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Artigos de revistas 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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1

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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9

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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11

Edwards, A. "Memorabilia. Fifteenth-century English poetry". Notes and Queries 48, n.º 4 (1 de dezembro de 2001): 359. http://dx.doi.org/10.1093/nq/48.4.359.

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Bejan, Cristina, e Arleen Ionescu. "Trauma, Affect, Memory and 21st-Century Poetry". Word and Text - A Journal of Literary Studies and Linguistics 12 (2022) (30 de dezembro de 2022): 151–60. http://dx.doi.org/10.51865/jlsl.2022.11.

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This interview with contemporary poet and historian Cristina A. Bejan, conducted over email, examines several contemporary meanings of 21st-century poetry through a personal lens. The interview starts from Bejan’s academic work and continues with her creative work, focusing on her ‘spoken word’ in the volume Green Horses on the Wall, published in 2020 and translated in Romanian this year. Notions such as memory, trauma, affect that represent the core of Bejan’s poetry are explained by the poet in relation to her poetics.
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13

Ndebele, Njabulo S. "Whither English in the 21st century?" Current Writing 10, n.º 1 (janeiro de 1998): 87–96. http://dx.doi.org/10.1080/1013929x.1998.9678034.

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Guibbory, Achsah, e George Parfitt. "English Poetry of the Seventeenth Century". Modern Language Review 83, n.º 3 (julho de 1988): 671. http://dx.doi.org/10.2307/3731309.

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Dundas, Judith, Gary Waller, Peter Lindenbaum e Arthur F. Kinney. "English Poetry of the Sixteenth Century". Yearbook of English Studies 21 (1991): 338. http://dx.doi.org/10.2307/3508521.

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Wilson, Penelope. "PINDAR AND ENGLISH EIGHTEENTH-CENTURY POETRY". Bulletin of the Institute of Classical Studies 55, Supplement_112 (1 de junho de 2012): 157–68. http://dx.doi.org/10.1111/j.2041-5370.2012.tb00078.x.

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Utami, Luh Putu Restu Adi, Ni Nyoman Padmadewi, Luh Putu Artini e Ni Luh Putu Eka Sulistia Dewi. "TEACHERS’ PERCEIVED ATTITUDES TOWARD THE IMPLEMENTATION OF 21ST CENTURY SKILLS AT PRIMARY SCHOOL". International Journal of Language and Literature 5, n.º 1 (15 de abril de 2021): 1. http://dx.doi.org/10.23887/ijll.v5i1.27667.

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21st century education requires teachers to be able to understand the 21st century skills and apply them in daily classroom practice. Although necessary for teachers, research on investigating the teachers’ perceived attitudes toward the implementation of the 21st century skills for teaching English in primary schools in Bali is still limited. This study aimed to investigate primary school’s English teachers’ perceived attitudes toward the implementation of 21st-century skills. The design of this study was a sequential embedded mixed method with dominantly used qualitative design. This study used 3 English teachers and two headmasters from 2 primary schools in Tabanan regency as the subject. The data were collected by using a questionnaire and interview to gain the data of teachers’ perceived attitudes toward the implementation of the 21st century skills. From the data that have been obtained, primary English teachers gave positive attitudes toward 95,8% of the skills in the implementation of 21st century skills. The interview section showed that the teacher lacks understanding of 21st century skills because of a lack of in-depth information about 21st century skills. Moreover, the teachers have to be aware of 21st century skills in the assessment as one of the concepts that are adapted for Kurikulum 2013.
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Farouk Imam Arrasyid e Istiqomah. "The Needs of Developing English Teacher’s Professional Competence In the 21st Century". International Journal of Education and Humanities 1, n.º 2 (13 de julho de 2021): 53–63. http://dx.doi.org/10.58557/ijeh.v1i2.16.

