloquio Internacional Hispanoafricano de Lingüística, Literatura y Traducción. España en contacto con África, su(s) pueblo(s) y su(s= cultura(s) Universidad FHB de Cocody-Abidjan, Costa de Marfil 7-9 March 2018.<<www.afriqana.org/encuentros.php>> 19. Transius Conference 2018, Geneva, Switzerland, 18-20 June 2018.<<http://transius.unige.ch/en/conferences-and-seminars/conferences/18/>> 20. 39th International GERAS Conference - Diachronic Dimensions in Specialised Varieties of English: Implications in Communications, Didactics and Translation Studies, University of Mons, Belgium15-17 March 2018.<<www.geras.fr/index.php/presentation/breves/2-uncategorised/245-cfp-39th-international-geras-conference>> 21. 31st Annual Conference of the Canadian Association for Translation Studies - Translation and Adaptation, University of Regina, Canada, 28-30 May 2018.<<https://linguistlist.org/issues/28/28-3413.html>> 22. 2nd Valencia/Napoli Colloquium on Gender and Translation: Translating/Interpreting LSP through a Gender PerspectiveUniversità di Napoli 'L'Orientale', Italy, 8-9 February 2018.Contact: eleonorafederici@hotmail.com 23. Ninth Annual International Translation Conference: Translation in the Digital Age: From Translation Tools to Shifting Paradigms, Hamad Bin Khalifa’s Translation & Interpreting Institute (TII), Doha, Qatar, 27-28 March 2018.<<www.tii.qa/9th-annual-translation-conference-translation-digital-age-translation-tools-shifting-paradigms>> 24. ACT/Unlimited! 2 Symposium – Quality Training, Quality Service in Accessible Live Events, Barcelona, Spain, 6 June 2018.<<http://pagines.uab.cat/act/content/actunlimited-2-symposium>> 25. Fourth International Conference on Research into the Didactics of Translation, Universitat Autònoma de Barcelona, Spain, 20-22 June 2018.<<http://grupsderecerca.uab.cat/pacte/en/secondcircular2018>> 26. Talking to the World 3. International Conference in T&I Studies – Cognition, Emotion, and Creativity, Newcastle University, UK, 17-18 September 2018.<<www.ncl.ac.uk/sml/news-events/news/item/talkingtotheworld3ticonference.html>> 27. Translation & Interpreting in the Digital Era, Hankuk University of Foreign Studies, Seoul, South Korea, 29-30 January 2018.Contact: itri@hufs.ac.kr 28. 7th META-NET Annual Conference: Towards a Human Language Project, Hotel Le Plaza, Brussels, Belgium, 13-14 November 2017.<<www.meta-net.eu/events/meta-forum-2017>> 4) CURSOS – SEMINARIOS – POSGRADOS / COURSES – SEMINARS – MA PROGRAMMES 1. Certificate / Diploma / Master of Advanced Studies in Interpreter Training (online), FTI, University of Geneva, Switzerland,4 September 2017 - 10 September 2019.<<www.unige.ch/formcont/masit>> 2. Master’s Degree in Legal Translation, Institute of Advanced Legal Studies, London, UK.<<http://ials.sas.ac.uk/study/courses/llm-legal-translation>> 3. Certificat d’Université en Interprétation en contexte juridique : milieu judiciaire et secteur des demandes d’asile, University of Mons, Belgium.<<http://hosting.umons.ac.be/php/centrerusse/agenda/certificat-duniversite-en-interpretation-en-contexte-juridique-milieu-judiciaire-et-secteur-des-demandes-dasile.html>> 4. Online MA in Translation and Interpreting ResearchUniversitat Jaume I, Castellón, Spain.Contact: monzo@uji.es<<www.mastertraduccion.uji.es>> 5. MA in Intercultural Communication, Public Service Interpreting and Translation 2017-2018, University of Alcalá, Madrid, Spain.<<www3.uah.es/master-tisp-uah/introduction-2/introduction>> 6. Research Methods in Translation and Interpreting StudiesUniversity of Geneva, Switzerland.<<www.unige.ch/formcont/researchmethods-distance1>><<www.unige.ch/formcont/researchmethods-distance2>> 7. La Traducción audiovisual y el aprendizaje de lenguas extranjeras, Universidad Nacional de Educación a Distancia (UNED), Spain, 4 December 2017.<<https://goo.gl/3zpMgY>> 8. Fifth summer school in Chinese-English Translation and Interpretation (CETIP), University of Ottawa, Canada, 23 July – 17 August 2018.<<http://arts.uottawa.ca/translation/summer-programs>> 9. First summer school in Arabic – English Translation and Interpretation (AETP), University of Ottawa, Canada, 23 July – 17 August 2018.<<http://arts.uottawa.ca/translation/summer-programs>> 10. Third summer school in translation pedagogy (TTPP)University of Ottawa, Canada, 23 July – 17 August 2018.<<http://arts.uottawa.ca/translation/summer-programs>> 4) PREMIOS/AWARDS 1. The Warwick Prize for Women in Translation<<http://www2.warwick.ac.uk/fac/cross_fac/womenintranslation>
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McGrath, Alister E. "Science and Religion: A New Introduction, 3rd ed." Perspectives on Science and Christian Faith 73, no. 1 (March 2021): 59–60. http://dx.doi.org/10.56315/pscf3-21mcgrath.
