Bibliografias temáticas / English poetry – 21st century

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Literatura científica selecionada sobre o tema "English poetry – 21st century"

Autor: Grafiati
Publicado: 29 de julho de 2024
Última modificação: 31 de julho de 2024

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Artigos de revistas sobre o assunto "English poetry – 21st century"

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Jeyam, Leonard. "“[T]he most underrated genre”: Malaysian Poetry in English in the 21st Century". Asiatic: IIUM Journal of English Language and Literature 12, n.º 2 (30 de dezembro de 2018): 125–36. http://dx.doi.org/10.31436/asiatic.v12i2.1334.

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The point of this paper is two-fold. Firstly, it will survey all the important volumes of poetry by Malaysian poets writing in English in the new millennium and try to infer the current trends of Malaysian poetic writing in English. Secondly, I will show how the online social media has been wholly responsible in keeping the poetic word alive, especially in terms of the number of young writers who have espoused the form of the Spoken Word sub-genre of poetry. In fact, the spoken word poets seem to have discovered a new poetic “nerve” of the nation that is both exciting and challenging to read.
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Redka, I. "Emotiveness of convergent and divergent poems: a study of late 18th- and early 21st-century English poetry". Studia Philologica 1, n.º 14 (2020): 53–59. http://dx.doi.org/10.28925/2311-2425.2020.148.

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The article is devoted to the study of emotiveness of English divergent and convergent poetic texts. Emotiveness is regarded as a category of the poetic text that is formally represented by emotives (verbal means that name, express, or describe emotions). Emotive units combine within the poem creating the dominant emotive image that accompanies the central concept of the poetic text. The way the author processes and then implements his / her emotional images in the poetic text predetermines the type of poetry (according to R. Tsur) as convergent or divergent. The convergent poetry complies with the rules of traditional poetry writing (that include meter and rhythm, rhyme, etc.) while divergent poetry associates with automatic writing. The former is marked by the aesthetic design, presence of aesthetic feelings or so-called “metamorphic passions” (D. Miall). The latter contains immediate or “raw” feelings of the author, in other words, feelings that he experiences at the moment of writing. Analysis of the poems of the late 18th — early 21st century has revealed that the convergent thinking is more typical of classical poetry (for example, of the period of Romance). The genre system destruction and appearance of new trends in arts have brought forth new techniques of imagery formation. The 20th century experimental poetry becomes less convergent and more biphasic which presupposes implementation of both thinking types in poetic texts writing. Thus, the divergent thinking is called forth to shatter stale images and break them to fragments out of which new fresh images can be created due to convergence techniques. Such transformations within poetic texts have also influenced their emotive side which is closely connected with conceptual nodes. The implementation of divergent, convergent, or biphasic thinking shapes the emotive focus of a poetic piece, which may become implicit, explicit, blurred, sharp, etc.
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Milesi, Laurent, e Radu Vancu. "Introduction: ‘Make It New’ Once Again: Experimental Trends in 21st-Century Poetry in English". Word and Text - A Journal of Literary Studies and Linguistics 12 (2022) (30 de dezembro de 2022): 5–11. http://dx.doi.org/10.51865/jlsl.2022.01.

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Liberti, Giuseppe Andrea. "Oltre Marechiare". Polisemie 3 (13 de abril de 2022): 1–22. http://dx.doi.org/10.31273/polisemie.v3.914.