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The teacher's professional competence in the 21st century is required a great deal of knowledge, master the material critically, adapt to any changes in curriculum, master the technology, and solve problems encountered during the teaching process. Many researchers have already analyzed English teacher's needs toward professional competence in the 21st century. Here, there are presently several needs to develop an English teacher's professional competence into successful teaching and adjust the 21st century in more detail. This research strives to find the needs of developing English teacher's professional competence in the 21st century. The researcher employs a qualitative approach. The data were obtained through an interview with five professional English teachers’ competence. Then, the data were analyzed, interpreted, and presented using a narrative form. The result of interview analysis revealed that English teachers at Junior High School have indicated eighteen needs of developing professional competence in the 21st century, it required for the successful in teaching and learning. So, it can conclude that these needs greatly develop the professional quality of English teacher’s competence in teaching and carrying out the profession as English teachers
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Ryanti, Ayni, Hadriana Hadriana e Mahdum Adnan. "THE APPLICATION OF 21ST CENTURY LEARNING ASSESSMENT BY ENGLISH TEACHERS AT SENIOR HIGH SCHOOL". JURNAL PAJAR (Pendidikan dan Pengajaran) 7, n.º 3 (30 de maio de 2023): 558. http://dx.doi.org/10.33578/pjr.v7i3.9053.

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The 21st century is a century that is full of challenges. Advances in technology that are increasingly developing make humans have to be ready to accept various kinds of changes. Various competencies needed by students in the current era of globalization are often referred to as 21st-century skills, and the concept of education is known as 21st-century learning. Based on the times, the current assessment refers to 21st-century learning, which is related to critical thinking, creative thinking, communication skills, and collaboration skills. The application of 21st-century learning cannot be separated from 21st-century assessment. The purpose of the study in this paper is to determine whether the teachers were familiar with and applied 21st-century learning assessment or not, especially in learning English. This research used a descriptive qualitative research method by collecting data through observation, interviews, and documentation. The results of the study indicate that of the four 21st-century learning indicators, English teachers have started implementing 21st-century learning assessments. It can be concluded that English teachers have begun to adjust their assessment rubrics according to the indicators that exist in each type of skill possessed by students, namely critical thinking, creativity, collaboration, and communication skills.
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Ariatna, Ade Aini Nuran e Watcharaphong Soongpankhao. "Developing English Teaching Materials Using Task Generator to Enhance The Seventh Graders’ English Language And 21st Century Skills". JEELS (Journal of English Education and Linguistics Studies) 10, n.º 2 (31 de outubro de 2023): 407–38. http://dx.doi.org/10.30762/jeels.v10i2.1751.

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Although extensive research has been carried out on the construction of teaching materials to increase students’ English skills, few studies have investigated how English teaching materials can be developed to sharpen students’ 21st century skills. This paper reports a research and development study on the enhancement of English teaching materials based on Task Generator Model to increase students’ 21st century skills. The study, which was conducted at a private secondary school in Medan, began with a need analysis in which students’ views on learning needs were surveyed. The questionnaire data revealed that the majority of students were in favor of materials which can support their English language and 21st century skills. The task-based materials were then developed and validated by experts (a lecturer and a teacher). The validation data showed that the initial product was deemed practical. There were also positive responses from both the teacher and students about the effectiveness of the task-based materials in supporting students’ English abilities and 21st century skills.Although extensive research has been carried out on the construction of teaching materials to increase students’ English skills, few studies have investigated how English teaching materials can be developed to sharpen students’ 21st century skills. This paper reports a research and development study on the enhancement of English teaching materials based on Task Generator Model to increase students’ 21st century skills. The study, which was conducted at a private secondary school in Medan, began with a need analysis in which students’ views on learning needs were surveyed. The questionnaire data revealed that the majority of students were in favor of materials which can support their English language and 21st century skills. The task-based materials were then developed and validated by experts (a lecturer and a teacher). The validation data showed that the initial product was deemed practical. There were also positive responses from both the teacher and students about the effectiveness of the task-based materials in supporting students’ English abilities and 21st century skills.
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Becker Lopes Perna, Cristina, e Camille Schneider Santos. "TEACHING-LEARNING ENGLISH IN THE 21ST CENTURY". BELT - Brazilian English Language Teaching Journal 11, n.º 2 (31 de dezembro de 2020): e40395. http://dx.doi.org/10.15448/2178-3640.2020.2.40395.

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BORYS, Dmytro. "INITIALISMS IN THE 21ST CENTURY ENGLISH SLANG". Humanities science current issues 1, n.º 53 (2022): 159–65. http://dx.doi.org/10.24919/2308-4863/53-1-23.

