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Journal articles on the topic 'Language/Reading Centre'
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1
Halim, Nadiah, Marina Mohd Arif, and Kaarthiyainy Supramaniam. "Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre." Asian Journal of University Education 16, no. 1 (April 27, 2020): 22. http://dx.doi.org/10.24191/ajue.v16i1.8981.
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Many students in Malaysia lack proficiency in the English language, from difficulty understanding the meaning of the text to inferring the text. The use of explicit instruction to introduce reading comprehension skills are also rarely employed in the classroom. This study investigated how metacognitive reading strategies and peer tutoring improved Year 7 students’ reading comprehension at a home-school centre. A total of 20 Year 7 students took part in this research, whereby 10 students were placed in the controlled group and 10 students in the experimental group. Students in the experimental group were exposed to 12 weeks of training on metacognitive reading strategies and peer tutoring session. In addition, IGCSE reading comprehension, learning journals and a semi-structured interview were employed to collect data from the experimental group. A paired sample t-test was conducted to analyse the quantitative data of this study whereas document analysis and thematic analysis were used to analyse the qualitative data. The results obtained from this study indicated that metacognitive reading strategies have assisted students to use suitable techniques to comprehend the reading text and answer the reading comprehension questions. In addition, peer tutoring aids student by having their peers translate meaning of the texts in their native language, explain how to properly use the metacognitive reading skills as well as provide guidance and support in the classroom. Therefore, the findings of this study are significant as it suggests the difficulty of students to adapt to new strategies in a short time; hence, they should be exposed at primary level.
Keywords: Metacognitive reading strategies, peer tutoring, reading comprehension, home- school centres.
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Sakdiah, Halimatus, and Delfi Eliza. "Implementation of language development for children in daycare." Aṭfāluna: Journal of Islamic Early Childhood Education 4, no. 1 (June 30, 2021): 31–38. http://dx.doi.org/10.32505/atfaluna.v4i1.2457.
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Language development activities in daycare are essential because they can increase children's vocabulary. This study aims to determine how the process of implementing children's language development activities in daycare centres. This study uses the qualitative method. The data were collected by observing the language development of children aged 2-4 years at the Twin Course Daycare and interviewing six caregivers there. The study results showed that the implementation of language development in the Twin Course daycare centre was carried out well. It can be seen from how the teacher applies it in daily activities by reading stories, playing games that can stimulate children's language, listening to the radio, dancing, and responding to children. Therefore, research related to the effective implementation of the language development program can be studied further.
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Townsend, Chris. "Nature and the Language of the Sense: Berkeley's Thought in Coleridge and Wordsworth." Romanticism 25, no. 2 (July 2019): 129–42. http://dx.doi.org/10.3366/rom.2019.0414.
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Though George Berkeley's name appears in a number of studies of British Romantic poetry, sustained readings of his influence on poets of the period are scarce. This is in large part because our modern understanding of Berkeley as an idealist philosopher often precludes us from seeing the role that his theory of nature as a divine language played in poetic conceptions of the relations between mind, world, and God. In this essay I explore the writings of Coleridge and Wordsworth from the 1790s, sketching as complete a picture as possible of their knowledge of Berkeley, and offering readings of Berkeleian moments in their poetry. These moments, which draw Berkeley's ideas into a complex dialogue with philosophical materialism, centre around a rhetoric of semblance – in which the world can ‘seem’ less gross than bodily. I offer this reading as a step towards a fuller understanding of the Romantic understanding of Berkeley.
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Basir, Noriha, Ameer Fuhaili Mohamad Hashim, Sharmini Abdullah, Noor Asliza Abdul Rahim, Masturah Sabri, Afifah Hanani Yusuf, Wan Norhaizar Harun, and Dipima Buragohain. "“Talking Phonics for Autism”: Developing A Multi-Purpose Touch Screen Technology Software Application Which Utilizes Sound Articulation Point to Teach Autistic Children." MATEC Web of Conferences 150 (2018): 05040. http://dx.doi.org/10.1051/matecconf/201815005040.
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This paper aims to examine the potentials of the multi-purpose touch screen technology application which utilizes a sound articulation point software called "TALKING PHONICS FOR AUTISM"as an alternative method of teaching phonics to autistic children. "TALKING PHONICS FOR AUTISM"is developed via a collaborative effort between the Centre of International Languages (CIL) and the School of Human Development and techno Communication (iKOM), University Malaysia Perlis (UniMAP). The reading skills of autism children are developed intofive (5) levels ofMalay reading comprehension skills. The first level consists of open syllables - vowels and consonants. The following consecutivethree levels comprised of closed syllables. The fourth level introduces vocal sequence while the fifth level constitutes of Malay language loans. The Malay-language dialect phonological theory by Tajul Aripin Kassin (2000) which is based on Clements &Keysher's (1980) Generative Booking Generic Fonology Model (CV) forms the theorectical framework of this paper.
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Ventouris, A., and Th Rousoulioti. "Text readability measurement for Understanding Reading: the readability software of Centre for the Greek Language." Kathedra of Byzantine and Modern Greek Studies, no. 6 (April 15, 2020): 111–33. http://dx.doi.org/10.29003/m1368.2658-7157.2020_6/111-133.
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van Eijnatten, Joris. "The Language of all the Earth Confounded, or, Directional Pluralism." Philosophia Reformata 60, no. 1 (December 17, 1995): 55–62. http://dx.doi.org/10.1163/22116117-90000087.
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In the following I offer several comments on a recent discussion by Sander Griffioen and Richard Mouw on modern pluralism. Pluralisms and Horizons (Mouw & Griffioen, 1993) is a deceptively small book of wide compass, which for three reasons makes interesting reading. First, the authors have much to say on one of the current hot-items in Western civilization: pluralism. Second, they take their point of departure in Christian philosophy, and more specifically in the Reformed tradition. And third, they unite a principled stance based on Christian faith with an openminded readiness to seriously take issue with many different points of view. Their book is in my opinion worth reading merely as an exemplary exercise in intellectual tolerance. The following offers, then, for what it is worth, a short and limited critique of some aspects of Pluralisms and Horizons. Since I am especially interested in the history of Christian thought, and since Philosophia Reformata is historically and philosophically rooted in the Reformed tradition, my criticism will particularly centre on Calvinist (or, if you will, Calvinian) thought. I have two specific objections to the views put forward by Mouw and Griffioen. Both are connected with the idea of “directional pluralism” upon which the authors elaborate; both centre on my contention that the authors fail to appreciate the nature of modern (Dutch) culture.
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Obilişteanu, Georgeta, and Brânduşa-Oana Niculescu. "Teacher Control In The Second Language Classes." International conference KNOWLEDGE-BASED ORGANIZATION 21, no. 2 (June 1, 2015): 618–23. http://dx.doi.org/10.1515/kbo-2015-0105.
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Abstract An important aspect taken into consideration in making the distinction between the traditional and the modern methodologies used in teaching a second language is related to the control exercised by the teacher in managing the foreign language environment. The traditional methodology is largely teacher-centred, with the teacher playing a very dominant role as the organizer and the controller of all classroom activities, as well as the evaluator of the learners’ performance. The modern methodology is learner-centred, allowing students to take centre stage and get a hands-on practical experience of using the language for communicative purposes. Nevertheless, this distinction should not lead to the diminishing of the teacher’s power and authority since making the shift from the teacher as total controller of all that happens in the class to mediator/facilitator supposes a multitude of roles that he/she has to assume within the classroom. The efficiency of a foreign language teacher can be determined by the level of development of the language competences as mirrored in the learners’ listening, reading, writing and speaking skills. The necessity and importance of classroom teaching control must be emphasized, as well as the roles a teacher plays in achieving the objectives proposed for each lesson.