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This paper describes some of the routes taken by Neapolitan poetry during the 21st century, paying particular attention to the most recognizable literary experiences and to authors whose works have been relevant for the evolution of the local poetic language. The paper traces a linguistic and formal path of the main tendencies of Neapolitan poetry: starting from the persistence of dialect, it continues by addressing experimentalism in Italian poetry written in Naples. Then, it focuses on the junction of performance and spoken strategies with long poems and narrative compositions, which I compare to the current directions of contemporary lyric poetry. The purpose of this paper is to offer a preliminary recognition of what happened in Neapolitan poetry from 2000 to 2020, overcoming the critical boycott of an area which has always expressed an outstanding literary and cultural vivacity. Pur senza pretendere di restituirne un quadro completo, il contributo intende descrivere alcuni percorsi della poesia del Duemila prodotta a Napoli. L’attenzione è rivolta alle scritture maggiormente riconoscibili e ad alcuni casi singoli di autrici e autori significativi per l’evoluzione della lingua poetica (non solo) locale. In particolare, l’articolo traccia un itinerario formale e linguistico delle tendenze più marcate della poesia partenopea: partendo dalla resistenza della linea dialettale, si passa allo sperimentalismo nella poesia in lingua italiana; la performatività e le possibilità esecutive del testo poetico si intrecciano poi con la forma-poemetto e le non poche narrazioni in versi, alle quali si contrappone un esame degli orientamenti della produzione lirica contemporanea. L’obiettivo è quello di offrire una prima ricognizione di quanto si è mosso nel primo XXI secolo in area napoletana, superando in questo modo un certo ostracismo critico nei confronti di una zona più che mai in fermento sul fronte poetico e letterario. English title Beyond Marechiare. First notes on Neapolitan poetry of the 21st century
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M. B. Gaijan e Saiful Ahad. "Amar Nath Prasad’s Pebbles on the Seashore : Vivid Images of India". Creative Saplings 3, n.º 4 (25 de abril de 2024): 60–70. http://dx.doi.org/10.56062/gtrs.2024.3.4.569.

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In 21st century, Indian English poetry presents vivid images of India considering socio-cultural realities of our time. Dr. Amar Nath Prasad’s poem collection Pebbles on the Seashore also represents this truth. Without love and sense of beauty, human life becomes dry and mechanical. Nature is the great source of love and beauty. Dr. Prasad has considered it as the centre of his poems. Nature- environment is the lifeline for every living but human’s lust for material progress harms nature. Dr. Prasad has highlighted it realistically. Love, nature and nation are very appealingly portrayed in his poems. The first poem of this anthology “The Priest of Nature” has been prescribed in B.A. Part II (Semester III) of Sant Baba Gadge, Amravati University, Maharashtra. A preliminary analytical examination of Amar Nath Prasad's poetry demonstrates his mastery of similes, metaphors, and other literary techniques, all of which he has skillfully and brilliantly employed. His combination of form and emotion is excellent, and it deserves critical acclaim, especially in this empty and constricting period when people feel so alone and alone. The poetry will undoubtedly turn out to be a comfort to the worries, fears, and hardships of contemporary, materialistic man.
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Lane, Eric. "“My body is its image, here”: Diasporic Identity and the Deconstruction of Binary Division in 21st Century Asian American Poetry". Oregon Undergraduate Research Journal 20, n.º 2 (16 de novembro de 2022): 155–63. http://dx.doi.org/10.5399/uo/ourj/20.2.11.

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This paper examines the poems of Franny Choi and Victoria Chang within the context of Asian American poetry, poetics, and criticism. It demonstrates how Choi and Chang’s work engage in a destabilization of binaries in order to rewrite and re-construct Asian American identity. A close reading of Choi’s “Chatroulette” from her collection, Soft Science, and Chang’s “Home” from her collection, Obit, reveals disruptions of five binary divisions, broadly identified as “high” poetic form and “low” poetic form, Eastern and Western, English and non-English, embodiment and disembodiment, and past and present. This paper argues that the deconstructions of these five binaries represent a search for belonging in the context of Asian American identity, as it is an identity that itself transverses the boundaries of “Asian” and “American.” This is supported by scholars of Asian American literature such as Michael Leong, Brigitte Wallinger-Schorn, and Zhou Xiaojing, who investigate how Asian American poets navigate alterity and cultural hybridity through innovation. It concludes by examining questions of home and belonging, theorizing that, for Asian American poets, reinventing language in a way that transgresses binaries and dichotomies allows for the construction of a new “home” that accepts the indeterminacies of identity, life, and death rather than resisting them.
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Kasng, Sukjin. "The Metaphor and its Cognitive Implications for English Education in the 21st Century". Society of English Education in Korea 54 (30 de junho de 2024): 7–42. http://dx.doi.org/10.69822/kdps.2024.54.7.