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SCIENCE AND RELIGION: A New Introduction, 3rd edition by Alister E. McGrath. Hoboken, NJ: John Wiley and Sons, 2020. 272 pages. Paperback; $28.99. ISBN: 9781119599876. *Alister McGrath is a major international scholar who is prolific in his output. He has produced many popular books and academic tomes, and as a theological educator his output also includes many textbooks for students. Science and Religion: A New Introduction is now into its third edition and is an excellent introduction to the whole field of science and religion. The restructuring and inclusion of new material is designed to be helpful to the student, and reflects comments on the previous editions. The book introduces most of the areas of interaction between these bodies of thought, and I myself have used earlier editions in my own teaching, giving students a chapter of McGrath to start with for an essay, followed by more detailed material from elsewhere. *McGrath notes that science and religion are wide categories and serious study entails narrowing them down. He describes Ian Barbour's four models for interaction followed by what he calls four ways of imagining the relationship between them. The conflict model is rightly dismissed as a late nineteenth-century myth, and areas where conflict has been perceived, notably with Galileo and Darwin, are given the more nuanced treatment they deserve, thus dispelling the myths surrounding them. McGrath also gives a broader historical overview, refuting the further myth that the scientific revolution owed nothing to the medieval period. He describes the development of the Newtonian mechanistic model of the universe and brings us to the twentieth century with the development of the Big Bang theory. Regarding this last, it would have been good to note the pioneering work of Roman Catholic priest Georges Lemaître, often dubbed the "Father of the Big Bang," who, in contrast to Alexander Friedman, regarded solutions of Einstein's equations as physically realistic and not just mathematical curiosities. *McGrath moves on to a helpful chapter on religion and the philosophy of science. Some form of realism seems predominant and, indeed, the most rational position to take. It is interesting to note the adoption of "critical realism," including not only by science-religion scholars such as John Polkinghorne and others, but also such as the biblical scholar N. T. Wright and James Dunn. McGrath moves on to the role of explanation in science, noting how in science there are different methods for different sciences, and thus different levels of explanation across the different subdisciplines. Theology too has its own methods appropriate to its own object but there are differing views on the role of explanation. He discusses an important case study, that of "non-reductive physicalism" associated with Nancey Murphy and others. He also gives criteria for drawing an "inference to the best explanation." Various perspectives on the philosophy of science--logical positivism and the criteria of verification, falsificationism, and Kuhn's paradigm shifts--are discussed. Worthy of mention here would have been Imre Lakatos whose "methodology of scientific research programmes" has been applied to theology by Philip Hefner and Nancey Murphy. *Complementing the above there follows a useful chapter on science and the philosophy of religion. McGrath describes arguments for the existence of God, beginning with Aquinas's five ways. A section on the Kalām cosmological argument notes how this has been given a new lease on life by the Big Bang theory's postulation of a temporal origin to the universe, although it would have been good to note that the existence of the universe would demand an explanation even if it were to lack a temporal origin. He gives a careful analysis of Paley's natural theology, noting neglected aspects of Paley's work such as his responses to arguments of David Hume. He examines ways in which God may act in the world given the laws of nature uncovered by science, including through miracles, where he notes Hume's critique. However, as McGrath rightly says, Hume's critique needs to be qualified, since, on the one hand, he defines miracles as violations of laws of nature and yet, on the other, has a problem with inductive generalizations from past experience--which is just what laws of nature are. McGrath rightly sees evolutionary arguments debunking religion as committing the genetic fallacy and self-defeating if human rationality is flawed, since that could equally well affect judgments in areas other than religion, notably science. There is a good section on natural theology and the role of explanation. *In the next chapter, McGrath turns to models and analogies: first, as found within the natural sciences and then, within religion. After considering what the terms mean more generally, he gives specific examples for the sciences, including the kinetic theory of gases, wave-particle duality, Galileo's analogical reasoning which led him to postulate mountains on the moon, and Darwin's metaphor of "natural selection." In the theological sphere, he considers Aquinas's notion of analogia entis whereby the creation bears a likeness to its creator, and Ian Ramsey's model of the "divine economy" utilizing the Greek concept of oikonomia. He looks at Arthur Peacocke's theological application of models as linked to "critical realism," and Sally McFague's metaphors in theology--though he could perhaps have allowed more than one sentence on Janet Soskice. He then examines specific theological examples: creation and theories of the atonement. He has a helpful section on the notion of "mystery" in science and religion before returning to Ian Barbour on models. *McGrath's final chapter considers a number of contemporary debates. Noting Hume's distinction between "ought" and "is" he critiques the idea that science, say, evolutionary biology or neuroscience, can determine ethics and moral values. That leads to a more general critique of the imperialist stance that science can answer all interesting questions or that the only reality is that disclosed by science. An interesting example is mathematics, which discovers truths that do not belong to the natural sciences. It is also utterly astonishing that mathematics is effective in describing nature and very hard to explain on an atheistic view. *An important area considered is theodicy, which is arguably made more difficult by the long process of evolution, preceding the existence of humans by hundreds of millions of years. McGrath provides an overview of the helpful contributions of Christopher Southgate and his former student Bethany Sollereder. For these scholars, there is "no other way" for God to create such a rich diversity of creatures, with whom God suffers, and for whom God will bring eschatological fulfilment. On transhumanism, McGrath describes the approaches of Philip Hefner and Ted Peters who, while recognizing the creativity of technological enhancement, are also aware that, given fallen human nature, this can also be abused. *McGrath returns to the anthropic principle and fine-tuning. He says that fine-tuning is strongly consistent with a theistic perspective, but the debate about a multiverse as a possible explanation continues. He also considers the legitimacy of teleological language and directionality in biology. Simon Conway Morris's notion of convergent evolution may be the "best explanation" of what is observed and is resonant with a religious perspective but, like cosmological fine-tuning, does not prove that God exists. *McGrath concludes with two sections on the psychology of religion, considering whether this field can "explain away" religion. Religion may be "natural," but it is debatable as to whether that has any implication at all about the existence of God. Moreover, it is a long way from primitive apprehension of some vague supernatural agent to the systematic theology of, say, Thomas Aquinas or Karl Barth. To my mind, this is not unlike the difference--to give a scientific analogy--between the discovery of fire by early humans and the modern scientific understanding of combustion. *This is an excellent introduction to the field and very well suited to its pedagogic purpose. There are a few typographical errors (e.g., "magisterial" for "magisteria"). I also noticed that British cosmologist Paul Davies is mistakenly described as American. But these and my earlier minor points should not detract from a volume that provides a vital resource to educators and their students. *Reviewed by Rodney Holder, Emeritus Course Director, The Faraday Institute for Science and Religion, Cambridge, UK CB3 0UB.
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Thị Tuyết Vân, Phan. "Education as a breaker of poverty: a critical perspective." Papers of Social Pedagogy 7, no. 2 (January 28, 2018): 30–41. http://dx.doi.org/10.5604/01.3001.0010.8049.
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This paper aims to portray the overall picture of poverty in the world and mentions the key solution to overcome poverty from a critical perspective. The data and figures were quoted from a number of researchers and organizations in the field of poverty around the world. Simultaneously, the information strengthens the correlations among poverty and lack of education. Only appropriate philosophies of education can improve the country’s socio-economic conditions and contribute to effective solutions to worldwide poverty. In the 21st century, despite the rapid development of science and technology with a series of inventions brought into the world to make life more comfortable, human poverty remains a global problem, especially in developing countries. Poverty, according to Lister (2004), is reflected by the state of “low living standards and/or inability to participate fully in society because of lack of material resources” (p.7). The impact and serious consequences of poverty on multiple aspects of human life have been realized by different organizations and researchers from different contexts (Fraser, 2000; Lister, 2004; Lipman, 2004; Lister, 2008). This paper will indicate some of the concepts and research results on poverty. Figures and causes of poverty, and some solutions from education as a key breaker to poverty will also be discussed. Creating a universal definition of poverty is not simple (Nyasulu, 2010). There are conflicts among different groups of people defining poverty, based on different views and fields. Some writers, according to Nyasulu, tend to connect poverty with social problems, while others focus on political or other causes. However, the reality of poverty needs to be considered from different sides and ways; for that reason, the diversity of definitions assigned to poverty can help form the basis on which interventions are drawn (Ife and Tesoriero, 2006). For instance, in dealing with poverty issues, it is essential to intervene