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Cervi, David A. "Gaijin revisited." English Today 6, no. 4 (October 1990): 17–18. http://dx.doi.org/10.1017/s0266078400005071.
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In response to reading Peter Duppenthaler's interesting article Gaijin (ET Jul 89), in which he explored the word gaijin and some of the meanings it has for Japanese, I conducted in Japanese a survey among 34 Japanese students studying English in Australia at Sydney English Language Centre.
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Stubbs, Michael. "Book reviews : The spoken vocabulary of five-year-old children Bridie Raban University of Reading: Reading and Language Information Centre, 1988. 152pp." Child Language Teaching and Therapy 5, no. 3 (October 1989): 349–50. http://dx.doi.org/10.1177/026565908900500312.
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Jaiswal, Preeti. "Enhancing Comprehension by Effectively Using Reading Strategies." English Language and Literature Studies 8, no. 4 (November 28, 2018): 14. http://dx.doi.org/10.5539/ells.v8n4p14.
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The paper examined the reading strategies used by ESL learners at University of Bahrain to comprehend academic material. It investigated the interdependence between the use of reading strategies by ESL learners’ and their reading comprehension attainment. To accomplish this goal, three instruments were used: a survey of the Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Mokhtari and Sheorey (2002) and a Pre-reading comprehension test and Post-reading comprehension test and a paired sample t-test. The paper used quantitative data collected from 100 students studying in the Foundation Program at the English Language Centre and Department of Applied Studies at University of Bahrain. The findings of this research showed a notably positive relationship between the use of cognitive and metacognitive reading strategies by the students and their reading comprehension achievement. The compilation of the quantitative data, displayed that students practiced Global Reading Strategies appreciably, followed subsequently by Support Reading Strategies and Problem Solving Reading Strategies.
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Anderson, Jean. "Inside Out or Outside In? Translating Margins, Marginalizing Translations. The Case of Francophone Pacific Writing." TranscUlturAl: A Journal of Translation and Cultural Studies 5, no. 1-2 (March 20, 2014): 9. http://dx.doi.org/10.21992/t9mm02.
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The concepts of centre and margins are of course, or ought to be, interchangeable: where we are is, in that sense, always the centre. However, no one would deny that in terms of culture, some 'centres' are more dominant than others. As a translator of Pacific texts, both from French into English and from English into French (as a co-translator), I have become acutely aware of what is at stake in the 'centre' of the Pacific, in particular on the islands of New Caledonia and French Polynesia. Focusing on texts from French Polynesia, I look at some of the ways in which indigenous Pacific authors writing in French 'deterritorialise' both genre and language conventions to create new forms of expression. Chantal Spitz, for example, employs a highly poetic style, even including traditional poetic forms in her prose. How can the translator respond to these strategies in such a way as to promote a reading 'from the inside out'?
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Rana, Kesh, and Karna Rana. "Teaching and testing of English listening and speaking in secondary schools in Nepal: Pretend for praxis?" Journal of NELTA 24, no. 1-2 (November 30, 2019): 17–32. http://dx.doi.org/10.3126/nelta.v24i1-2.27678.
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Secondary English course requires testing of four skills: listening, speaking, reading and writing independently. Secondary Education Examination (SEE) board conducts a written examination, which includes reading and writing skills, through different centres and English teachers are responsible to test students’ listening and speaking tests in their own schools and submit grades to District Education Office. Semi-structured interviews with secondary English teachers in private schools and school graduates investigated how the teachers practice listening and speaking skills in the classrooms and administer aural-oral tests. Findings indicate that private schools in the capital city have mandated English-only for communication in school premises with an expectation to develop students’ English language proficiency. Teachers focused on centre-based written examination and less emphasised the teaching and testing of listening and speaking skills. Teachers’ random assessment of students’ aural-oral skills without formal tests supported in declining the teaching of these skills. This article suggests that for realizing the examination effective, sustainable system needs to be developed for teachers to teach all language skills equitably.
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Kiššová, Mária, and Ľubomír Ščerbák. "Decoding Samuel Beckett’s language in Imagination Dead Imagine." Ars Aeterna 7, no. 1 (June 1, 2015): 41–48. http://dx.doi.org/10.1515/aa-2015-0006.
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Abstract The study focuses on the short prose text Imagination Dead Imagine (1965) by the Irish writer Samuel Beckett (1906-1989). It argues that while at first sight Beckett’s text appears to be a chaotic verbal blend with no coherence, a close reading discloses an actual underlying pattern (mandala) which gives the text a structure and enables the reader to “understand” it. The authors of the paper claim that mandala, as the structural pattern of the text, represents an attempt to find a resolution of the existential and universal conflict within man. On one hand, there is spiritual alienation (exemplified here by the dissolution of the language) and, on the other hand, one’s desire to be integrated with unity and return to the centre
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Olnova, Margarita. "IMPACT FACTORS IN CONTEMPORARY EUROPE FOR MOTHER LANGUAGE ACQUISITION OUTSIDE THE LANGUAGE ENVIRONMENT." Russian Journal of Multilingualism and Education 11, no. 1 (December 15, 2019): 29–39. http://dx.doi.org/10.35634/2500-0748-2019-11-29-39.
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The research presents the results of the European project “Leo Effect. Learn from each other effectively” (2013-2015), which involved five schools-participants: “Alliance Russe” (Nice, France), “Centre de développement bilingue LOGOS” (Paris, France), “Centro de Lengua y Cultura Rusa A. Pushkin” (Barselona, Spain), “Multiculturele Stichting “Poesjkin” (Leiden, The Netherland) and “Senter for russisk språk og kultur” (Oslo, Norway). The study aimed at investigating the policy of multilingualism, represented in official documents of the European Union and analyzing actual opportunities for immigrants to study their mother language in Norway, France, the Netherlands and Spain. The research is relevant as it provides a brief overview of the language policy of the European Union, and in particular Norway, France, the Netherlands and Spain, and analyses the existing opportunities for immigrants (or children of immigrants) to learn their native language in a new country of residence. In addition, it presents an analysis of the demand for knowledge of different languages (including Russian) in European countries. Research methods included analysis of the legal documents regulating the language policy, analysis of educational programmes in educational institutions of the country, questionnaires of students from the schools participating in the Leo “Effect. Learn from each other effectively,” monitoring of the labour market for the demand for knowledge of different languages (Russian, in particular). As a result of the project “Leo Effect. Learn from each other effectively” the external factors affecting acquisition of the mother tongue outside the language environment were studied. These factors include: the official language policy of the state governing the teaching of the mother tongue, the existing opportunities for learning the mother tongue in the country, the demand for knowledge of different languages on labor market, and the popularity of a particular language in a particular state. The study showed that the education of a multilingual citizen in Europe is basically a family task. State educational institutions do not provide enough support in the issue of teaching the mother tongue and reading and writing in the mother tongue are usually taught by commercial or non-profit organizations created by the immigrants themselves.
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Hyönä, Jukka, Ming Yan, and Seppo Vainio. "Morphological structure influences the initial landing position in words during reading Finnish." Quarterly Journal of Experimental Psychology 71, no. 1 (January 2018): 122–30. http://dx.doi.org/10.1080/17470218.2016.1267233.
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The preferred viewing location in words [Rayner, K. (1979). Eye guidance in reading: Fixation locations within words. Perception, 8, 21–30] during reading is near the word centre. Parafoveal word length information is utilized to guide the eyes toward it. A recent study by Yan and colleagues [Yan, M., Zhou, W., Shu, H., Yusupu, R., Miao, D., Krügel, A., & Kliegl, R. (2014). Eye movements guided by morphological structure: Evidence from the Uighur language. Cognition, 132, 181–215] demonstrated that the word’s morphological structure may also be used in saccadic targeting. The study was conducted in a morphologically rich language, Uighur. The present study aimed at replicating their main findings in another morphologically rich language, Finnish. Similarly to Yan et al., it was found that the initial fixation landed closer to the word beginning for morphologically complex than for monomorphemic words. Word frequency, saccade launch site, and word length were also found to influence the initial landing position. It is concluded that in addition to low-level factors (word length and saccade launch site), also higher level factors related to the word’s morphological structure and frequency may be utilized in saccade programming during reading.