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This study explores conceptual metaphors of Have You Ever Seen a Flower? through the theories of cognitive linguistics such as categorization, image schemata, and prominence, attempting to apply cognitive linguistics to English education in this process. The conception that everyday language and poetic language are fundamentally different, and that literary language is a departure from everyday language use ultimately confine the metaphor within the self-sufficient and closed linguistic system or within the poet's imagination, away from our daily lives. For this reason, the metaphor has been regarded as secondary or non-essential in language learning. Yet from a cognitive linguistic point of view, the metaphor is in an inseparable relationship with thinking and cognition. The status of the metaphor in English education needs to be re-evaluated, and it should not be regarded as a secondary learning subject trapped in the stereotype of figurative expression.
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Kalthoum, Eyad. "“Languages are not the barriers”: Learning together through multilingual cross-curricular poetry writing in the ESL classroom". Canadian Journal of Applied Linguistics 27, n.º 1 (15 de março de 2024): 125–47. http://dx.doi.org/10.37213/cjal.2024.33465.

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The evolving linguistic landscape in 21st century classrooms necessitates a re-evaluation of pedagogical approaches, exploring the potential of multilingual writing techniques within TESOL settings. This article draws on my self-study as a TESOL educator navigating contexts and shifting from an English-only approach in the classroom to an openness of language(s) approach (Ortega, 2019). Following Hamilton’s (2018) case study approach, I investigate the feasibility of implementing a multilingual pedagogy in an international school in Toronto and explore its influence on students, teachers, and the learning process across the domains of (CMLA) (Prasad & Lory, 2020). For this paper, I focus on data that highlight and reflect the impact of multilingual pedagogy on students, teachers, and the teaching/learning process. I performed a qualitative thematic analysis and found that multilingual pedagogies benefited students on many levels. I conclude with a personal reflection on both the affordances and challenges of implementing multilingual pedagogies.
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Barr, Helen. "Stories of the New Geography". Journal of Medieval Worlds 1, n.º 1 (1 de março de 2019): 79–106. http://dx.doi.org/10.1525/jmw.2019.100005.

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The Refugee Tales project holds a distinctive place amongst 20th and 21st century responses to Chaucer’s Canterbury Tales. The project comprises collections of tales published in textual editions alongside a politically embodied campaign to call an end to the practice of indefinite detention of asylum seekers in the United Kingdom. The tales that are told take the form of an established writer giving voice to those that are caught up in this inhuman process. Some of the oral narratives come from refugees, some from care-workers and supporters, and some from from those caught up in the institutional processes of bureaucracy. These tales are heard and rehearsed on an annual walk that appropriates the pilgrimage route to a new geography that contests political space and its confinements. The project as a whole captures the spirit and purpose of Chaucer’s work. While engagement with textual detail is intermittent, but probing where it appears, this body of work, as Chaucer’s did, gives voice to those whose voices are unheard. The Refugee Tales pick up on how Chaucer integrated a narrative about England into an international geography—though with a difference. While Chaucer sets his stories chiefly outside the shores of England for literary purposes, The Refugee Tales appropriate the space of England to create a borderless nation that is hospitable to persons from Africa, the Middle East, Europe, and in fact a whole international diaspora of nations whose people have become displaced. The Refugee Tales takes its inspiration from Chaucer not to produce a quaint exercise in medievalism or to update his work as a solely intellectual exercise. This project engages minds, body, creativity and political will. International in its remit, it frees the Father of English poetry to kick over the traces of borders that would separate nation from nation, children from parents, and human beings from each other. The Refugee Tales digs deep into the spirit of the medieval past to face up to a pressing and urgent global challenge.
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Codrescu, Andrei, Radu Vancu e Laurent Milesi. "On 21st-Century Poetry and Poetics". Word and Text - A Journal of Literary Studies and Linguistics 12 (2022) (30 de dezembro de 2022): 145–50. http://dx.doi.org/10.51865/jlsl.2022.10.