politically; economic intervention is very necessary to any definition of this matter. A political definition necessitates political interventions in dealing with poverty, and economic definitions inevitably lead to economic interventions. Similarly, Księżopolski (1999) uses several models to show the perspectives on poverty as marginal, motivation and socialist. These models look at poverty and solutions from different angles. Socialists, for example, emphasize the responsibilities of social organization. The state manages the micro levels and distributes the shares of national gross resources, at the same time fighting to maintain the narrow gap among classes. In his book, Księżopolski (1999) also emphasizes the changes and new values of charity funds or financial aid from churches or organizations recognized by the Poor Law. Speaking specifically, in the new stages poverty has been recognized differently, and support is also delivered in limited categories related to more specific and visible objectives, with the aim of helping the poor change their own status for sustainable improvement. Three ways of categorizing the poor and locating them in the appropriate places are (1) the powerless, (2) who is willing to work and (3) who is dodging work. Basically, poverty is determined not to belong to any specific cultures or politics; otherwise, it refers to the situation in which people’s earnings cannot support their minimum living standard (Rowntree, 1910). Human living standard is defined in Alfredsson & Eide’s work (1999) as follows: “Everyone has the right to a standard of living adequate for the health and well-being of himself and his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.” (p. 524). In addition, poverty is measured by Global Hunger Index (GHI), which is calculated by the International Food Policy Institute (IFPRI) every year. The GHI measures hunger not only globally, but also by country and region. To have the figures multi-dimensionally, the GHI is based on three indicators: 1. Undernourishment: the proportion of the undernourished as a percentage of the population (reflecting the share of the population with insufficient calorie intake). 2. Child underweight: the proportion of children under age 5 who are underweight (low weight for their age, reflecting wasting, stunted growth or both), which is one indicator of child under-nutrition. 3. Child mortality: the mortality rate of children under 5 (partially reflecting the fatal synergy of inadequate dietary intake and unhealthy environments). Apart from the individual aspects and the above measurement based on nutrition, which help partly imagine poverty, poverty is more complicated, not just being closely related to human physical life but badly affecting spiritual life. According to Jones and Novak (1999 cited in Lister, 2008), poverty not only characterizes the precarious financial situation but also makes people self-deprecating. Poverty turns itself into the roots of shame, guilt, humiliation and resistance. It leads the poor to the end of the road, and they will never call for help except in the worst situations. Education can help people escape poverty or make it worse. In fact, inequality in education has stolen opportunity for fighting poverty from people in many places around the world, in both developed and developing countries (Lipman, 2004). Lipman confirms: “Students need an education that instills a sense of hope and possibility that they can make a difference in their own family, school, and community and in the broader national and global community while it prepare them for multiple life choices.” (p.181) Bradshaw (2005) synthesizes five main causes of poverty: (1) individual deficiencies, (2) cultural belief systems that support subcultures of poverty, (3) economic, political and social distortions or discrimination, (4) geographical disparities and (5) cumulative and cyclical interdependencies. The researcher suggests the most appropriate solution corresponding with each cause. This reflects the diverse causes of poverty; otherwise, poverty easily happens because of social and political issues. From the literature review, it can be said that poverty comes from complex causes and reasons, and is not a problem of any single individual or country. Poverty has brought about serious consequences and needs to be dealt with by many methods and collective effort of many countries and organizations. This paper will focus on representing some alarming figures on poverty, problems of poverty and then the education as a key breaker to poverty. According to a statistics in 2012 on poverty from the United Nations Development Program (UNDP), nearly half the world's population lives below the poverty line, of which is less than $1.25 a day . In a statistics in 2015, of every 1,000 children, 93 do not live to age 5 , and about 448 million babies are stillborn each year . Poverty in the world is happening alarmingly. According to a World Bank study, the risk of poverty continues to increase on a global scale and, of the 2009 slowdown in economic growth, which led to higher prices for fuel and food, further pushed 53 million people into poverty in addition to almost 155 million in 2008. From 1990 to 2009, the average GHI in the world decreased by nearly one-fifth. Many countries had success in solving the problem of child nutrition; however, the mortality rate of children under 5 and the proportion of undernourished people are still high. From 2011 to 2013, the number of hungry people in the world was estimated at 842 million, down 17 percent compared with the period 1990 to 1992, according to a report released by the Food and Agriculture Organization of the United Nations (FAO) titled “The State of Food Insecurity in the World 2013” . Although poverty in some African countries had been improved in this stage, sub-Saharan Africa still maintained an area with high the highest percentage of hungry people in the world. The consequences and big problems resulting from poverty are terrible in the extreme. The following will illustrate the overall picture under the issues of health, unemployment, education and society and politics ➢ Health issues: According a report by Manos Unidas, a non- government organization (NGO) in Spain , poverty kills more than 30,000 children under age 5 worldwide every day, and 11 million children die each year because of poverty. Currently, 42 million people are living with HIV, 39 million of them in developing countries. The Manos Unidas report also shows that 15 million children globally have been orphaned because of AIDS. Scientists predict that by 2020 a number of African countries will have lost a quarter of their population to this disease. Simultaneously, chronic drought and lack of clean water have not only hindered economic development but also caused disastrous consequences of serious diseases across Africa. In fact, only 58 percent of Africans have access to clean water; as a result, the average life expectancy in Africa is the lowest in the world, just 45 years old (Bui, 2010). ➢ Unemployment issues: According to the United Nations, the youth unemployment rate in Africa is the highest in the world: 25.6 percent in the Middle East and North Africa. Unemployment with growth rates of 10 percent a year is one of the key issues causing poverty in African and negatively affecting programs and development plans. Total African debt amounts to $425 billion (Bui, 2010). In addition, joblessness caused by the global economic downturn pushed more than 140 million people in Asia into extreme poverty in 2009, the International Labor Organization (ILO) warned in a report titled The Fallout in Asia, prepared for the High-Level Regional Forum on Responding to the Economic Crisis in Asia and the Pacific, in Manila from Feb. 18 to 20, 2009 . Surprisingly, this situation also happens in developed countries. About 12.5 million people in the United Kingdom (accounting for 20 percent of the population) are living below the poverty line, and in 2005, 35 million people in the United States could not live without charity. At present, 620 million people in Asia are living on less than $1 per day; half of them are in India and China, two countries whose economies are considered to be growing. ➢ Education issues: Going to school is one of the basic needs of human beings, but poor people cannot achieve it. Globally, 130 million children do not attend school, 55 percent of them girls, and 82 million children have lost their childhoods by marrying too soon (Bui, 2010). Similarly, two-thirds of the 759 million illiterate people in total are women. Specifically, the illiteracy rate in Africa keeps increasing, accounting for about 40 percent of the African population at age 15 and over 50 percent of women at age 25. The number of illiterate people in the six countries with the highest number of illiterate people in the world - China, India, Indonesia, Brazil, Bangladesh and Egypt - reached 510 million, accounting for 70 percent of total global illiteracy. ➢ Social and political issues: Poverty leads to a number of social problems and instability in political systems of countries around the world. Actually, 246 million children are underage labors, including 72 million under age 10. Simultaneously, according to an estimate by the United Nations (UN), about 100 million children worldwide are living on the streets. For years, Africa has suffered a chronic refugee problem, with more than 7 million refugees currently and over 200 million people without homes because of a series of internal conflicts and civil wars. Poverty threatens stability and development; it also directly influences human development. Solving the problems caused by poverty takes a lot of time and resources, but afterward they can focus on developing their societies. Poverty has become a global issue with political significance of particular importance. It is a potential cause of political and social instability, even leading to violence and war not only within a country, but also in the whole world. Poverty and injustice together have raised fierce conflicts in international relations; if these conflicts are not satisfactorily resolved by peaceful means, war will inevitably break out. Obviously, poverty plus lack of understanding lead to disastrous consequences such as population growth, depletion of water resources, energy scarcity, pollution, food shortages and serious diseases (especially HIV/AIDS), which are not easy to control; simultaneously, poverty plus injustice will cause international crimes such as terrorism, drug and human trafficking, and money laundering. Among recognizable four issues above which reflected the serious consequences of poverty, the third ones, education, if being prioritized in intervention over other issues in the fighting against poverty is believed to bring more effectiveness in resolving the problems from the roots. In fact, human being with the possibility of