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Spann, Harald. "Learning from teachers and pupils in literature: case-based aesthetic reading in EFL teacher education." Journal of Language and Cultural Education 3, no. 2 (May 1, 2015): 1–13. http://dx.doi.org/10.1515/jolace-2015-0009.
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Abstract Claims for the value of literature in EFL teaching and learning traditionally centre around three models: the cultural, language, and the personal growth model (Carter & Long, 1991). In the context of EFL teacher education, the core question is: can literature also contribute to the professional development of EFL trainee teachers and, if so, how? Based on the assumption that school-related English-language literature can be used for professional case-based work this paper reports a context-specific interdisciplinary model of literature in education which synthesizes case theory (Steiner, 2004) and the theory of dialogic aesthetic reading (Delanoy, 2002), thus providing an educational setting for both literary experience and professional learning in EFL teacher education.
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O'Sullivan, Olivia, and Sue McGonigle. "Transforming readers: teachers and children in the Centre for Literacy in Primary Education Power of Reading project." Literacy 44, no. 2 (July 2010): 51–59. http://dx.doi.org/10.1111/j.1741-4369.2010.00555.x.
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Spencer, Georgina. "Book Review: Reading at University: How to Improve Your Focus and Be More Critical. Jamie Q Roberts and Caitlin Hamilton." Journal of University Teaching and Learning Practice 17, no. 2 (April 1, 2020): 136–38. http://dx.doi.org/10.53761/1.17.2.10.
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Writing this review during the United Kingdom’s COVID-19 lockdown, I am reminded of George Orwell’s essay ‘Confessions of a Book Reviewer’, “In a cold but stuffy bed-sitting room littered with cigarette ends and half-empty cups of tea, a man in a moth-eaten dressing-gown sits at a rickety table”. Although neither male nor a smoker, but certainly a tea drinker in need of a new dressing gown, what better time to read about reading? The terminology ‘reading’ for a degree has been replaced in everyday speech by ‘studying’, yet this archaic usage of reading put the importance of this activity front and centre of what was expected of students for success at university. While this focus in the everyday language has been removed, the skills of reading are no less vital to student success. Reading at University aims to dispel assumptions around academic reading and help students become more critical and productive in their reading. It is another addition to the study skills shelf and there is a lot of competition out there, so it really needs to be offering something different to compete.
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Le Baillif, Anne-Marie. "Paris, « un lieu centre de tous les centres ». Est-ce toujours d’actualité ?" Interlitteraria 25, no. 2 (December 31, 2020): 435–42. http://dx.doi.org/10.12697/il.2020.25.2.14.
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Paris, “The Centre of All Centres”. Is It Still the Case? In La République Mondiale des Lettres published in 1999 and 2008, Ms. Casanova wrote: “Paris is the Greenwich meridian for literature” for the 19th and 20th centuries. Writers and artists have come to the city in the past because it was extremely attractive for creative and economic reasons. But at the beginning of the 21st century, with the rise of the New Media for writing, publishing and diffusing, is it correct to say that Paris is still supreme? Is location more important than the time devoted to writing and reading?
The claims on which Ms. Casanova builds her assertions are not supported by the facts of recent history and geography. She refers to “La belle santé économique et la liberté” in Paris but she forgot to mention why artists came from central Europe. It was just because the life was cheaper in Paris than in Berlin, as Walter Benjamin observed in 1926. She notes that Paris was the world centre for high fashion and that writers came together there to be inspired by the place and each other. But these things are no longer true: Paris is one of the most unaffordable cities in the world. Fashion in clothes is determined in many centres, with fashion weeks held in New York, Milan and China; aesthetics no longer depend on a single country. Literary creativity has spread across many continents and the internet and social media provide access to millions of people around the globe. Globalisation has unified the world, note Jean-Philippe Toussaint and Sylvain Tesson, and brought the standardization of cultures.
There is also the matter of the dominant language today. The French language has not changed since Ms. Casanova was doing her research, but French writers now dream of being translated into English to reach the largest audience around the world. Publishers also favour English to make the most profit because literature and art are now worldwide commodities. Writers and researchers use the Internet, which connects them with documents, libraries and people all over the world. Newspapers such as Le Monde and Le Figaro in France provide literary reviews from around the world; for example, Histoire de la Traduction Littéraire en Europe Médiane, compiled by Antoine Chalvin, Marie Vrinat-Nikolov, Jean-Léon Muller and Katre Talviste, was written up in Cahiers Littéraires du Monde. What about the readership? If publishing and merchandizing are accelerating and globalizing because of how the Internet changes time and distance, the writer still has to follow the rhythm of the subject.
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Le Baillif, Anne-Marie. "Paris, « un lieu centre de tous les centres ». Est-ce toujours d’actualité ?" Interlitteraria 25, no. 2 (December 31, 2020): 435–42. http://dx.doi.org/10.12697/il.2020.25.2.14.
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Paris, “The Centre of All Centres”. Is It Still the Case? In La République Mondiale des Lettres published in 1999 and 2008, Ms. Casanova wrote: “Paris is the Greenwich meridian for literature” for the 19th and 20th centuries. Writers and artists have come to the city in the past because it was extremely attractive for creative and economic reasons. But at the beginning of the 21st century, with the rise of the New Media for writing, publishing and diffusing, is it correct to say that Paris is still supreme? Is location more important than the time devoted to writing and reading?
The claims on which Ms. Casanova builds her assertions are not supported by the facts of recent history and geography. She refers to “La belle santé économique et la liberté” in Paris but she forgot to mention why artists came from central Europe. It was just because the life was cheaper in Paris than in Berlin, as Walter Benjamin observed in 1926. She notes that Paris was the world centre for high fashion and that writers came together there to be inspired by the place and each other. But these things are no longer true: Paris is one of the most unaffordable cities in the world. Fashion in clothes is determined in many centres, with fashion weeks held in New York, Milan and China; aesthetics no longer depend on a single country. Literary creativity has spread across many continents and the internet and social media provide access to millions of people around the globe. Globalisation has unified the world, note Jean-Philippe Toussaint and Sylvain Tesson, and brought the standardization of cultures.
There is also the matter of the dominant language today. The French language has not changed since Ms. Casanova was doing her research, but French writers now dream of being translated into English to reach the largest audience around the world. Publishers also favour English to make the most profit because literature and art are now worldwide commodities. Writers and researchers use the Internet, which connects them with documents, libraries and people all over the world. Newspapers such as Le Monde and Le Figaro in France provide literary reviews from around the world; for example, Histoire de la Traduction Littéraire en Europe Médiane, compiled by Antoine Chalvin, Marie Vrinat-Nikolov, Jean-Léon Muller and Katre Talviste, was written up in Cahiers Littéraires du Monde. What about the readership? If publishing and merchandizing are accelerating and globalizing because of how the Internet changes time and distance, the writer still has to follow the rhythm of the subject.
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Gaudioso, Roberto. "A Literary Approach to Avoiding Objectification of the Text: Reading Kezilahabi and Beyond." Annali Sezione Orientale 77, no. 1-2 (June 21, 2017): 3–32. http://dx.doi.org/10.1163/24685631-12340024.