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This academic interview with contemporary poet Andrei Codrescu (dating July 2022) examines several contemporary meanings of 21st-century poetry and poetics, the relevance of American poetry schools that dominated the latter half of the 20th century, effects of this post-humanistic turn on the poetic discourse(s). It also whether the public condemnation of Russian culture in general is justified or not in the aftermath of the Russian aggression against Ukraine.
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Teses / dissertações sobre o assunto "English poetry – 21st century"

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Maahlamela, David wa. "The hoof-printed rock". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013076.

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Many of these poems, although written in English, are inspired by Sepedi idioms and proverbs. Some invoke township and village life, others the observations and questions that come from writing poetry and experiences of travelling to different countries to read my poems. Others dwell on the political transformation in South Africa, or its absence, and on my own spiritual transformation.
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Elfyn, Menna. "Barddoniaeth Menna Elfyn : pererindod bardd". Thesis, University of Wales Trinity Saint David, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683377.

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Woudstra, Ruth. "Touching Brýnstone". Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1015032.

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Touching Brýnstone is the story of Beth, a young journalist who is troubled by misfortunes in her family and work circumstances. In a Pretoria library she is seduced by a book that consoles her and progressively becomes a fetish object. It sparks a journey to Japan, where she arrives to teach English. She is intent on meeting the author, whom she confounds with protagonist and book. This Bildungsroman is an exploration of the complex relationship between inner and outer self, and the struggle towards wholeness. Beth must find a way out of the obsession so that she can return to South Africa with an enriched insight into her shadow self.
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Rawlins, Isabel Bethan. "Counting planes". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001816.

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This collection of prose-poems and flash fiction, together with a few short stories, shows how romantic relationships colour our perspectives on the world. The collection has echoes throughout of speakers' voices, theme, imagery and tone. There is a narrative logic too, but working on a subtle level of echo and resonance
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Ntabajyana, Sylvestre. "Planting season". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1002014.

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In this thesis I present a collection of semi-narrative poems about a rural Africa that is a place of folk-lore and tradition, but also a place of otherworldly, almost grotesque, incident. My characters are, similarly, range in type, from buskers, to guards, school-children, paupers and tycoons. Through the work a place that is both familiar and unknown, common-place and mysterious, emerge.
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Hogge, Quentin Edward Somerville. "Portfolio". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001813.

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My initial intention is to try to show how, as a poet in South Africa, I suffer from a creative identity crisis. I am a white English-speaking male. I live surrounded by isiXhosa-speaking people. Is my poetry, or will my poetry be, relevant in the ‘New’ South Africa? Is English, the language of the colonial oppressors, the appropriate medium in the post-apartheid milieu? Will my subject matter be relevant? These questions and my attempts at answering them, form the basis of the poetry and the portfolio that accompanies the poems. My absorption with finding a creative ‘voice’, my concerns with the environment and a questioning of what post-apartheid poetry should write about all seem a bit Quixotic, especially to me! But at another level, they are deeply serious. (p. 5.)
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Sullivan, Louella. "Bitten". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017778.

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My poetry investigates the extraordinary in the everyday, exploring my life as a mother and wife, to find the quiet truths that lie there. Using fresh ways of describing familiar experiences, the poems describe tiny, almost-missed moments and voices that have shaped me. Throughout the collection, I imagine my younger selves commenting on my current self and vice versa. Ultimately, my poems use simple words and clean lines to evoke how I feel (and how I want the reader to feel) in each of the moments they describe.
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Van, der Nest Megan. "Silence, like breathing". Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1015246.

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In this collection of free verse lyric poems I have drawn inspiration from childhood memories, as well as from the natural world and encounters with the people around me. Each poem focuses on a small moment, presenting an emotive portrait of a memory or an experience. These small moments lead, cumulatively, to deeper insights into myself and the world around me. The collection is divided into four seasons, in part because the work is strongly influenced by the natural world, but also because the progression of the seasons mirrors something of the personal journey reflected in the poems.
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Gaunt, Hailey Kathryn. "Who knew". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001812.