being educated resulted from their distinctive linguistic ability makes them differential from other beings species on the earth (Barrow and Woods 2006, p.22). With education, human can be aware and more critical with their situations, they are aimed with abilities to deal with social problems as well as adversity for a better life; however, inequality in education has stolen opportunity for fighting poverty from unprivileged people (Lipman, 2004). An appropriate education can help increase chances for human to deal with all of the issues related to poverty; simultaneously it can narrow the unexpected side-effect of making poverty worse. A number of philosophies from ancient Greek to contemporary era focus on the aspect of education with their own epistemology, for example, idealism of Plato encouraged students to be truth seekers and pragmatism of Dewey enhanced the individual needs of students (Gutex, 1997). Education, more later on, especially critical pedagogy focuses on developing people independently and critically which is essential for poor people to have ability of being aware of what they are facing and then to have equivalent solutions for their problems. In other words, critical pedagogy helps people emancipate themselves and from that they can contribute to transform the situations or society they live in. In this sense, in his most influential work titled “Pedagogy of the Oppressed” (1972), Paulo Freire carried out his critical pedagogy by building up a community network of peasants- the marginalized and unprivileged party in his context, aiming at awakening their awareness about who they are and their roles in society at that time. To do so, he involved the peasants into a problem-posing education which was different from the traditional model of banking education with the technique of dialogue. Dialogue wasn’t just simply for people to learn about each other; but it was for figuring out the same voice; more importantly, for cooperation to build a social network for changing society. The peasants in such an educational community would be relieved from stressfulness and the feeling of being outsiders when all of them could discuss and exchange ideas with each other about the issues from their “praxis”. Praxis which was derived from what people act and linked to some values in their social lives, was defined by Freire as “reflection and action upon the world in order to transform it” (p.50). Critical pedagogy dialogical approach in Pedagogy of the Oppressed of Freire seems to be one of the helpful ways for solving poverty for its close connection to the nature of equality. It doesn’t require any highly intellectual teachers who lead the process; instead, everything happens naturally and the answers are identified by the emancipation of the learners themselves. It can be said that the effectiveness of this pedagogy for people to escape poverty comes from its direct impact on human critical consciousness; from that, learners would be fully aware of their current situations and self- figure out the appropriate solutions for their own. In addition, equality which was one of the essences making learners in critical pedagogy intellectually emancipate was reflected via the work titled “The Ignorant Schoolmaster” by Jacques Rancière (1991). In this work, the teacher and students seemed to be equal in terms of the knowledge. The explicator- teacher Joseph Jacotot employed the interrogative approach which was discovered to be universal because “he taught what he didn’t know”. Obviously, this teacher taught French to Flemish students while he couldn’t speak his students’ language. The ignorance which was not used in the literal sense but a metaphor showed that learners can absolutely realize their capacity for self-emancipation without the traditional teaching of transmission of knowledge from teachers. Regarding this, Rancière (1991, p.17) stated “that every common person might conceive his human dignity, take the measure of his intellectual capacity, and decide how to use it”. This education is so meaningful for poor people by being able to evoking their courageousness to develop themselves when they always try to stay away from the community due the fact that poverty is the roots of shame, guilt, humiliation and resistance (Novak, 1999). The contribution of critical pedagogy to solving poverty by changing the consciousness of people from their immanence is summarized by Freire’s argument in his “Pedagogy of Indignation” as follows: “It is certain that men and women can change the world for the better, can make it less unjust, but they can do so from starting point of concrete reality they “come upon” in their generation. They cannot do it on the basis of reveries, false dreams, or pure illusion”. (p.31) To sum up, education could be an extremely helpful way of solving poverty regarding the possibilities from the applications of studies in critical pedagogy for educational and social issues. Therefore, among the world issues, poverty could be possibly resolved in accordance with the indigenous people’s understanding of their praxis, their actions, cognitive transformation, and the solutions with emancipation in terms of the following keynotes: First, because the poor are powerless, they usually fall into the states of self-deprecation, shame, guilt and humiliation, as previously mentioned. In other words, they usually build a barrier between themselves and society, or they resist changing their status. Therefore, approaching them is not a simple matter; it requires much time and the contributions of psychologists and sociologists in learning about their aspirations, as well as evoking and nurturing the will and capacities of individuals, then providing people with chances to carry out their own potential for overcoming obstacles in life. Second, poverty happens easily in remote areas not endowed with favorable conditions for development. People there haven’t had a lot of access to modern civilization; nor do they earn a lot of money for a better life. Low literacy, together with the lack of healthy forms of entertainment and despair about life without exit, easily lead people into drug addiction, gambling and alcoholism. In other words, the vicious circle of poverty and powerlessness usually leads the poor to a dead end. Above all, they are lonely and need to be listened to, shared with and led to escape from their states. Community meetings for exchanging ideas, communicating and immediate intervening, along with appropriate forms of entertainment, should be held frequently to meet the expectations of the poor, direct them to appropriate jobs and, step by step, change their favorite habits of entertainment. Last but not least, poor people should be encouraged to participate in social forums where they can both raise their voices about their situations and make valuable suggestions for dealing with their poverty. Children from poor families should be completely exempted from school fees to encourage them to go to school, and curriculum should also focus on raising community awareness of poverty issues through extracurricular and volunteer activities, such as meeting and talking with the community, helping poor people with odd jobs, or simply spending time listening to them. Not a matter of any individual country, poverty has become a major problem, a threat to the survival, stability and development of the world and humanity. Globalization has become a bridge linking countries; for that reason, instability in any country can directly and deeply affect the stability of others. The international community has been joining hands to solve poverty; many anti-poverty organizations, including FAO (Food and Agriculture Organization), BecA (the Biosciences eastern and central Africa), UN-REDD (the United Nations Programme on Reducing Emissions from Deforestation and Forest Degradation), BRAC (Building Resources Across Communities), UNDP (United Nations Development Programme), WHO (World Health Organization) and Manos Unidas, operate both regionally and internationally, making some achievements by reducing the number of hungry people, estimated 842 million in the period 1990 to 1992, by 17 percent in 2011- to 2013 . The diverse methods used to deal with poverty have invested billions of dollars in education, health and healing. The Millennium Development Goals set by UNDP put forward eight solutions for addressing issues related to poverty holistically: 1) Eradicate extreme poverty and hunger. 2) Achieve universal primary education. 3) Promote gender equality and empower women. 4) Reduce child mortality. 5) Improve maternal health. 6) Combat HIV/AIDS, malaria and other diseases. 7) Ensure environmental sustainability. 8) Develop a global partnership for development. Although all of the mentioned solutions carried out directly by countries and organizations not only focus on the roots of poverty but break its circle, it is recognized that the solutions do not emphasize the role of the poor themselves which a critical pedagogy does. More than anyone, the poor should have a sense of their poverty so that they can become responsible for their own fate and actively fight poverty instead of waiting for help. It is not different from the cores of critical theory in solving educational and political issues that the poor should be aware and conscious about their situation and reflected context. It is required a critical transformation from their own praxis which would allow them to go through a process of learning, sharing, solving problems, and leading to social movements. This is similar to the method of giving poor people fish hooks rather than giving them fish. The government and people of any country understand better than anyone else clearly the strengths and characteristics of their homelands. It follows that they can efficiently contribute to causing poverty, preventing the return of poverty, and solving consequences of the poverty in their countries by many ways, especially a critical pedagogy; and indirectly narrow the scale of poverty in the world. In a word, the wars against poverty take time, money, energy and human resources, and they are absolutely not simple to end. Again, the poor and the challenged should be educated to be fully aware of their situation to that they can overcome poverty themselves. They need to be respected and receive sharing from the community. All forms of discrimination should be condemned and excluded from human society. When whole communities join hands in solving this universal problem, the endless circle of poverty can be addressed definitely someday. More importantly, every country should be responsible for finding appropriate ways to overcome poverty before receiving supports from other countries as well as the poor self-conscious responsibilities about themselves before receiving supports from the others, but the methods leading them to emancipation for their own transformation and later the social change.