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Borys, D. P. "ELLIPSIS IN THE 21ST CENTURY ENGLISH SLANG". International Humanitarian University Herald. Philology 1, n.º 52 (2021): 16–19. http://dx.doi.org/10.32841/2409-1154.2021.52-1.4.

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Sarica, Gulcin Nagehan, e Nadire Cavus. "New trends in 21st Century English learning". Procedia - Social and Behavioral Sciences 1, n.º 1 (2009): 439–45. http://dx.doi.org/10.1016/j.sbspro.2009.01.079.

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Codó, Eva, e Jessica McDaid. "English language assistants in the 21st century". Language, Culture and Society 1, n.º 2 (22 de outubro de 2019): 219–43. http://dx.doi.org/10.1075/lcs.00017.cod.

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Abstract Although the figure of the English language assistant (ELA) dates back a long while, its current popularity is unprecedented in some areas of the world. Such is the case of Spain, where the goal of raising English standards among the younger generations has become a national obsession. Using critical ethnographic methods, this paper examines the experience of three British LAs placed in secondary schools in Barcelona. It draws on a focused case study of one of them – combined with ethnographic snapshots of the other two, interviews with school teachers and regional programme administrators, relevant programme publications, and social media data. The analysis reveals three major tensions shaping the ELA experience in the 21st century revolving around: (a) the underspecified and unskilled nature of the job; (b) its culturalist imagination and state diplomacy mission; and (c) the native speaker ideology constituting its raison d’être. This paper provides new insights into the intertwining of the ELT infrastructure with global travel and tourism capitalised as skill boosters for employability purposes, and showcases the importance of foreign language education as a soft power tool.
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Stuart, Denise H. "Cin(E)-Poetry: Engaging the Digital Generation in 21st Century Response". Voices from the Middle 17, n.º 3 (1 de março de 2010): 27–35. http://dx.doi.org/10.58680/vm20109940.

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There is a need to integrate into classroom learning the out-of-school technologies that students interact with every day. We know that reader response approaches to the study of literature engage learners, and we also know that both students and teachers have mixed attitudes about the study of poetry. In this article, a response activity with poetry integrates technology and engages the 21st-century digital learner. Middle level preservice teachers collaborated to develop Cin(E)-Poetry, and in the process, they not only negotiated meanings of poems but had a change of attitude about teaching and learning poetry. Both process and product are presented for developing this engaging genre of new literacies.
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Tabausum, Fehmeeda. "21st Century Urdu Poetry and Dramatic Elements (Selected Studies)". Makhz 1, n.º II (30 de junho de 2020): 41–54. http://dx.doi.org/10.47205/makhz.2020(1-ii)4.

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Graham, Peg, Sally Hudson Ross, Chandra Adkins, Dackie Callaway, Jerelyn Wallace, Janet Schwartz e Karen Solheim. "Collaborative Teacher Education for the 21st Century". English Education 33, n.º 2 (1 de janeiro de 2001): 126–35. http://dx.doi.org/10.58680/ee20011570.

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Describes the community of English educators in 2001. Considers individual and collective roles of English educators as modeling life-long learning for students, prospective teachers, and colleagues. Concludes that the vision of English educators in the 21st century must be locally constructed and rest upon the desires of participants to make teacher education a high priority in their professional lives.
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Luciana, Ni Luh Ratih. "Teachers' Readiness in Inserting the 21st Century Skills in the Lesson Plan in Teaching English". Jurnal Pendidikan dan Pengajaran 53, n.º 2 (10 de julho de 2020): 168. http://dx.doi.org/10.23887/jpp.v53i2.26406.