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It is well known that, in contemporary studies, the cultural and post-colonial critique mainly focuses on the context of art and literature. My paper highlights the importance of a newWerkimmanente Interpretation, which focuses on the textquaaesthetic process. Thus, in other words, the text will be considered as a living event, meaning an experience of senses and knowledge. The text should be the centre of different hermeneutic approaches which involve translation and comparison, reader’s reception, theories of knowledge, immanent interpretation of the text and literary language. Translation is not only a product, but a process of comprehension (incorporation) and restitution (incarnation) of a text through the constitution of an analogue. This paper intends to propose a multi-systematic mode of poetry analysis, related especially to the poetics of the Swahili writer Euphrase Kezilahabi.
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Supardi, S. "Integrating websites to self access language learning: a strategic way to facilitate the autonomous learning." LEKSIKA 13, no. 1 (March 11, 2019): 1. http://dx.doi.org/10.30595/lks.v13i1.3883.
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Up to this present time, self access language learning (SALL) has become an interesting topic for study. Many scholars have devoted their attention to the study on this topic that many of their papers are published in Studies in Self Access Learning journal. Though many studies have discussed this topic, the websites that can be integrated into SALL as a strategic way to ficilitate the autonomous learning remains underresearched. This paper is based on a research looking at the integration of websites into SALL from the perspective of SALL materials in an online SALL centre. It looks at which English language skills are offered as SALL materials and which websites provide SALL materials. The data concerning these two themes were collected from the online visit to to Self Access Centre and INdependent Learning (SACIL) set up at the University of Waikato. SALL materials in SACIL include general language skills, grammar, reading, listening, speaking and pronunciation, writing, punctuation, vocabulary and spelling, IELTS, and study skills and exam preparation which are linked to a large number of websites. With these website-based SALL materials, the learners over the world can finally practice their skill autonomously.Key words: website, self access laguage learning, autonomous learning.
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Segura, Marta, Helena Roquet, and Carmen Pérez-Vidal. "The Effects of a CLIL Programme on Linguistic Progress at Two Different Points in Time." Journal of Language and Education, no. 1 (March 31, 2021): 173–91. http://dx.doi.org/10.17323/jle.2021.10981.
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In an attempt to explore the effects of different kinds of English as a Foreign Language (EFL) learning contexts, content and language integrated learning (CLIL) have been at the centre of FL acquisition research over the past decade. Studies have focused on the features and gains this setting brings, whether content is learnt at the same level of success as when taught in the learners’ L1, and whether that L1 is negatively affected by CLIL. However, to our knowledge, very little attention has been brought to how the seniority of the programme affects learner progress in the target language. This study aims to fill such a gap in the understanding that the programme will have developed and improved in terms of quality of exposure and interaction, and that learners’ EFL performance will be higher. To do that, we measured the efficacy of a long-standing CLIL programme in Barcelona twelve years after it was launched and examined the reading, writing, and lexico-grammatical abilities of CLIL EFL learners aged 8, 11, and 14 compared with results obtained by learners measured at the onset of the programme in 2005. The results showed that the quality of the programme has increased over the last decade, guaranteeing a higher level of EFL student proficiency when raw scores are considered, but not in terms of linguistic gains, in which only improvement in older students’ grammar and reading skills can be observed.
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Krebs, Assaf. "DELEUZE, GUATTARI, AND APULEIUS: METAMORPHOSES OF MINOR LITERATURE." Ramus 49, no. 1-2 (December 2020): 191–212. http://dx.doi.org/10.1017/rmu.2020.11.
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Despite this paper's title it is only fair to warn the curious reader that it is not about reading Apuleius’ Metamorphoses, or using modern theory to better understand it. At least this is not its main intention. Instead, my wish is to experiment with the Metamorphoses, to wander inside it, to move from the actual to the virtual and the potential; to explore how things connect, proliferate, intensify—rather than learn how they actually are. The paper wishes to provide the readers means whereby they can experience the Metamorphoses, rather than examine categories of genres, style, or mode that lead to interpretation of the text. In other words, this paper addresses the Metamorphoses as Deleuze and Guattari do in their reading of Kafka's work in Kafka: Toward a Minor Literature. It focuses on modes of becomings, motions of desire, operating machines, assemblages, and language. According to Deleuze and Guattari, minor literature demonstrates literature's ability to challenge the major order, to undermine the doxa, to unstitch the seam between signifier and signified. It breaks forms and encourages ruptures and new routes, which forces reconstruction of content in new ways. It produces lines of flight, flows, streams, ramifications, and junctions instead of immobile paradigms and moulds; it prefers multiple centres to a centre and periphery; it relinquishes principles of unity for the benefit of experiencing multiplicity. Minor literature therefore is a political action containing the possibility of subverting the major order governed by structures of language, fixed and steady position, and state apparatuses.
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Jones, Faith. "A Chimney on the Canadian Prairies: Yiddish-Language Libraries in Western Canada, 1900 to the Present." Judaica Librarianship 12, no. 1 (December 31, 2006): 49–68. http://dx.doi.org/10.14263/2330-2976.1096.
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Yiddish book culture did and does exist in Western Canada, even outside the vibrant Jewish culture of Winnipeg, in communities whose geographic isolation from the Yiddish-speaking centers may seem extreme. Two libraries may serve as examples of the variety of manifestations of Yiddish reading in these localities: the library of the farm community of Edenbridge, Saskatchewan, which may be said to be emblematic of cultural organization in these rural colonies, which existed from before World War I until the 1960s; and the Kirman Library at the Vancouver Peretz Centre for Secular Jewish Culture, itself an unusual example of a Yiddish secular school, which is now the last specifically Yiddish library in Western Canada. Finally, the meaning of Yiddish books in these independent libraries, far from institutional support or a critical mass of Jews, is examined.
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HOPP, HOLGER. "The syntax–discourse interface in near-native L2 acquisition: Off-line and on-line performance." Bilingualism: Language and Cognition 12, no. 4 (September 16, 2009): 463–83. http://dx.doi.org/10.1017/s1366728909990253.
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This study investigates ultimate attainment at the syntax–discourse interface in adult second-language (L2) acquisition. In total, 91 L1 (first-language) English, L1 Dutch and L1 Russian advanced-to-near-native speakers of German and 63 native controls are tested on an acceptability judgement task and an on-line self-paced reading task. These centre on discourse-related word order optionality in German. Results indicate that convergence at the syntax–discourse interface is in principle possible in adult L2 acquisition, both in off-line knowledge and on-line processing, even for L1 English speakers, whose L1 does not correspond to L2 German in discourse-to-syntax mappings. At the same time, non-convergence of the L1 Dutch groups and differences in the L2 groups' performance between tasks suggest that asymmetries in L1–L2 discourse configurations and computational difficulties in mapping discourse onto syntax constrain L2 performance.
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Cabezuelo Vivo, Rafael, and Víctor Pavón. "Analysing Mathematical Word Problem Solving with Secondary Education CLIL Students: A Pilot Study." Latin American Journal of Content & Language Integrated Learning 12, no. 1 (November 11, 2019): 18–45. http://dx.doi.org/10.5294/laclil.2019.12.1.2.
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The purpose of this study is to investigate to what extent the use of L2 in math tests influences bilingual education learners’ process of word problem solving in a mandatory secondary education school with Content and Language Integrated Learning (CLIL). The reading comprehension level of the students was analysed using a standards-based assessment and the questions used in Programme for International Student Assessment (PISA) tests. The word problems were selected according to the students’ level of reading-comprehension and mathematical competence. Leaners also had to answer a questionnaire, which was used to analyse if contextual factors were affecting mathematical performance in L2. To this end, the questionnaire included some questions related to the bilingual history of the students and their perception about solving word problems in English. Data were analysed through one-way or two-way ANOVA tests to find out which factors were relevant. Results show that solving word problems is not only affected by the use of L2, but that it also depends on the mathematical difficulty, irrespective of the students’ level of language proficiency. The findings, hence, imply that interaction between linguistic difficulty and mathematical complexity is at the centre of the issues affecting word problem solving.