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Tsygankov, Alexander S. "History of Philosophy. 2018, Vol. 23, No. 2 TABLE OF CONTENTS Theory and Methodology of History of Philosophy Rodion V. Savinov. Philosophy of Antiquity in Scholasticism This article examines the forms of understanding ancient philosophy in medieval and post-medieval scholasticism. Using the comparative method the author identifies the main approaches to the philosophical heritage of Antiquity, and to the problem of reviving the doctrines of the past. The Patristics (Epiphanius of Cyprus, Filastrius of Brixia, Lactantius, Augustine) saw the ancient cosmological doctrines as heresies. The early Middle Ages (e.g., Isidore of Seville) assimilated the content of these heresiographic treatises, which became the main source of information about ancient philosophy. Scholasticism of the 13th–14th cent. remained cautious to ancient philosophy and distinguished, on the one hand, the doctrinal content discussed in the framework of the exegetic problems at universities (Albert the Great, Thomas Aquinas, etc.), and, on the other hand, information on ancient philosophers integrated into chronological models of medieval chronicles (Peter Comestor, Vincent de Beauvais, Walter Burleigh). Finally, the post-medieval scholasticism (Pedro Fonseca, Conimbricenses, Th. Stanley, and others) raised the questions of the «history of ideas», thereby laying the foundation of the history of philosophy in its modern sense. Keywords: history of philosophy, Patristic, Scholasticism, reflection, critic DOI: 10.21146/2074-5869-2018-23-2-5-17 World Philosophy: the Past and the Present Mariya A. Solopova. The Chronology of Democritus and the Fall of Troy The article considers the chronology of Democritus of Abdera. In the times of Classical Antiquity, three different birth dates for Democritus were known: c. 495 BC (according to Diodorus of Sicily), c. 470 BC (according to Thrasyllus), and c. 460 BC (according to Apollodorus of Athens). These dates must be coordinated with the most valuable doxographic evidence, according to which Democritus 1) "was a young man during Anaxagoras’s old age" and that 2) the Lesser World-System (Diakosmos) was compiled 730 years after the Fall of Troy. The article considers the argument in favor of the most authoritative datings belonging to Apollodorus and Thrasyllus, and draws special attention to the meaning of the dating of Democritus’ work by himself from the year of the Fall of Troy. The question arises, what prompted Democritus to talk about the date of the Fall of Troy and how he could calculate it. The article expresses the opinion that Democritus indicated the date of the Fall of Troy not with the aim of proposing its own date, different from others, but in order to date the Lesser World-System in the spirit of intellectual achievements of his time, in which, perhaps, the history of the development of mankind from the primitive state to the emergence of civilization was discussed. The article discusses how to explain the number 730 and argues that it can be the result of combinations of numbers 20 (the number of generations that lived from the Fall of Troy to Democritus), 35 – one of the constants used for calculations of generations in genealogical research, and 30. The last figure perhaps indicates the age of Democritus himself, when he wrote the Lesser Diakosmos: 30 years old. Keywords: Ancient Greek philosophy, Democritus, Anaxagoras, Greek chronography, doxographers, Apollodorus, Thrasyllus, capture of Troy, ancient genealogies, the length of a generation DOI: 10.21146/2074-5869-2018-23-2-18-31 Bembya L. Mitruyev. “Yogācārabhumi-Śāstra” as a Historical and Philosophical Source The article deals with “Yogācārabhūmi-Śāstra” – a treatise on the Buddhist Yogācāra school. Concerning the authorship of this text, the Indian and Chinese traditions diverge: in the first, the treatise is attributed to Asanga, and in the second tradition to Maitreya. Most of the modern scholars consider it to be a compilation of many texts, and not the work of one author. Being an important monument for both the Yogacara tradition and Mahayana Buddhism in general, Yogācārabhūmi-Śāstra is an object of scientific interest for the researchers all around the world. The text of the treatise consists of five parts, which are divided into chapters. The contents of the treatise sheds light on many concepts of Yogācāra, such as ālayavijñāna, trisvabhāva, kliṣṭamanas, etc. Having briefly considered the textological problems: authorship, dating, translation, commenting and genre of the text, the author suggests the reconstruction of the content of the entire monument, made on the basis of his own translation from the Tibetan and Sanskrit. This allows him to single out from the whole variety of topics those topics, the study of which will increase knowledge about the history of the formation of the basic philosophical concepts of Yogācāra and thereby allow a deeper understanding of the historical and philosophical process in Buddhism and in other philosophical movements of India. Keywords: Yogācārabhūmi-śāstra, Asaṅga, Māhāyana, Vijñānavāda, Yogācāra, Abhidharma, ālayavijñāna citta, bhūmi, mind, consciousness, meditation DOI: 10.21146/2074-5869-2018-23-2-32-43 Tatiana G. Korneeva. Knowledge in Nāșir Khusraw’s Philosophy The article deals with the concept of “knowledge” in the philosophy of Nāșir Khusraw. The author analyzes the formation of the theory of knowledge in the Arab-Muslim philosophy. At the early stages of the formation of the Arab-Muslim philosophy the discussion of the question of cognition was conducted in the framework of ethical and religious disputes. Later followers of the Falsafa introduced the legacy of ancient philosophers into scientific circulation and began to discuss the problems of cognition in a philosophical way. Nāșir Khusraw, an Ismaili philosopher of the 11th century, expanded the scope of knowledge and revised the goals and objectives of the process of cognition. He put knowledge in the foundation of the world order, made it the cause and ultimate goal of the creation of the world. In his philosophy knowledge is the link between the different levels of the universe. The article analyzes the Nāșir Khusraw’s views on the role of knowledge in various fields – metaphysics, cosmogony, ethics and eschatology. Keywords: knowledge, cognition, Ismailism, Nāșir Khusraw, Neoplatonism, Arab-Muslim philosophy, kalām, falsafa DOI: 10.21146/2074-5869-2018-23-2-44-55 Vera Pozzi. Problems of Ontology and Criticism of the Kantian Formalism in Irodion Vetrinskii’s “Institutiones Metaphysicae” (Part II) This paper is a follow-up of the paper «Irodion Vetrinskii’s “Institutiones Metaphysicae” and the St. Petersburg Theological Academy» (Part I). The issue and the role of “ontology” in Vetrinskii’s textbook is analyzed in detail, as well as the author’s critique of Kantian “formalism”: in this connection, the paper provides a description of Vetrinskii’s discussion about Kantian theory of the a priori forms of sensible intuition and understanding. To sum up, Vetrinskii was well acquainted not only with Kantian works – and he was able to fully evaluate their innovative significance – but also with late Scholastic textbooks of the German area. Moreover, he relied on the latters to build up an eclectic defense of traditional Metaphysics, avoiding at the same time to refuse Kantian perspective in the sake of mere reaffirming a “traditional” perspective. Keywords: Philosophizing at Russian Theological Academies, Russian Enlightenment, Russian early Kantianism, St. Petersburg Theological Academy, history of Russian philosophy, history of metaphysics, G.I. Wenzel, I. Ya. Vetrinskii DOI: 10.21146/2074-5869-2018-23-2-56-67 Alexey E. Savin. Criticism of Judaism in Hegel's Early “Theological” Writings The aim of the article is to reveal the nature of criticism of Judaism by the “young” Hegel and underlying intuitions. The investigation is based on the phenomenological approach. It seeks to explicate the horizon of early Hegel's thinking. The revolutionary role of early Hegel’s ideas reactivation in the history of philosophy is revealed. The article demonstrates the fundamental importance of criticism of Judaism for the development of Hegel's thought. The sources of Hegelian thematization and problematization of Judaism – his Protestant theological background within the framework of supranaturalism and the then discussion about human rights and political emancipation of Jews – are discovered. Hegel's interpretation of the history of the Jewish people and the origin of Judaism from the destruction of trust in nature, the fundamental mood of distrust and fear of the world, leading to the development of alienation, is revealed. The falsity of the widespread thesis about early Hegel’s anti-Semitism is demonstrated. The reasons for the transition of early Hegel from “theology” to philosophy are revealed. Keywords: Hegel, Judaism, history, criticism, anti-Semitism, trust, nature, alienation, tyranny, philosophy DOI: 10.21146/2074-5869-2018-23-2-68-80 Evgeniya A. Dolgova. Philosophy at the Institute