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The 21st-century learning outcomes are essential to be achieved by the students nowadays. A lesson plan is one of the mediums used to insert the skills of the 21st century, which needed to be improved by the students. This study examined English teachers’ readiness in inserting the 21st-century skills in planning the lesson in the city area and suburb area of Badung Regency. This study belonged to a case study and was conducted using a sequential embedded mixed-method, in which mixed the quantitative results with qualitative results to get more valid data. A questionnaire consisted of 17 items used to know the readiness of English teachers, combined with the results on document analysis. Based on the results of the investigation, it showed inconsistent answers of English teachers in the city area and suburb area based on the results on questionnaire and document analysis. English teachers perceived they were ready to insert the 21st-century skills but, based on results on document analysis, it showed English teachers mostly added learning and innovation skills and information, media, and technology skills in the lesson plan. It is suggested English teachers should be more ready by looking up at the standardization of the 21st-century education then combined it with attending seminars on related topics about the implementation of the 21st-century skills.
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Wulandari, Sintya, e Hendi Hidayat. "THE 21st-CENTURY SKILLS REPRESENTED IN READING TASKS OF JUNIOR HIGH SCHOOL ENGLISH TEXTBOOKS". ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 11, n.º 2 (10 de dezembro de 2020): 185–201. http://dx.doi.org/10.33373/as.v11i2.2813.

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The purpose of this research is to reveal the representation of the 21st-century skills in the reading tasks of junior high school English textbooks for grade VIII and compare the results of data between the textbook published by Erlangga publishing and the textbook published by the The Ministry of Education and Culture. The integration of the 21st-century skills in English textbook is important for students to deal with globalization. Using the descriptive qualitative method and content analysis, this research analyzed the representation of the 21st-century skills in reading tasks of Junior High School English textbooks “Bright an English” published by Erlangga and the textbook “When English Rings a Bells” published by The Ministry of Education and Culture for grade VIII for Junior High School based on the categories of 12 competencies from the framework for 21st-century learning. As a result, the researcher found that there were slightly different results from two English textbooks. Textbook 1 refers to the “Bright an English” textbook presents 9 skills. Meanwhile, textbook 2 refers to “When English Rings a Bells” textbook presents 8 skills which had fewer than textbook 1. The textbooks use the 2013 English curriculum materials. It also has fulfilled the criteria of a good textbook. This research definitively answers the question regarding the representation of 21st-century skills in the reading task of Junior High School English textbooks.
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31

McAlister, Caroline, e A. B. Chambers. "Transfigured Rites in Seventeenth-Century English Poetry". South Atlantic Review 58, n.º 1 (janeiro de 1993): 128. http://dx.doi.org/10.2307/3201112.

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Hammond, Paul, e George DeForest Lord. "Classical Presences in Seventeenth-Century English Poetry". Yearbook of English Studies 20 (1990): 257. http://dx.doi.org/10.2307/3507561.

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Sambrook, A. J., e Richard Wendorf. "William Collins and Eighteenth-Century English Poetry". Yearbook of English Studies 15 (1985): 305. http://dx.doi.org/10.2307/3508596.

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Ingram, Allan, e John Goodridge. "Rural Life in Eighteenth-Century English Poetry". Yearbook of English Studies 28 (1998): 320. http://dx.doi.org/10.2307/3508792.

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Evans, Robert C., e A. B. Chambers. "Transfigured Rites in Seventeenth-Century English Poetry." Sixteenth Century Journal 24, n.º 3 (1993): 719. http://dx.doi.org/10.2307/2542137.

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36

Warner, J. Christopher. "English Lyric Poetry: The Early Seventeenth Century". Yearbook of English Studies 32, n.º 1 (2002): 287–88. http://dx.doi.org/10.1353/yes.2002.0071.

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Phillips,, C. Robert, e George deForest Lord. "Classical Presences in Seventeenth-Century English Poetry". Classical World 82, n.º 4 (1989): 326. http://dx.doi.org/10.2307/4350405.

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Frost, William, e George DeForest Lord. "Classical Presences in Seventeenth-Century English Poetry". Comparative Literature 41, n.º 4 (1989): 395. http://dx.doi.org/10.2307/1770729.

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Warner, J. Christopher, e Jonathan F. S. Post. "English Lyric Poetry: The Early Seventeenth Century". Yearbook of English Studies 32 (2002): 287. http://dx.doi.org/10.2307/3509083.

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Overton, B. "Teaching Eighteenth Century English Poetry: An Experiment". English 40, n.º 167 (1 de junho de 1991): 137–44. http://dx.doi.org/10.1093/english/40.167.137.