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Steenhuyse, Veerle Van. "Jane Austen fan fiction and the situated fantext." English Text Construction 4, no. 2 (November 17, 2011): 165–85. http://dx.doi.org/10.1075/etc.4.2.01van.
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Building on recent findings in the field of fan fiction studies, I claim that Pamela Aidan’s Fitzwilliam Darcy, Gentleman is indirectly influenced by three cultural phenomena which centre around Jane Austen and her work. Aidan’s fan fiction text stays close to the spirit of Austen’s Pride and Prejudice because she “reimagines” the novel according to the interpretive conventions of the Republic of Pemberley, a fan community. These conventions demand respect for Austen and her novels because they are shaped by the broader, cultural conventions of Janeitism and Austen criticism. Similarly, Aidan’s text is more individualistic and “Harlequinesque” than Austen’s novel, because the Republic allows writers to reproduce the cultural reading which underlies BBC / A&E’s adaptation of Austen’s novel.
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Arora, Amit, Roneel Maharaj, Seemagni Naidu, Ritesh Chimoriya, Sameer Bhole, Simone Nash, and Charlotte Jones. "Views of Indian Migrants on Adaptation of Child Oral Health Leaflets: A Qualitative Study." Children 8, no. 1 (January 7, 2021): 28. http://dx.doi.org/10.3390/children8010028.
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The aim of this study was to gain insight on the views of Hindi-speaking mothers on readily available English language oral health education materials and to evaluate the acceptability of Hindi language adapted versions of these materials. This qualitative study is nested within an ongoing multi-centre birth cohort study in Greater Western Sydney, Australia. Following purposive selection of Hindi-speaking mothers (n = 19), a semi-structured interview was conducted. Two English leaflets were mailed to participants prior to the interview. The simplified English and translated Hindi versions of the leaflets were provided at the interview, and the participants were asked to compare and evaluate all three versions. Interviews were audio recorded, and thematic analysis was used to analyse data from interview transcripts. A majority of the participants reported a certain degree of difficulty in reading and comprehending oral health messages in Hindi. Although Hindi translations were accurate, mothers preferred the simplified English as opposed to the Hindi version. Visual illustrations and a simple layout facilitated the understanding of oral health messages. Developers of oral health education leaflets should thoroughly research their prospective user groups, particularly migrant populations, and identify the need for simplified or translated oral health education leaflets.
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Neumann, Birgit. "Vernacular Cosmopolitanism in Anglophone World Literatures: Comparative Histories of Literary Worlding." arcadia 53, no. 2 (October 29, 2018): 239–57. http://dx.doi.org/10.1515/arcadia-2018-0022.
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Abstract The article explores the concept and practice of world literature from the perspective of postcolonial Anglophone literature. To account for the agency of literature and to move beyond the old centre/periphery model, the contribution focuses on literary acts of worldmaking rather than on the circulation of literature across the globe. It is argued that Anglophone world literature thrives on a poetics that bind diverse literary histories, languages, and distinct creative practices into patterns of exchange and thus exposes the constitutive exteriority within European (literary) histories. The use of the vernacular is identified as a central element of world literature’s poetics, staging a conflictual interplay between transcultural relationality and the formative impact of locality. As the vernacular binds the global and the local into loops of relation, it also offers an opportunity to consider the classification of “language as a language” (Young 1209). A reading of Sam Selvon’s The Lonely Londoners (1956) provides insights into literary ways of worldmaking, showing how the poetics of Anglophone world literature shuttles among several places to create a vernacular cosmopolitanism (Bhabha). Finally, the article examines how an understanding of world literature as a polycentric network emerging from different literary traditions changes our practice of comparative literary history.
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Elizova, Elena I., Nadezhda Yu Lantsevskaya, and Tatiana V. Sizova. "Structural and functional model of language communication culture development in the open education center." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 216–31. http://dx.doi.org/10.32744/pse.2021.1.15.
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Problem and goal. The relevance of the research is determined by the need to find new solutions in the development of the education system in the context of the pandemic and the increasing educational needs of people in further self-development. Russian language education center's structural and functional model of language communication culture development should help to identify the effectiveness of the open education system in Russian and Russian language teaching by involving modern youth in Russia and abroad in the activities of the educational and cognitive club based on the pedagogical University. The purpose of this article is to present the structural-functional model development of a culture of linguistic communication and the results of its implementation in the conditions of open education in Russian language and learning Russian language, created on the basis of pedagogical University. Methodology. The methodological basis of the research is based on the theoretical positions of the system, activity, linguoculturological, and technological approaches. Results. It is established that the structural and functional model of the development of the culture of language communication in the conditions of the open education center based on club activities at the pedagogical University is implemented in three subsystems of the open education center (intercultural, speech, reflexive). The model structure allows you to reflect the development of the culture of language communication of club members and determine the means and technologies of its formation. The culture of language communication consists of four components: normative, ethical, communicative and reflexive competencies. The formation of competencies is carried out by levels, taking into account the evaluation and adjustment components of the effective block of the model. Conclusion. Building a structural-functional model involves the creation of key concepts for improving the study of the Russian language through the use of interactive methods of teaching Russian as a native language and as a foreign centre of open education, acting on the basis of the educational-cognitive club "the Secrets of Russian Philology". Russian language teaching technologies have been implemented to form the normative, communicative, ethical and reflexive competencies of the club's participants, and to introduce effective technologies for teaching the Russian language in the course of semantic reading of Russian writers' works of art.
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Schouten-van Parreren, Carolien, Heleen de Hondt, Irma van der Neut, Hans de Haan, and Jos Beishuizen. "Computerondersteuning Bij Voorspellend Lezen." Computer-ondersteund talenonderwijs 33 (January 1, 1989): 95–102. http://dx.doi.org/10.1075/ttwia.33.13par.
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In Model Schools Project West-Netherlands the Free University of Amsterdam (Department of Cognitive Psychology) and the State University of Utrecht (Researchgroup on Mathematics Education and Educational Computer Centre) study the way the computer can be used as an aid in secondary education. In the model school (Cals College Nieuwegein) five departments (Dutch Language, Mathematics, Foreign Languages, Geography, Home Economics) are developing and trying series of experimental lessons in which the computer is used as an aid to students and teachers. Existing (educational) software is elaborated with worksheets and teacher guidelines, aimed at an optimal integration of the software into the curriculum. During the schoolyear 1987/1988 the English Language teacher, supported by researcher and subject matter experts, has given a series of lessons on "reading and prediction", viz. the use of function words in a text. In four lessons the students worked on (a) choosing an appropriate consecutive phrase given a main phrase with function word (supported by the program "Sequitur"), (b) identifying the meaning of function words in a text (without computer), (c) learning the meaning of the major function words (supported by a Dutch program "Word Meanings"), and (d) completing sentence with a function word (supported by the Dutch program "Doka"). The experimental lessons indicated the contributions to be expected of the programs used and also the shortcomings to be remedied in future releases.
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STEPHENS, SONYA. "Creative Confinement and Narratives of Violence: Charles Baudelaire, Shumona Sinha and Assommons les pauvres!" Australian Journal of French Studies 58, no. 1 (April 1, 2021): 63–75. http://dx.doi.org/10.3828/ajfs.2021.06.
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This article examines the relationship between Baudelaire’s prose poem, “Assommons les pauvres!” (Le Spleen de Paris, 1869) and Shumona Sinha’s 2011 novel of the same title. Focusing on questions of reading and intertextuality, from Baudelaire’s reference to Proudhon to Sinha’s engagement with the prose poem and Le Spleen de Paris more broadly, it explores forms of confinement and creativity, the connections between narrative and freedom and the ways in which lyrical subjectivity and literary form reflect the social challenges of each period. In expressing socio-cultural and linguistic alienation, these texts centre the textual in an exploration of the marginal, thereby demonstrating that the connection between them goes beyond a critical act of violence and the presumed equality or dignity it confers, to represent a shared interrogation of universalism, multiculturalism, and authorial and political power.