of Red Professors (1921–1938): Institutional Forms, Methods of Teaching, Students, Lecturers The article explores the history of the Institute of the Red Professors in philosophy (1921–1938). Referring to the unpublished documents in the State Archives of the Russian Federation and the Archive of the Russian Academy of Sciences, the author explores its financial and infrastructure support, information sphere, characterizes students and teachers. The article illustrates the practical experience of the functioning of philosophy within the framework of one of the extraordinary “revolutionary” projects on the renewal of the scientific and pedagogical sphere, reflects a vivid and ambiguous picture of the work of the educational institution in the 1920s and 1930s and corrects some of historiographical judgments (about the politically and socially homogeneous composition of the Institute of Red Professors, the specifics of state support of its work, privileges and the social status of the “red professors”). Keywords: Institute of the Red Professors in Philosophy, Philosophical Department, soviet education, teachers, students, teaching methods DOI: 10.21146/2074-5869-2018-23-2-81-94 Vladimir V. Starovoitov. K. Horney about the Consequences of Neurotic Development and the Ways of Its Overcoming This article investigates the views of Karen Horney on psychoanalysis and neurotic development of personality in her last two books: “Our Inner Conflicts” (1945) and “Neurosis and Human Grows” (1950), and also in her two articles “On Feeling Abused” (1951) and “The Paucity of Inner Experiences” (1952), written in the last two years of her life and summarizing her views on clinical and theoretical problems in her work with neurotics. If in her first book “The Neurotic Personality of Our Time” (1937) neurosis was a result of disturbed interpersonal relations, caused by conditions of culture, then the concept of the idealized Self open the gates to the intrapsychic life. Keywords: Neo-Freudianism, psychoanalysis, neurotic development of personality, real Self, idealized image of Self DOI: 10.21146/2074-5869-2018-23-2-95-102 Publications and Translations Victoria G. Lysenko. Dignāga on the Definition of Perception in the Vādaviddhi of Vasubandhu. A Historical and Philosophical Reconstruction of Dignāga’s Pramāṇasamuccayavṛtti (1.13-16) The paper investigates a fragment from Dignāga’s magnum opus Pramāṇasamuccayavṛtti (“Body of tools for reliable knowledge with a commentary”, 1, 13-16) where Dignāga challenges Vasubandhu’s definition of perception in the Vādaviddhi (“Rules of the dispute”). The definition from the Vādaviddhi is being compared in the paper with Vasubandhu’s ideas of perception in Abhidharmakośabhāṣya (“Encyclopedia of Abhidharma with the commentary”), and with Dignāga’s own definition of valid perception in the first part of his Pramāṇasamuccayavṛtti as well as in his Ālambanaparīkśavṛtti (“Investigation of the Object with the commentary”). The author puts forward the hypothesis that Dignāga criticizes the definition of perception in Vādaviddhi for the reason that it does not correspond to the teachings of Vasubandhu in his Abhidharmakośabhāṣya, to which he, Dignāga, referred earlier in his magnum opus. This helps Dignāga to justify his statement that Vasubandhu himself considered Vādaviddhi as not containing the essence of his teaching (asāra). In addition, the article reconstructs the logical sequence in Dignāga’s exegesis: he criticizes the Vādaviddhi definition from the representational standpoint of Sautrāntika school, by showing that it does not fulfill the function prescribed by Indian logic to definition, that of distinguishing perception from the classes of heterogeneous and homogeneous phenomena. Having proved the impossibility of moving further according to the “realistic logic” based on recognizing the existence of an external object, Dignāga interprets the Vādaviddhi’s definition in terms of linguistic philosophy, according to which the language refers not to external objects and not to the unique and private sensory experience (svalakṣaṇa-qualia), but to the general characteristics (sāmānya-lakṣaṇa), which are mental constructs (kalpanā). Keywords: Buddhism, linguistic philosophy, perception, theory of definition, consciousness, Vaibhashika, Sautrantika, Yogacara, Vasubandhu, Dignaga DOI: 10.21146/2074-5869-2018-23-2-103-117 Elizaveta A. Miroshnichenko. Talks about Lev N. Tolstoy: Reception of the Writer's Views in the Public Thought of Russia at the End of the 19th Century (Dedicated to the 190th Anniversary of the Great Russian Writer and Thinker) This article includes previously unpublished letters of Russian social thinkers such as N.N. Strakhov, E.M. Feoktistov, D.N. Tsertelev. These letters provide critical assessment of Lev N. Tolstoy’s teachings. The preface to publication includes the history of reception of Tolstoy’s moral and aesthetic philosophy by his contemporaries, as well as influence of his theory on the beliefs of Russian idealist philosopher D.N. Tsertelev. The author offers a rational reconstruction of the dialogue between two generations of thinkers representative of the 19th century – Lev N. Tolstoy and N.N. Strakhov, on the one hand, and D.N. Tsertelev, on the other. The main thesis of the paper: the “old” and the “new” generations of the 19th-century thinkers retained mutual interest and continuity in setting the problems and objectives of philosophy, despite the numerous worldview contradictions. Keywords: Russian philosophy of the nineteenth century, L.N. Tolstoy, N.N. Strakhov, D.N. Tsertelev, epistolary heritage, ethics, aesthetics DOI: 10.21146/2074-5869-2018-23-2-118-130 Reviews Nataliya A. Tatarenko. History of Philosophy in a Format of Lecture Notes (on Hegel G.W.F. Vorlesungen zur Ästhetik. Vorlesungsmitschrift Adolf Heimann (1828/1829). Hrsg. von A.P. Olivier und A. Gethmann-Siefert. München: Wilhelm Fink, 2017. XXXI + 254 S.) Released last year, the book “G.W.F. Hegel. Vorlesungen zur Ästhetik. Vorlesungsmitschrift Adolf Heimann (1828/1829)” in German is a publication of one of the student's manuskript of Hegel's lectures on aesthetics. Adolf Heimann was a student of Hegel in 1828/29. These notes open for us imaginary doors into the audience of the Berlin University, where Hegel read his fourth and final course on the philosophy of art. A distinctive feature of this course is a new structure of lectures in comparison with three previous courses. This three-part division was took by H.G. Hotho as the basis for the edited by him text “Lectures on Aesthetics”, included in the first collection of Hegel’s works. The content of that publication was mainly based on the lectures of 1823 and 1826. There are a number of differences between the analyzed published manuskript and the students' records of 1820/21, 1823 and 1826, as well as between the manuskript and the editorial version of H.G. Hotho. These features show that Hegel throughout all four series of Berlin lectures on the philosophy of art actively developed and revised the structure and content of aesthetics. But unfortunately this evidence of the permanent development was not taken into account by the first editor of Hegel's lectures on aesthetics. Keywords: G.W.F. Hegel, H.G. Hotho, philosophy of art, aesthetics, forms of art, idea of beauty, ideal DOI: 10.21146/2074-5869-2018-23-2-131-138 Alexander S. Tsygankov. On the Way to the Revival of Metaphysics: S.L. Frank and E. Coreth Readers are invited to review the monograph of the modern German researcher Oksana Nazarova “The problem of the renaissance and new foundation of metaphysics through the example of Christian philosophical tradition. Russian religious philosophy (Simon L. Frank) and German neosholastics (Emerich Coreth)”, which was published in 2017 in Munich. In the paper, the author offers a comparative analysis of the projects of a new, “post-dogmatic” metaphysics, which were developed in the philosophy of Frank and Coreth. This study addresses the problems of the cognitive-theoretical and ontological foundation of the renaissance of metaphysics, the methodological tools of the new metaphysics, as well as its anthropological component. O. Nazarova's book is based on the comparative analysis of Frank's religious philosophy and Coreth's neo-cholastic philosophy from the beginning to the end. This makes the study unique in its own way. Since earlier in the German reception of the heritage of Russian thinker, the comparison of Frank's philosophy with the Catholic theology of the 20th century was realized only fragmentarily and did not act as a fundamental one. Along with a deep and meaningful analysis of the metaphysical projects of both thinkers, this makes O. Nazarova's book relevant to anyone who is interested in the philosophical dialogue of Russia and Western Europe and is engaged in the work of Frank and Coreth. Keywords: the renaissance of metaphysics, post-Kantian philosophy, Christian philosophy, S.L. Frank, E. Coreth DOI: 10.21146/2074-5869-2018-23-2-139-147." History of Philosophy 23, no. 2 (October 2018): 139–47. http://dx.doi.org/10.21146/2074-5869-2018-23-2-139-147.