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Toliver, H. "Classical Presences in Seventeenth-Century English Poetry". Modern Language Quarterly 48, n.º 3 (1 de janeiro de 1987): 285–87. http://dx.doi.org/10.1215/00267929-48-3-285.

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42

Lyons, R. "A Companion to Fifteenth-Century English Poetry". English 63, n.º 242 (15 de abril de 2014): 246–47. http://dx.doi.org/10.1093/english/efu006.

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43

Sherwood, Terry G. "Transfigured Rites in Seventeenth-Century English Poetry". George Herbert Journal 15, n.º 2 (1992): 79–83. http://dx.doi.org/10.1353/ghj.1992.0023.

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44

Pujana, Dw Gede Partiwa. "Private and Public English Teachers' Readiness in Implementing 21st Century Skills at Primary Schools". International Journal of Language and Literature 6, n.º 4 (14 de julho de 2023): 149–57. http://dx.doi.org/10.23887/ijll.v6i4.29235.

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The teachers in this era have an essential role in implementing 21st-century skills to the students. The teachers need to be ready and understand the skills 21st century. Thus, this study intends to investigate the primary school teachers' readiness in implementing 21st-century skills, specifically in teaching English. The readiness of teachers can assess from their lesson plan, teaching and learning process and assessment. The sequential embedded mixed-method used as the method of this study. In collecting the data, questionnaires and observation were used to obtain the data and supported by interviews. The data showed that the result of the questionnaires related to the teachers' readiness in implementing the 21st-century skills was high. However, the observation result showed low insertion of the skills of the 21st century conducted by the teachers. Those indicate the implementation of 21st-century skills were not inserted fully by the teachers. Moreover, the teachers have to understand the 21st-century skills as essential skills to survive in the 21st-century era,
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45

Candra Ningsih, Ni Luh Made Juli, Ni Nyoman Padmadewi e Luh Gd Rahayu Budiarta. "DISCREPANCY BETWEEN PERCEIVED AND OBSERVED REALITY ABOUT THE 21ST CENTURY SKILLS IMPLEMENTATION AT PRIMARY SCHOOL". Acitya: Journal of Teaching and Education 3, n.º 1 (30 de janeiro de 2021): 1–6. http://dx.doi.org/10.30650/ajte.v3i1.1402.

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ABSTRACT For preparing the Indonesian students that mastering the 21st century skills, the teachers as the intermediary of the students and the government should be ready to implement each. Meanwhile, from the teachers' readiness, there might be differences between their perception and observed reality. For this reason, the study was to investigate the discrepancy between perceived and observed reality on the implementation of the 21st century skills by the English teachers at primary school. This study is needed to conduct to get real information about the teachers' readiness for implementing 21st century skills. This research had arranged in the Primary School of Tabanan regency during the English teaching and learning. Six English teachers used as the subject related to their perception and reality of the implementation of 21st century skills. A mix-method design used to collect the data with the quantitative way for teachers perceived and descriptively for observed reality. The questionnaire, observation checklist, document, and interview guide were the method for data collection. The result showed that there was a discrepancy between the teachers’ perceived and observed reality about the implementation of 21st century skills at primary school. The discrepancy was the teachers do not ready to implement the 21st century skills, but they perceived the opposed. Keywords: Discrepancy, 21st Century Skills, Teaching English, Primary School
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Budiyanto, Kabri Kabri, Edi Harapan e M. Bambang Purwanto. "21st Century English Learning: a Revolution in Skills, Critical Thinking, Creativity, and Visual Communication". Asian Journal of Applied Education (AJAE) 3, n.º 1 (30 de janeiro de 2024): 43–54. http://dx.doi.org/10.55927/ajae.v3i1.7841.

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Critical thinking and problem-solving, creativity and innovation, communication, and teamwork are some of these 21st-century abilities. It is possible to build these 21st century skills in any discipline. It is highly appropriate to study English as a subject in order to gain 21st century skills. To effectively and efficiently accomplish learning objectives, chemistry instructors must deliberately cultivate these 21st century competencies. Teachers can use scientific learning models, such as project-based, problem-based, discovery, or design-based learning models, to help students acquire the English language abilities they need for the twenty-first century. To help students gain 21st century abilities, these learning models must be applied as best as possible, adhering to the principles of the scientific method. The evaluation of 21st century abilities and the use of blended learning are also crucial.
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Kurniati, Kurniati, Vina Ervina, Nabila Ainatasya e Ahmad Jailani. "The Efforts of Implementing the 21st Century Learning in English Education". Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) 5, n.º 1 (20 de março de 2024): 32–35. http://dx.doi.org/10.54371/ainj.v5i1.358.