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This book of poems ranges in style from narrative to condensed lyric moment, and shifts in perspective from observation to introspection. Thematically, these poems explore everyday life through its many manifestations – memory, nature, marriage, faith and death – with an emphasis on finding meaning in absolutely ordinary things. Though their tone is often vulnerable and tender, even when it is more distant the poems are always searching.
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Nolutshungu, Simphiwe. "Sunrays in a chilly winter". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017777.

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In both my English and IsiXhosa poetry, my themes are love, politics, and the social issues of rural communities, and include my own life experiences, both good and bad. My poems are mainly short narrative accounts of township life. Although they do have a broad educational purpose, they do not preach to the reader. In IsiXhosa, my poetic forms are influenced by the works of J J R Jolobe, W N Mbovane, P T Mtuze, and my English poems by Pablo Neruda, Mafika Pascal Gwala, Garcia Lorca and others.
Intliziyo yona izimele gxebe ifihlakele Iyimfihlo, kumagumbi omphefumlo. Iyafunxa, ifukame kulo magumbi amxinwa. Iingcango, mba! Zivaliwe! Maxa wambi zide zixel’ isisila senkukhu, sona sibonwa mhla ligquthayo. Vul’ amehlo ubaz’ iindlebe uchul’ ukunyathela. Yiza ndikubambe ngesandla, sivul’ iingcango! Masivul’ iingcango zentliziyo yam, sikrobe ngaphakathi! Masithi ntla‐ntla kumagumb’ amathathu kuphela! Masithi ntla‐ntla, kwelepolitiki yakwaXhosa, Kaloku nam ndingumXhosa! Masithi ntla‐ntla kwelifukame, i.z.i.x.i.n.g.a.x.i n.o.b.u.n.c.w.a.n.e. b.o.t.h.a.n.d.o, kaloku nam ndinemithamb’ ebalek’ igaz’ eliqhumayo! Ucango lokugqibela lukungenisa kwigumbi elinezidl’ umzi, Kaloku nam ndizalwa kulo mzi wakwaXhoooooosa!
This thesis is presented in two parts: English and isiXhosa.
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Livros sobre o assunto "English poetry – 21st century"

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1947-, Mehrotra Arvind Krishna, ed. Arun Kolatkar: Collected poems in English. Tarset: Bloodaxe, 2010.

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1925-, Gilbert Jack, Hirshfield Jane 1953-, Kinnell Galway 1927-, Merwin W. S. 1927- e Astley Neil, eds. Bloodaxe poetry introductions 3. Tarset, Northumberland: Bloodaxe Books, 2007.

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Schakel, Peter J. Approaching literature in the 21st century: Fiction, poetry, drama. 2a ed. Boston: Bedford/St. Martin's, 2008.

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Haladyna, Ronald. Contemporary Uruguayan poetry: A bilingual anthology. Lewisburg, Pa: Bucknell University Press, 2010.

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1944-, Constantine David, e O'Donoghue Bernard, eds. Oxford poets 2007: An anthology. Manchester [England]: Carcanet, 2007.

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Astley, Neil. Being human: The companion anthology to Staying Alive and Being Alive. Tarset, Northumberland: Bloodaxe Books, 2011.

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1982-, Crawforth Eleanor, Proctor Stephen e Schmidt Michael 1947-, eds. New poetries IV. Manchester [England]: Carcanet, 2007.

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Roger, Robinson, Sam-La Rose Jacob e Kahn Peter, eds. A storm between fingers. [Slough, England]: Flipped Eye, 2006.

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1957-, Ashton Gail, e Richardson Susan 1968-, eds. In the telling. Blaenau Ffestiniog: Cinnamon, 2009.

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Global Poetry Anthology 2017. Vehicule Press, 2020.

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Capítulos de livros sobre o assunto "English poetry – 21st century"

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Hertel, Ralf, e Peter Hühn. "From the Second Half of the 20th Century to the 21st Century". In English Poetry in Context: From the 16th to the 21st Century, 325–408. Berlin: Erich Schmidt Verlag GmbH & Co. KG, 2022. http://dx.doi.org/10.37307/b.978-3-503-20511-0.06.