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Stojičić, Vojkan, and Martha Lampropoulou. "DO YOU SPEAK GREEK? A CASE STUDY OF L2 SERBIAN LEARNERS OF GREEK." TEME, April 14, 2020, 251. http://dx.doi.org/10.22190/teme180502019s.
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The current study focuses on presenting the learning situation and the development of productive skills, namely, speaking and writing in a sample of second year students of Modern Greek Studies at the University of Belgrade. More specifically, the study consists of two parts. Initially, the paper presents the foreign language approach of teaching Greek at the B1 level as a foreign language and the teaching materials used within a specific Greek language course – Praktikum. Secondly, two tasks are administered to the subjects of the study in order to examine their productive skills and perform an error analysis of their output, followed by a questionnaire where they evaluate themselves and also the teaching process. The aim of the research is twofold: on the one hand, to show whether each student applies the same strategies in speaking and in writing, and to present the different dynamics that affect productive skills.
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"Bilingual education & bilingualism." Language Teaching 40, no. 2 (March 7, 2007): 168–76. http://dx.doi.org/10.1017/s0261444807264286.
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07–305Allen, Shanley E. M. (Boston U, USA), Martha Cregg & Diane Pesco, The effect of majority language exposure on minority language skills: The case of Inuktitut. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 578–596.07–306Barkhuizen, Gary (U Auckland, New Zealand), Ute Knoch & Donna Starks, Language practices, preferences and policies: Contrasting views of Pakeha, Maori, Pasifika and Asian students. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.5 (2006), 375–391.07–307Bedore, Lisa M. (U Texas at Austin, USA; lbedore@mail.utexas.edu), Christine E. Fiestas, Elizabeth D. Pena & Vanessa J. Nagy, Cross-language comparisons of maze use in Spanish and English in functionally monolingual and bilingual children. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 249–261.07–308Boumans, Louis (Radboud U, Nijmegen, the Netherlands; l.boumans@let.ru.nl), The attributive possessive in Moroccan Arabic spoken by young bilinguals in the Netherlands and their peers in Morocco. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 233–247.07–309de Klerk, Vivian (Rhodes U, Grahamstown, South Africa), Codeswitching, borrowing and mixing in a corpus of Xhosa English. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 597–614.07–310Dorian, Nancy C., Negative borrowing in an indigenous-language shift to the dominant national language. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 557–577.07–311Fflur Huws, Catrın, Adran y Gyfraıth & Adeılad Hugh Owen (Ceredigion, Wales, UK; trh@aber.ac.uk), The Welsh language act 1993: A measure of success. Language Policy (Springer) 5.2 (2006), 141–160.07–312Finkbeiner, Matthew (Harvard U, USA), Jorge Almeida, Niels Janssen & Alfonso Caramazza, Lexical selection in bilingual speech production does not involve language suppression. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.5 (2006), 1075–1089.07–313Hamel, Rainer Enrique (U Autónoma Metropolitana, Mexico) & Norbert Francis, The teaching of Spanish as a second language in an indigenous bilingual intercultural curriculum. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 171–188.07–314Ho, Debbie G. E. (U Brunei, Brunei), ‘I'm not west. I'm not east. So how leh?’English Today (Cambridge University Press) 22.3 (2006), 17–24.07–315Hohenstein, Jill (King's College London, UK; jill.hohenstein@kcl.ac.uk), Ann Eisenberg & Letitia Naigles, Is he floating across or crossing afloat? Cross-influence of L1 and L2 in Spanish–English bilingual adults. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 263–280.07–316Huguet, Ángel (U Lleida, Spain), Attitudes and motivation versus language achievement in cross-linguistic settings. What is cause and what effect?Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.5 (2006), 413–429.07–317Lee, Borim (Wonkwang U, Korea; brlee@wonkwang.ac.kr), Susan G. Guion & Tetsuo Harada, Acoustic analysis of the production of unstressed English vowels by early and late Korean and Japanese bilinguals. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 487–513.07–318McCarty, Teresa L. (Arizona State U, Phoenix, USA), Mary Eunice Romero-Little & Ofelia Zepeda, Native American youth discourses on language shift and retention: Ideological cross-currents and their implications for language planning. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 659–677.07–319Mills, Kathy A. (Christian Heritage College, Australia), ‘Mr travelling-at-will Ted Doyle’: Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 132–149.07–320Ngai, Phyllis Bo-Yuen (U Montana, USA), Grassroots suggestions for linking native-language learning, Native American studies, and mainstream education in reservation schools with mixed Indian and white student populations. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 220–236.07–321Pika, Simone (U St Andrews, Scotland; sp60@st-andrews.ac.uk), Elena Nicoladis & Paula F. Marentette, A cross-cultural study on the use of gestures: Evidence for cross-linguistic transfer?Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 319–327.07–322Portelli, John (U Malta), Language: An important signifier of masculinity in a bilingual context. Gender and Education (Routledge/Taylor & Francis) 18.4 (2006), 413–430.07–323Prevost, Philippe (Laval U, Canada; philippe.prevost@lli.ulaval.ca), The phenomenon of object omission in child L2 French. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 281–297.07–324Reagan, Tımothy (U Witwatersrand, South Africa; reagant@hse.wits.ac.za), Claıre Penn & Dale Ogılvy, From policy to practice: Sign language developments in post-apartheid South Africa. Language Policy (Springer) 5.2 (2006), 187–208.07–325Reichelt, Melinda (U Toledo, USA), English in a multilingual Spain. English Today (Cambridge University Press) 22.3 (2006), 3–9.07–326Salamoura, Angeliki (U Cambridge, UK; as350@cam.ac.uk) & John N. Williams, Lexical activation of cross-language syntactic priming. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 309–318.07–327Sánchez, Liliana (Rutgers U, New Brunswick, USA), Kechwa and Spanish bilingual grammars: Testing hypotheses on functional interference and convergence. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 535–556.07–328Schwartz, Ana I. (U Texas at El Paso, USA; aischwartz@utep.edu) & Judith F. Kroll, Bilingual lexical activation in sentence context. Journal of Memory and Language (Elsevier) 55.2 (2006), 197–212.07–329Sııner, Maarja (Copenhagen, Denmark; maarja_siiner@hotmail.com), Planning language practice: A sociolinguistic analysis of language policy in post-communist Estonia. Language Policy (Springer) 5.2 (2006), 161–186.07–330Smits, Erica (Antwerp U, Belgium; erica.smits@ua.ac.be), Heike Martensen, Ton Dijkstra & Dominiek Sandra, Naming interlingual homographs: Variable competition and the role of the decision system. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 299–307.07–331Soukup, Barbara (Georgetown U, USA; bks5@georgetown.edu), Language news in review: UNESCO and the quest for cultural diversity. Language Policy (Springer) 5.2 (2006), 209–218.07–332Tillman, Amy E. (Georgia State U, USA), A love affair with pidgin. English Today (Cambridge University Press) 22.3 (2006), 53–60.07–333Torres, Lourdes (DePaul U, Chicago, USA), Bilingual discourse markers in indigenous languages. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 615–624.07–334Trudell, Barbara (SIL International, Nairobi, Kenya), Language development and social uses of literacy: A study of literacy practices in Cameroonian minority language communities. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 625–642.07–335Wang, Hongyuan & Ying Yang (Yulin College, Shaanxi, China), Using letter words in China. English Today (Cambridge University Press) 22.3 (2006), 51–52.07–336Yiakoumetti, Androula (U Cambridge, UK), A bidialectal programme for the learning of Standard Modern Greek in Cyprus. Applied Linguistics (Oxford University Press) 27.2 (2006), 295–317.