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This research aims to reveals the efforts of implementing 21st century learning and the challenges faced by respondents in applying 21st century learning in English Education Study program at STAIN Bengkalis. This study was a survey research. The findings indicated that several efforts to implement 21st century learning conducted by lecturers in the English Education Study Program at STAIN Bengkalis included: 1) In general, the lecturers have implemented 21st century learning models such as Collaborative Learning, Project Based Learning, and Problem Based Learning; 2) Lecturers employed student-centered learning methods; and 3) Digital literacy was utilized by lecturers in the teaching processes. Meanwhile, some challenges faced are: 1) Inadequate facilities and infrastructure; 2) Many students still lack proficiency in digital literacy; 3) Students face difficulties in mastering the 4C skills (Critical Thinking and Problem Solving, Communication Skills, Creativity and Innovation Skills, and Collaboration Skills); and 4) The concept and principles of 21st century learning are not fully understood by lecturers and students. In order to support better implementation of 21st century learning, institution should provide enough facilities and a workshop about how to implement 21st learning.
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Luo, Yanni. "A Research on the Correlation between 21st Century Skills and English Reading Strategy of English Majors: A Quantitive Study in Chengdu University". Pacific International Journal 5, n.º 3 (30 de setembro de 2022): 18–30. http://dx.doi.org/10.55014/pij.v5i3.173.

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As it enters the twenty-first century, countries all over the world have developed in the field of 21st Century skills to adapt to global economic competition and technological advances. This study examines the relationship between English majors' 21st-century skills and their use of English reading strategies quantitatively and qualitatively and provides corresponding helpful suggestions for optimizing their use of English reading strategies and innovating teachers’ English reading pedagogy.
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Sarvghadi, Fatemeh, e Zohreh Taebi Noghondari. "The Translator-text Interaction Based on Gadamer’s Theory of Fusion of Horizons: A Case Study of Translations of Romantic Poetry into Persian". Hikma 20, n.º 1 (22 de abril de 2021): 45–70. http://dx.doi.org/10.21071/hikma.v20i1.12787.

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Love of poetry has a long history among Iranians, so is the case with translation of poetry in their recent attempts. Thus, the significant number of translations has been made from Western poems. British Romantic poetry, as one type of Western poetry, has been translated since the beginning of poetry translation in Iran. This paper aims to investigate the translations of the British Romantic poems diachronically, the translations published in the 20th century, before the Revolution of 1979, and synchronically, the Romantic poems translated in the 21st century, the post-Revolutionary period. To fulfill the purpose, Schäffner’s theory of translation competences was applied to reveal which century met them more adeptly. For the linguistic competence, besides the text analysis of all translations, the number of the parts of speech of four translations attributed to a poem was counted and compared to the number of the original poem to verify the result. The analysis of the competences, as one of the tools of translation assessment, proves the attainment of Gadamer’s theory on the fusion of horizons for translators. The examination indicates that the translation competences are more developed in the translations of the 21st century. Therefore, in this century, translators achieve the fusion of horizons more effectively, and the translation trend of British Romantic poetry has improved. Keywords: Poetry translation, British Romantic poetry, Translation competence, Fusion of horizons, Persian literature, The Revolution of 1979.
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Wilhelm, Jeff. "Next Steps in the Journey: Poetry as a 21st Century Problem-Solving Pursuit!" Voices from the Middle 16, n.º 3 (1 de março de 2009): 40–41. http://dx.doi.org/10.58680/vm20097004.

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Having experienced student resistance to poetry, particularly from boys, Wilhelm advises teachers not to confine poetry to a genre unit, and to teach for “imagination and participation.” Only when students really engage with poetry will they discover that “poetry … is a unique and powerful way of exploring and knowing the world.”
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