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Madya, Suwarsih, Heri Retnawati, Ari Purnawan, Nur Hidayanto Pancoro Setyo Putro, and K. Kartianom. "The range of TOEFL scores predicted by TOEP." Indonesian Journal of Applied Linguistics 10, no. 2 (October 18, 2020): 491–501. http://dx.doi.org/10.17509/ijal.v10i2.28591.
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The Indonesian Testing Service Centre (ITSC) has developed an online standardized test called TOEP (Test of English Proficiency) as a fresh alternative for measuring the test takers’ listening and reading proficiency. To ensure its quality, the TOEP scores need to be validated against the scores obtained from another established standardized test, in this case the ITP-TOEFL. This study aimed at finding out to what extent the range of scores which are measured by TOEP can predict the scores obtained from ITP-TOEFL. A quantitative approach was applied in this study, focusing on the analysis of scores obtained by 1,048 people taking TOEP in 2016, 2017, and 2019 and 383 testees had taken both TOEP and ITP-TOEFL. A regression analysis was conducted to establish the prediction equation of TOEP to ITP-TOEFL. The range of scores of proficiency measured through TOEP was estimated using the advanced item response theory, especially the information function value. The results of analysis show that TOEP can predict test takers’ English proficiency in the range of minimum 310 and maximum 656.34 at the ITP-TOEFL scales. It can be concluded that TOEP has a good predictive validity to ITP-TOEFL.
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Lepelaar, Astrid, and Coral Kemp. "A Study of the Impact of Preschool Integration on Children Without Disabilities in their First Year of School." Australasian Journal of Special Education 22, no. 2 (1998): 107–21. http://dx.doi.org/10.1017/s1030011200024349.
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Eight children without disabilities who attended an inclusive preschool at Macquarie University Special Education Centre were followed‐up in their first year of school in an attempt to establish whether their preschool program, in particular the inclusion of a high proportion of children with a range of intellectual disabilities, would have a detrimental effect on their subsequent social and academic performance. The current skills of these children, in relation to their peers, were assessed using a range of measures including a teacher interview, a collection of independently evaluated work samples and measures of in‐class behaviour. The academic performance of the children was also compared to the measures of their receptive vocabulary and tests of early reading which were collected towards the end of their preschool year. The academic and social measures taken in the school year indicated that the children’s performance was equal to that of their peers, thereby challenging claims that integrated settings have a negative impact on development. According to the ratings of their early reading and phonemic awareness skills by their kindergarten teachers, these children were performing at or above the level predicted by measures of their language and prereading skills in the preschool.
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Dvorkina, Margarita Y. "Development Trends of the Organizational Structure of Service Management in the Regional Libraries of the Russian Federation." Bibliotekovedenie [Russian Journal of Library Science] 67, no. 1 (April 22, 2018): 16–22. http://dx.doi.org/10.25281/0869-608x-2018-67-1-16-22.
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Publications devoted to the organizational structure of library and information services are analysed. It is shown how the organizational structure of services has historically changed; in what periods, in addition to the Reading room, there appeared Lending department, Extension library service, Reference and bibliographic division, Mass work department, Media library, Center for legal and social information, Remote library service, etc. There are proved the reasons caused the emergence of new structural divisions: changes in society and culture, growth of the number of users, increase in demand for separate types of documents, etc. There are presented characteristic features of structuring within library and information services: the category of users, the form of service provided and terms of receiving the service, the area or subject of documents, the type of documents, the language of the document text, the function performed by the employee. The analysis of structure of library and information services of 55 regional libraries of the Russian Federation is presented. There are compared the structures of these libraries in 1980 and now. It is shown that changes in the structure of library and information services are associated with the use of modern information and communication technologies, certain steps in humanization of society in relation to people with disabilities and other socially vulnerable groups of the population, with the aim to preserve the tradition of reading, regional culture, culture of small peoples, as well as the need to attract a significant number of people to the library as an information and cultural centre, and to make it attractive for the young people.
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Ahmad, Hussain, Sayyed Rashid Shah, Emad A. Alghamdi, and Sayyed Rashid Shah. "Exploring the Nature of Continuing Professional Development (CPD) Programs in a Language Institute." International Research in Education 4, no. 1 (March 29, 2016): 133. http://dx.doi.org/10.5296/ire.v4i1.9022.
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<p>When it is an undeniable reality that learning is at the centre of teaching profession, we assume that the continuing professional development would be a priority for all teachers. EFL teachers like the teachers of other subjects update their skills and knowledge base in order to keep abreast of the new developments and challenges in the field of English language teaching. The present study seeks to explore how EFL teachers in an English language institute at a Saudi Arabian university perceive the effectiveness of Continuing Professional Development in their context as well as the ways in which different modes of CPD can promote and enhance the teachers' learning. This study was conducted at an English language institute of a Saudi university. The study adopted a quantitative approach using online questionnaire. The quantitative data was collected from 50 EFL teachers who were qualified and experienced in the field of TESOL. The findings from the study showed that the teachers viewed external CPD such as courses, seminars, workshops and conferences, and self-directed endeavors like informal discussions, reading professional literature, and self-reflection more beneficial to their development than the internal CPD like classroom observations and other in-house training sessions. This paper concludes that the institution should improve its internal professional development scheme by expanding the professional development unit's role, enhancing the quality of its mentoring program, and establishing communities of practice wherein teachers engage in highly professional practices.</p>
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Hauck, Marion Christina. "„… durch das Blut des Einzelnen“." Novum Testamentum 63, no. 2 (March 17, 2021): 207–20. http://dx.doi.org/10.1163/15685365-12341693.
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Abstract In scholarly exegetical literature, there exists an important debate concerning whether Luke interprets the death of Jesus soteriologically in Luke-Acts. The passages Luke 22:19–20 and Acts 20:28 have been the centre of attention in this discussion. This essay presents a contribution to the debate by focusing on Acts 20:28: Maintaining the primary meaning of the term ἴδιος (“separate,” “distinct”) the author suggests a new translation of the prepositional phrase διὰ τοῦ αἵµατος τοῦ ἰδίου. The new reading conveys a more ecclesiological interpretation of the death of Jesus and has the advantage of being able to integrate Acts 20:28 into Luke’s wider conceptual framework.
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Torr, Jane. "Shared reading as a practice for fostering early learning in an Early Childhood Education and Care centre: a naturalistic, comparative study of one infant's experiences with two educators." Literacy 54, no. 3 (June 23, 2020): 132–43. http://dx.doi.org/10.1111/lit.12227.
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Jordan, Shirley, and Catherine Davies. "‘Writing/Reading for Change: A Celebration of the Work of Gill Rye’, Centre for the Study of Contemporary Women’s Writing, IMLR, 8 November 2019." Journal of Romance Studies 20, no. 3 (December 1, 2020): 543–49. http://dx.doi.org/10.3828/jrs.2020.29.
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Ryhan, Ebad,. "The Role and Impact of English as a Language and a Medium of Instruction in Saudi Higher Education Institutions: Students-Instructors Perspective." Studies in English Language Teaching 2, no. 2 (June 12, 2014): 140. http://dx.doi.org/10.22158/selt.v2n2p140.