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Hertel, Ralf, e Peter Hühn. "Early 20th Century: Modernism". In English Poetry in Context: From the 16th to the 21st Century, 237–324. Berlin: Erich Schmidt Verlag GmbH & Co. KG, 2022. http://dx.doi.org/10.37307/b.978-3-503-20511-0.05.

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Hertel, Ralf, e Peter Hühn. "19th Century Middle to Late: Victorianism". In English Poetry in Context: From the 16th to the 21st Century, 195–235. Berlin: Erich Schmidt Verlag GmbH & Co. KG, 2022. http://dx.doi.org/10.37307/b.978-3-503-20511-0.04.

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Hertel, Ralf, e Peter Hühn. "18th and 19th Centuries: From the Augustan Age to Romanticism". In English Poetry in Context: From the 16th to the 21st Century, 95–193. Berlin: Erich Schmidt Verlag GmbH & Co. KG, 2022. http://dx.doi.org/10.37307/b.978-3-503-20511-0.03.

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Hertel, Ralf, e Peter Hühn. "16th and 17th Centuries: The Early Modern Period". In English Poetry in Context: From the 16th to the 21st Century, 19–93. Berlin: Erich Schmidt Verlag GmbH & Co. KG, 2022. http://dx.doi.org/10.37307/b.978-3-503-20511-0.02.

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Hertel, Ralf, e Peter Hühn. "Introduction". In English Poetry in Context: From the 16th to the 21st Century, 11–17. Berlin: Erich Schmidt Verlag GmbH & Co. KG, 2022. http://dx.doi.org/10.37307/b.978-3-503-20511-0.01.

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Jeffries, Lesley. "Twentieth-Century Poetry in English". In The Language of Twentieth-Century Poetry, 4–21. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-23000-6_2.

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Stockwell, Sandy. "Literacy in the 21st century". In Leading English in the Primary School, 94–109. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203731444-8.

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Kortmann, Bernd. "Turns and trends in 21st century linguistics". In English Linguistics, 241–86. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05678-8_9.

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Draper, R. P. "Women’s Poetry". In An Introduction to Twentieth-Century Poetry in English, 138–60. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-27433-8_8.

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Trabalhos de conferências sobre o assunto "English poetry – 21st century"

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Porol, Polina V. "ABOUT ONE POEM FROM THE POETRY CYCLE «LANTINZI»". In Chinese Studies in the 21st Century. Buryat State University Publishing Department, 2021. http://dx.doi.org/10.18101/978-5-9793-1678-9-2021-1-173-179.

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Современному литературоведению хорошо известно предисловие к древнему сборнику «兰亭集» (Lántíng jí), но сами поэтические тексты сборника, собранные известным каллиграфом Ван Сичжи, как правило, не привлекали внимания ученых. В настоящей статье предлагается перевод и интерпретация первого стихотворения сборника. При рассмотрении текста применялся герменевтический под-ход, использовались сравнительно-исторический и структурно-семиотический методы с целью установления значений поэтической лексики.
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Kustini, Siti, Didi Suherdi e Bachrudin Musthafa. "Moving towards 21st Century English Language Teaching". In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.105.

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Dyshenov, Alexander V. "POETRY AND THE MEANING OF LIFE IN THE NOVEL "GLASS" BY THE MODERN CHRISTIAN WRITER BEI CUN". In Chinese Studies in the 21st Century. Buryat State University Publishing Department, 2021. http://dx.doi.org/10.18101/978-5-9793-1678-9-2021-1-194-198.

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В статье рассматриваются христианские мотивы в творчестве современного китайского писателя Бэй Цуня на примере его романа «Стекло». Предпринимается попытка представить поэзию и сам иероглиф 诗 с позиции христианского богословия, проводятся параллели с романом писателя, где два главных героя как раз являются поэтами.
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Monica Barba, Valentina. "Poetry as a unit-idea in a few 21st century British poems". In The 9th International Conference on New Findings in Humanities and Social Sciences. Acavent, 2023. http://dx.doi.org/10.33422/9th.hsconf.2023.07.140.