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"Reading and writing." Language Teaching 38, no. 3 (July 2005): 132–42. http://dx.doi.org/10.1017/s0261444805232998.
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05–267Aitchison, Claire (U of Western Sydney, Australia), Thesis writing circles. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 97–115.05–268Allison, Desmond (The National U of Singapore), Authority and accommodation in higher degree research proposals. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 155–180.05–269Bazerman, Charles (U of California, Santa Barbara, USA), An essay on pedagogy by Mikhail M. Bakhtin. Written Communication (Thousand Oaks, CA, USA) 22.3 (2005), 333–338.05–270Belanger, Joe (U of British Columbia, USA), ‘When will we ever learn?’: the case for formative assessment supporting writing development. English in Australia (Norwood, Australia) 141 (2004), 41–48.05–271Bodwell, Mary Buchinger (Massachusetts College of Pharmacy and Health Sciences, USA; mary.bodwell@bos.mcphs.edu), ‘Now what does that mean, “first draft”?’: responding to text in an adult literacy class. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 59–79.05–272Broadley, Guy, Seeing forward looking back: the New Zealand literacy picture. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 8–18.05–273Bruton, Anthony & Emilia Alonso Marks (Universidad de Sevilla, Spain), Reading texts in instructed L1 and FL reading: student perceptions and actual selections. Hispania (Exton, PA, USA) 87.4 (2004), 770–783.05–274Chandrasegaran, Antonia (Nanyang Technical U, Singapore), Mary Ellis & Gloria Poedjosoedarmo, Essay Assist: developing software for writing skills improvement in partnership with students. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 137–155.05–275Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Masao Utiyama, Understanding the role of text length, sample size and vocabulary size in determining text coverage. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 1–22.05–276Cromley, Jennifer G. & Roger Azevedo (U of Maryland College Park, USA), What do reading tutors do? A naturalistic study of more and less experienced tutors in reading. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 83–113.05–277Crompton, Peter (crompton@fastmail.fm), ‘Where’, ‘In which’, and ‘In that’: a corpus-based approach to error analysis. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 157–176.05–278Day, Richard (U of Hawaii, Manoa, USA) & Jeong-suk Park, Develop ing reading comprehension questions. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 60–73.05–279Dunlosky, John & Katherine A. Rawson (U of North Carolina at Greensboro, USA), Why does rereading improve metacomprehension accuracy? Evaluating the Levels-of-Disruption Hypothesis for the Rereading Effect. 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Krimpas, P., and O. Chaika. "Some Desiderata in Teaching Scientific And Legal LSP in Modern Greek: The Case of Loanwords." Mìžnarodnij fìlologìčnij časopis 13, no. 3 (2022). http://dx.doi.org/10.31548/philolog13(3).2022.010.
Full textAbstract:
Classical Greek has traditionally been a language used as a source of LSP for other European languages in various thematic areas. Standard Modern Greek, however, borrows rather than lends LSP, which mostly involves re-borrowing of terminology coined on the basis of (originally) Greek roots, stems, affixes and combining forms. This poses the problem of adaptation to the phonological (especially phonotactic) and morphological system of Standard Modern Greek. A closer study of selected cases shows that the ISO term formation principles of linguistic correctness and consistency are not always observed. Occasionally, terminological choice is possible, with one form that observes the above-mentioned principles and another that does not observe them being available. Therefore, with this empirical research the methodology rests on Google Search method for identifying so called terminological doublets, in the end focusing on the case study and description of the four Greek terms – ψυχεδέλεια psychedelia’, κοσμετολογία cosmetology’, πλαγκτόν plankton’, and ιονισμός ionisation’; the terms have undergone the terminological check-up’ as to alignment with the set requirements against the term formation principles, and bring into focus the didactic facet of teaching LSP in general. Next, striving for adoption of the unified approach in teaching special terminologies may be considered leading under the discussed framework. Given that both multi-cultural and poly-cultural communicative settings such as language teaching and/or translation require an awareness about linguistic perceptions of the Other’ in order to have mutually beneficial results, the recommended terminological choices of the language teacher and/or the translator are discussed, starting from examples of problematic borrowed terms currently used in scientific and legal contexts. The conclusion is that, although descriptive approaches are mainstream in linguistics, in the case of terminology borrowing into once influential languages that claim an uninterrupted history such as Greek a prescriptive approach is sometimes preferable.
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Mattheoudakis, Marina, and Niki Panteliou. "THE EFFECTIVENESS OF MODERN BOARD GAMES IN TEACHING GREEK AS L2 TO ADULT LEARNERS." European Journal of Foreign Language Teaching 6, no. 3 (August 23, 2022). http://dx.doi.org/10.46827/ejfl.v6i3.4424.
Full textAbstract:
<p>The important role of communicative competence in foreign language learning highlighted the need for the use of task-based or content-oriented activities within the foreign language instructional context. Several studies have recently focused on such activities and, in particular, on the use of games (Peters, 2015; Petrovic, 2007; Yaccob & Yunus, 2019); their findings have attracted researchers’ interest as they underlined the positive effects, they seem to have on the development of language proficiency (Bush, 2015; Lan, Van & Huyen, 2019; Nguyen & Nga, 2003). Some of these studies have examined the effect of games on learners’ language development, competency and motivation in learning an L2 (Marzano, 2010; Stavy, Subon & Unin, 2019; Tuan, 2012), while others have focused on students’ and teachers’ attitudes towards their use in language classrooms (Hamzah & Dourado, 2010; Lawrence & Lawrence, 2013; Reyes-Chua & Lidawan, 2019). However, what has not been adequately researched is the impact of board games on adult students and their systematic integration and use within the language curricula (Phuong & Nguyen, 2017). In this study, we aim to present two different types of modern board games which have been adjusted for the teaching of Greek as a foreign language at B1 level (according to CEFR). The games were used to practice vocabulary and grammar as well as promote interpersonal communication according to the syllabus of the School of Modern Greek (2010). The study will compare the use of board games with conventional activities and tasks so as to assess their effectiveness as a tool in the adult foreign language classroom.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0555/a.php" alt="Hit counter" /></p>