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<p>English as a medium of Instruction in higher education institutions across the Kingdom of Saudi Arabia is a debatable subject. The Ministry of Higher Education mandates English as the Medium Instruction (EMI) in all the higher education institutions across the kingdom. Since Arabic is the mother tongue of the natives and the only spoken language in the entire region, it is the only medium of instruction in all the schools up to the secondary level. English is formally introduced as the language of instruction in undergraduate level. This sudden shift in language produces a barrier which creates chaos and repulsive issues with the medium of instruction. All the universities have their separate English Language Centre (ELC) as well as Preparatory Year Program (PYP) where they intensively train and prepare students for the English language. Emphasis is laid upon improving students reading, writing, speaking, and listening skills. However, many studies conducted to examine the issue of medium of instruction have revealed an existence of a huge gap between teaching and learning, knowledge acquisition, and overall understanding of the subjects using English medium of instruction. Arabization is also a major contributing factor in making the situation difficult. Students and instructors encounter high levels of challenges and obstacles during the course of classroom instruction. This paper identifies the gap between English medium instruction (EMI) and Arab medium instruction (AMI) and investigates the root cause of the issues taking into account the reports of other case studies. The paper concludes with recommendations to address these issues.</p>
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Egorova, L. V. "‘If this is Shakespeare, then I’m Virginia Woolf’." Voprosy literatury, no. 5 (December 19, 2018): 271–81. http://dx.doi.org/10.31425/0042-8795-2018-5-271-281.
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A review of the bilingual edition of the play Double Falsehood, or, The Distressed Lovers, prepared by ‘Book Centre Rudomino’. The play is supplied with three presentations: a translator’s introduction by Andrey Korchevsky, a foreword by the most renowned scholar of this highly mysterious play, Brean Hammond (he edited the play for the Arden series in 2010), and an afterword by Dmitry Ivanov, a Russian scholar of the period and translation. Is there much left of Shakespeare and Fletcher in Double Falsehood, and what exactly is it? Can one single out the earliest language stratum stemming from Cardenio? Stylistic and metric similarities aside, can one indeed recognize Shakespeare and Fletcher on the higher level of the whole work: its plot, composition, mise en scfnes, images and ideas? Does Double Falsehood preserve traces of the original composition and plotline of Cardenio? The paper is published on the eve of this extensively commented edition of Double Falsehood becoming available to Russian reading audiences and theatre practitioners.
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Klonaris, D., A. Karatzanis, M. Doulaptsi, M.-E. Parakatselaki, N. Chatzakis, and E. Prokopakis. "The readability and reliability of Greek web-based information on rhinoplasty." Rhinology Online 3, no. 3 (November 1, 2020): 193–201. http://dx.doi.org/10.4193/rhinol/20.071.
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BACKGROUND: A constantly increasing number of patients seek for Internet sources on diseases or surgical operations before consulting with a medical specialist. Popular among surgical procedures is rhinoplasty. Depending on the quality of information, patient decision making, expectations and satisfaction may be affected in a positive or negative manner. The aim of this study is to objectively assess the readability and reliability of Internet health information in the Greek language on rhinoplasty. MATERIALS and METHODS: We performed a search in the Google engine using a combination of Greek language terms relating to rhinoplasty. After collation and rejection of duplicate, irrelevant or invalid links, the first twenty highest ranking Greek Web sites were analyzed using the on-line Greek Language Centre Literacy Level calculator, the on-line Greek text readability calculator, and the DISCERN publication quality assessment instrument. RESULTS: From the twenty Web sites, 40% required very good and 35% required excellent Greek Language Literacy Level for com- prehension. Content reading was considered quite difficult in 15%, difficult in 60% and very difficult in 25% of the Web sites. The quality of the Web sites appraised by the DISCERN instrument was low to medium. No correlation was found between Google site rank and DISCERN total score. CONCLUSIONS: In general, the reliability of Internet health information in the Greek language on rhinoplasty is mediocre at best and the readability of the respective texts is lower than recommended. Patients should be cautious and always consult one or more medical specialists before reaching a final decision. Evaluation and accreditation of Internet health information sites would greatly assist on sound patient decision-making and satisfaction.
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Walbiner, Carsten-Michael. "Monastic Reading and Learning in eighteenth-century Bilād al-Šām: Some Evidence from the Monastery of al-Šuwayr (Mount Lebanon)." Arabica 51, no. 4 (2004): 462–77. http://dx.doi.org/10.1163/1570058042342216.
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AbstractA thematic analysis of the manuscripts which were read, copied and written by the monks, the paper raises the issue of education and knowledge amongst the members of the Greek Catholic congregation of the Basilians of al-Šuwayr (Mount Lebanon) during the 18th century, a time in which the order constituted an intellectual centre in Syria, although its influence remained mainly restricted to the own communiy. Despite all efforts the level of knowledge remained—compared with European standards—low. But the monks nevertheless developed a basic attitude, which was important for the introduction of modernity to the Arab world in the 19th century. They had broad interests beyond the narrow limits of their own religion and did not assume from the start a disapproving attitude towards the knowledge and inventions of the West. These were decisive preconditions for a process of learning that had become imperative if the Orient wanted to close the quickly widening scientific gap between East and West.
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Madya, Suwarsih, Heri Retnawati, Ari Purnawan, Nur Hidayanto Pancoro Setyo Putro, and Ezi Apino. "THE EQUIVALENCE OF TOEP FORMS." TEFLIN Journal - A publication on the teaching and learning of English 30, no. 1 (July 30, 2019): 88. http://dx.doi.org/10.15639/teflinjournal.v30i1/88-104.
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This explorative-descriptive study set out to examine the equivalence among Test of English Proficiency (TOEP) forms, developed by the Indonesian Testing Service Centre (ITSC) and co-founded by The Association for The Teaching of English as a Foreign Language in Indonesia (TEFLIN) and The Association of Psychology in Indonesia. Using a quantitative approach, the researchers collected the data through documenting the responses of those taking TOEP in 2016 and 2017, involving six TOEP forms in 2016 and four TOEP forms in 2017. All the forms were developed using the same test grid and construct to measure the listening and reading skills. The equality among the six forms was tested using the equating technique, which involved (1) the estimation of the item parameter using the Rasch model, (2) examination of the test characteristics curve for each form, and (3) interpretation of results. The results showed that all the TOEP forms used in 2016 and 2017 were equal with one another. It can be concluded then that the developed TOEP forms have the same level of difficulty and ensure justice for all test takers.
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Muellenbach, Joanne Marie. "The Role of Reading Classic Fiction in Book Groups for People with Dementia is Better Understood through Use of a Qualitative Feasibility Study." Evidence Based Library and Information Practice 13, no. 2 (June 5, 2018): 97–99. http://dx.doi.org/10.18438/eblip29417.
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A Review of:
Rimkeit, B.S. and Claridge, G. (2017). Peer reviewed: literary Alzheimer’s, a qualitative feasibility study of dementia-friendly book groups. New Zealand Library & Information Management Journal, 56(2), 14-22. https://figshare.com/articles/Literary_Alzheimer_s_A_qualitative_feasibility_study_of_dementia-friendly_book_groups/5715052/1
Abstract
Objective – To explore how people living with dementia experience reading classic fiction in book groups and what benefits this intervention provides.
Design – Qualitative feasibility study.
Setting – Day centre within a care home in the North Island of New Zealand.
Subjects – Eight participants with a medical diagnosis of dementia – four community dwellers who attend day centers, and four residents of a secure dementia unit in a care home.
Methods – Investigators used surveys, focus groups, and interpretative phenomenological analysis (IPA), for ideographic analysis of the data.
