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Country mouse, city mouse II: Examining communication barriers between rural physicians and urban consultants in Newfoundland and Labrador.
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Letters Never Written
Get PDFThe form of this autoethnography is a set of letters that were never written. The letters tell a story of personal experience to convey content, underlying perspectives, and overarching topics. This story positions you to be an active reader, thinking and feeling on your own stories and experiences. If you have loved. If you have struggled. If you have questioned. If you have wanted. This story is intended to evoke, provoke, or unsettle
I Will Tell Myself, Be Very Proud of the Writer You are Becoming
Get PDFAcademic writing is a challenge for most graduate students. As a doctoral student at Memorial University, I attempt to explore my academic writing journey. There have been struggles and victories along the way. As I employ autoethnography as a methodology, I intend to use myself as both the subject and object of research as I focus on academic writing. It is my hope that as I narrate my experiences with trying to navigate my way around an academic discourse, my story will be a source of encouragement to other graduate students. It is my intention that as my story unfolds, there will be a shift from thinking that we lack the skills to write in an academic discourse to perceiving writing as a social process which takes time
Vocabulary in ESL Reading: A Narrative Self-Study by Tutoring an Arabic-Speaking Syrian Woman
Get PDFVocabulary learning is of great importance for learners’ language acquisition. All language learners learn new words through receptive skills: listening and reading. Of the two, reading has the advantage of providing visual information and more time for learners to remember and consolidate unfamiliar words. This narrative emphasizes the important role of vocabulary in reading activities, and delineates three factors that more or less contribute to vocabulary growth through reading, namely morphological awareness, learning vocabulary in context, and extensive reading. A narrative methodology was employed in a self-study research project, in which a 35-year-old Arabic-speaking woman was tutored. Based on the theoretical knowledge and the literature she had learned and reviewed, the author explored the practical effectiveness of the reviewed pedagogies for teaching vocabulary and reading. This research did not only further deepen the author’s understanding of second language vocabulary teaching and learning through reading, but also stimulated her passion for exploring the cycle of research, praxis, and reflection. In addition, in light of her learning and teaching experience, the author called for explicit vocabulary instruction besides incidental vocabulary learning through reading. She also emphasized the enormous influence of bilingual dictionaries and vocabulary notebooks on vocabulary growth. Emerging issues and implications of this self-study process were also discussed.Keywords: ESL reading; vocabulary; morphological awareness; incidental learning; extensive reading
Friedrich Christoph Oetinger’s Speculative Pietism
No full textThe influence of Friedrich Christoph Oetinger (1702-82) on Schelling’s work is even deeper than that exerted by Jakob Boehme, deeper, not because Schelling devoted more scholarly attention to Oetinger than he did to the study of Boehme (he did not), but because Schelling was very likely first introduced to Boehme, theosophy and Protestant mysticism by reading Oetinger. Both Schelling’s father and grandfather were pastors in the Wurtembergian Pietist tradition. Schelling most probably first read the works of Oetinger in his father’s study as a precautious boy eager to make his way in knowledge both natural and divine. Oetinger’s Biblical Dictionary (Biblisches Wörterbuch), a compendium of theosophy and Biblical theology, was written for lay people as a study guide to the reading of Scripture, but this does not fairly describe it. Concerned as he was with a non-mechanistic philosophy of nature that would be not only consonant with Biblical revelation but also to some degree confirmative of it, Oetinger jammed the encyclopedia with natural scientific and esoteric and occult material one would not expect to find in such a text. It was likely a staple of Schelling’s catechetical education. At the age of ten, Schelling received an intense immersion in Oetinger’s theosophical pietism, when he was sent to live in Nürtingen while he attended Latin school. He lived for a time in the house of his uncle, who was known as a “fiery disciple of Oetinger’s.” Here he met Phillip Matheus Hahn, the most important follower of Oetinger’s, who impressed Schelling so deeply that the boy was inspired to compose his first poem on the occasion of the great theologian’s death