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Love, Heather A. "Modernist feedback loops: Norbert Wiener's cybernetics and the poetry of Ezra Pound". In 2014 IEEE Conference on Norbert Wiener in the 21st Century (21CW). IEEE, 2014. http://dx.doi.org/10.1109/norbert.2014.6893942.

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Yining, Zhang. "RESEARCH ON THE REGISTER CHARACTЕRISTICS OF PAPERS ON ENGLISH OPTICAL JOURNALS BASED ON MULTIDIMENTIONAL ANALYSIS". In Chinese Studies in the 21st Century. Buryat State University Publishing Department, 2022. http://dx.doi.org/10.18101/978-5-9793-1802-8-2022-241-244.

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This study uses multidimensional analysis to analyze the register features of optical English texts. Research Findings: Optical English Corpus The use of nouns, long words, nominalization, phrasal clauses and passive structures in the library reflects the strong information, Information clarity and abstraction. past tense, perfect verbs, third person pronouns, public verbs, infinitives. The negative valuesof predictive modal verbs, persuasive verbs, conditional clauses and necessary modal verbs indicate their narrative, Persuasiveness is not obvious.
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Guralnik, Tatiana. "Language Play And Lexical Innovation Of The 21St Century English". In Philological Readings. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.04.02.19.

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Shopia, Khilda, Imam Sudarmaji, Purnawati Purnawati, Dzaskia Chairunnisa e Nanda Febriliyana. "Analysis of English Teachers’ Professional Competence in 21st Century Learning". In Proceedings of the 1st International Conference on Social, Science, and Technology, ICSST 2021, 25 November 2021, Tangerang, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.25-11-2021.2318834.

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Siyaswati. "Multiliteracies Approach in English Language Teaching Paradigm in 21st Century". In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.020.

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Dugošija, Tatjana. "Integrating the 21st Century Skills into the Business English Classroom". In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.2021.283.

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In a globalized world, characterized by the interdependence of the world’s economies, cultures and populations and therefore requiring a shared means of communication, English has obtained the status of the lingua fran­ca in both academic and business contexts and it has been extensively used in scientific, economic and political fields. Consequently, English has become essential for the entire workforce whose career prospects on the labor mar­ket are largely dependent on their English language proficiency, the ability to communicate effectively and overcome language and cultural barriers. Being spoken by over one billion people, English is used in a wide range of settings such as international business, diplomacy, science, technology, ed­ucation, travel and entertainment. The status of English as an international language and its impact on the improvement of career prospects have re­sulted in enormous development of English for Specific Purposes (ESP), an approach primarily focusing on developing learners’ communicative compe­tence in specific professional fields such as business and economics, science, medicine, technology, tourism, social studies, etc. Business English (BE), as a branch of ESP, implies teaching specialized vocabulary and different skills en­abling learners to effectively communicate in a business environment. However, major technological and scientific advances in the last few decades and the age of the knowledge-based economy in which we now live have caused society and the business environment to be changing rapidly. As a re­sult, employers are looking for skills that go beyond academic qualifications and work experience, and match the requirements of the current age. These skills, variously labeled and frequently referred to as the 21st-century skills, comprise communication, critical thinking and problem solving, teamwork, creativity and innovation, decision making, digital literacy, leadership, etc. The aim of this paper is to explore how the 21st-century skills can be integrat­ed and developed in the Business English classroom at tertiary education level since the traditionally taught skills such as giving opinions, negotiating, par­ticipating in meetings, reporting, making arrangements, telephoning and so­cializing in business contexts, no longer seem to meet the requirements of the current age and the contemporary labor market. Business English courses at the university level can significantly contribute to developing these skills and thus prepare students for their future careers.
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Relatórios de organizações sobre o assunto "English poetry – 21st century"

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David, Rosa. Empowering All Who Teach: A Portrait of Two Non-Native English Speaking Teachers in a Globalized 21st Century. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.2295.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas e Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, fevereiro de 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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3

Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas e Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, fevereiro de 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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