Main results – Following analysis of the focus book group data, three superordinate, with related subordinate, themes were found: 1) the participant as a lively reader. The participants shared childhood memories of reading and when they became adults, how they encouraged reading within the household and with their own children. Subordinate themes included: recall, liveliness of discussion, and interest in reading and book clubs; 2) the participant as guardian of the voice of Dickens. Participants believed that, when the language is simplified, the beauty and rich imagery of Dickens is lost. Subordinate themes included: oversimplifying “loses the voice of Dickens”, familiarity, and continued play on words; and 3) the participant as a discerning book reviewer. The participants offered a number of ‘dementia-friendly’ suggestions, including the use of memory aids and simplifying text. Subordinate themes were expressed as four recommendations: use cast of characters; illustrations pick up the energy of the story, but balance quantity with risk of being childish; the physical quality of the text and paper; and chunk quantity of text while keeping the style of the original author. The choice of using classic fiction that was already well known was validated by the participants, who had some preconceptions about Ebenezer Scrooge, and described him by using epithets such as mean, an old bastard, and ugly. The participants found the investigators’ adapted version to be oversimplified, as short excerpts of the original Dickens seemed to evoke emotional and aesthetic responses of appreciation. Therefore, when creating adaptations, it is important to preserve the beauty of the original writing as much as possible.
Conclusion – This qualitative feasibility study has provided a better understanding of how people living with dementia experience classic fiction in shared book groups. For individuals with Alzheimer’s disease, language skills may be well-preserved until later in the disease course. For example, the focus group participants demonstrated an appreciation and command of language, as well as enthusiasm and excitement in the sharing of the original Dickens with others. They suggested the use of memory aids, such as including a cast of characters, and repeating the referent newly on each page. Participants also suggested that the adapted version be shortened, to use a large font, and to include plenty of pictures. The choice of using classic fiction was validated by the participants, as they found these tales comforting and familiar, particularly when they included such colorful characters as Ebenezer Scrooge. Finally, people living with dementia should be encouraged to enjoy books for the same reason other adults love to read – primarily for the creative process. Classic fiction may be adapted to enhance readability, but the adaptation must be done in a thoughtful manner. While memory deficits occur in Alzheimer’s disease, an appreciation of complex language may be preserved until the later disease stages.
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Hardie, Philip. "Flavian Epicists on Virgil's Epic Technique." Ramus 18, no. 1-2 (1989): 3–20. http://dx.doi.org/10.1017/s0048671x00003015.
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Despite some notable recent essays in the rehabilitation of the Latin epic of the first century A.D., there remains a prejudice that post-Virgilian epicists are slavishly imitative in a way that Virgil (and his contemporaries in other genres) are not. The following three studies, in Valerius Flaccus, Statius, and Silius Italicus, are contributions to an argument, currently being conducted on a wide front, that imitation, even of a very close kind, may behave in a dynamic and creative way; in particular I wish to show how the epigone may function as an implicit literary analyst or critic, anticipating the results of twentieth-century criticism. My three examples take their starting-point from what I see as a general modern consensus about the nature of Virgilian epic, but the direction could be reversed, that is, we might use post-Virgilian epic as a critical aid toourreading of Virgil.I take individual passages from the Flavian epics in whichtwo(or more) passages of theAeneidare laid under contribution; analysis of such passages reveals that the later poets were reading Virgil with an eye to structural correspondences or contrasts, and to image-structures reaching from the small scale of the ‘multiple-correspondence simile’ to the large scale of patterns that arch over the whole text, features that have been at the centre of much modern Virgilian criticism. Repeated reading of theAeneidreinforces the impression of a vast structure of self-allusion and self-comment aiming for a maximal transparency of the text to itself, in so far as theprima materiaof language will allow, and demanding a ‘simultaneous reading’ that is more spatial than temporal. The fragmentary state of previous large-scale Hellenistic poetry makes it difficult to judge of the originality of Virgil in this extreme extension of the features of repetition and self-allusion that characterize all literary works; but, for example, every increase in our knowledge of Callimachus'Aitiamakes it seem more likely that it was constructed in a similar way.
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Thu, Aung Si. "Autonomous learning materials of structure and written expression for TOEFL preparation." LingTera 6, no. 1 (May 26, 2019): 62–72. http://dx.doi.org/10.21831/lt.v6i1.15919.
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The aim of this study was to develop appropriate autonomous learning materials of structure and written expression of TOEFL preparation for autonomous learners for the Centre for Language and Development of Yogyakarta State University based on the learning needs and target needs of the autonomous learners. The research was an educational research and development (R&D) adapting ADDIE model (Branch, 2009). Two instruments (questionnaire and test) for needs analysis and two instruments for validation were used. The data from the needs analysis and the material validation were analyzed quantitatively through descriptive statistics. The research findings revealed that the autonomous learning materials were appropriate in terms of input, learning activities, layout, design and organization. The learners’ role is to learn the materials individually and teacher's role is to be a guide and cooperator. All of the learning activities include reading of explanations of forms and functions, doing practices for forms and functions, multiple choice, and doing reflection. Every unit has the following organizing unit title, instructions for learners, grammatical form and functions, activities of forms, functions, and TOEFL tests items, online activities for further learning, learning essentials, reflection, self-test (TOEFL) and answer keys.
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LEE, SHERRY D. "A Florentine Tragedy, or woman as mirror." Cambridge Opera Journal 18, no. 1 (March 2006): 33–58. http://dx.doi.org/10.1017/s0954586706002096.
Full textAbstract:
Alexander Zemlinsky's one-act opera A Florentine Tragedy (1917), based on Oscar Wilde's play of the same title, features an erotic triangle – a woman, her husband and her lover – that erupts into violence, murder and a shocking dramatic reversal at the end. Throughout the drama, the character of the woman is a passive mirror in whose eyes the male characters see their own idealised images. The marginalised subject-position of the woman, however, reveals the pivotal role of the feminine in the narcissistic constructions of male desire and the male self. At the same time, however, this reading enables an interpretation of the drama as a project for conceptualising another marginal subjectivity: that of the homosexual male. Drawing on Eve Sedgwick's and Kaja Silverman's theories, the article explores first the complex dynamics of the triangle at the centre of the drama, and then the implications of a Freudian triangular model of male homosexual subjectivity as constituted through narcissistic object-choice. The homoerotic subtext of Wilde's play is revealed partly through the ambiguities of the woman's position in her connections with each of the men, a role that is seen more clearly in terms of their bonds with each other. This subtext is also implicit in the typically Wildean eroticisation of commerce and commercialisation of eros, through which the men engage in relations highly nuanced by erotically inflected language. Most intriguing is the way the male homosocial reading of the drama is supported by the motivic-dramatic structure of Zemlinsky's opera, as suggested by a new interpretation of the ambiguous musical motifs of ‘love’ and ‘death’ that permeate the opera's most crucial scenes.
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Eglinton, Mika. "“Thou art translated”: Remapping Hideki Noda and Satoshi Miyagi’s A Midsummer Night’s Dream in Post-March 11 Japan." Multicultural Shakespeare: Translation, Appropriation and Performance 14, no. 29 (December 30, 2016): 51–72. http://dx.doi.org/10.1515/mstap-2016-0016.
Full textAbstract:
Ever since the first introduction of Shakespeare to a Japanese audience in the nineteenth century, his plays have functioned as “contact zones,” which are translingual interfaces between communities and their cultures; points of negotiation, misunderstanding and mutual transformation. In the context of what is ostensibly a monolingual society, Japanese Shakespeare has produced a limited number of performances that have attempted to be multilingual. Most of them, however, turn out to be translingual, blurring the borders of linguistic specificity. As an example of this, I read A Midsummer Night’s Dream as adapted by Hideki Noda originally in 1992 and then directed by Miyagi Satoshi for the Shizuoka Performing Arts Centre in 2011. Drawing on my experience as the surtitle translator of Noda’s Japanese adaptation “back” into English, I discuss the linguistic and cultural metamorphosis of Noda’s reworking and the effects of its mediation in Miyagi’s rendition, and ask to what extent the production, adapted in post-March 2011 Japan, can be read as a “contact zone” for a translingual Japanese Shakespeare. In what way did Miyagi’s reading of the post-March 11 events inflect Noda’s adaption along socio-political lines? What is lost and gained in processes of adaptation in the wake of an environmental catastrophe?