1,722,118 research outputs found
Baker, William Alfred, S4681
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/369789Surname: BAKER
Given Name(s) or Initials: WILLIAM ALFRED
Military Service Number or Last Known Location: S4681
Missing, Wounded and Prisoner of War Enquiry Card Index Number: 37386180020
Item: [2016.0049.02116] "Baker, William Alfred, S4681
Map of a portion of Australia showing the area of the twenty located counties of New South Wales with the adjoining eight grazing districts ... [cartographic material] /
No full textMap of southeastern Australia with counties, harbours, boundaries proposed by Sir Thos Livingtone Mitchell and details of pastoral districts including statistics of population, horses, cattle, sheep. Relief shown by hachures.; Ferguson Collection Map F 479.SAU-0
From intercultural to transcultural communication
No full textThe fluidity of communicative practices in current intercultural communication research raises difficult questions about how we understand core concepts in the field. Links between linguistic resources, other modes, and cultures are created in situ suggesting that relationships between ‘named' languages and cultures cannot be taken for granted. We frequently see emergent cultural practices and references which are neither part of any one culture or, crucially, necessarily in-between cultures. Thus, the traditional metaphor of ‘inter’ for intercultural communication is no longer adequate and such communication is better approached as transcultural communication where borders are transcended, transgressed and in the process transformed
Intercultural and transcultural awareness in language teaching
No full textThe central aim of language teaching is typically to prepare learners to communicate through the language learnt. However, much current language teaching theory and practice is based on a simplistic view of communication that fails to match the multilingual and intercultural reality of the majority of second language (L2) use. This Element examines the relationship between language and culture through an L2 in intercultural and transcultural communication. It puts forward the argument that we need to go beyond communicative competence in language teaching and focus instead on intercultural and transcultural awareness. Implications for pedagogic practice are explored including intercultural and transcultural language education
A map of New Zealand from original surveys by H.M.S. Pelorus [cartographic material].
No full textMap of New Zealand. Relief shown by hachures.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.map-f467; Ferguson Collection Map F 467.; Library has another copy in William Bakers Australian Atlas RA A 8
Baker's map of Moreton Bay and part of the Darling Downs, Clarence Districts [cartographic material] : shewing the stations of the squatters in the Northern Districts of N.S.W.
No full textMap of the Moreton Bay region, extending from Point Wickham in Queensland to the Richmond River in New South Wales showing rivers, pastoral stations and roads. Relief shown by hachures and spot heights.; Scale on inset is incorrect.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.map-rm1076. Insets: Plan of Brisbane Town. Scale [ca. 1:2,534,400] -- Plan of Ipswich, head of the navigation.Map of Moreton Bay and part of the Darling Downs, Clarence District
Alien Registration- Baker, William (Portland, Cumberland County)
Full text linkhttps://digitalmaine.com/alien_docs/24069/thumbnail.jp
Cultural awareness in an Iranian English language classroom: a teaching intervention in an interculturally “conservative” setting
No full textDespite Iran’s increasing use of English as a lingua franca (ELF) and itsgrowing position as a more open country to international relationships, Iran’seducation policy is still culturally conservative and intercultural language education is absent from the national curriculum and hence classrooms. In response, this article presents the results of a ten-session course focused on implementing and developing cultural awareness (CA) in an Iranian English language classroom. The data revealed that this course had a positive effect in developing students’ levels of CA, moving from basic in the first half of the course towards advanced in the second half. This provides important empirical evidence illustrating the value of systematic instruction of CA in students’ cultural learning. Furthermore, this course was the first of its kind in the predominantly monolingual, culturally restricted context of this study, where intercultural education is missing from the curriculum, yet where students are likely to use ELF for intercultural communication while travelling abroad or inside the country for communication purposes with non-Iranians. This study, thus, demonstrates the feasibility and documents the processes of integrating intercultural teaching into English education, specifically in contexts where educators might be limited by language policy makers
Short-term study abroad: conditions for intercultural learning and ELF understanding
No full textShort-term study abroad (SA) can provide important intercultural learning opportunities and opportunities to develop ELF awareness through intercultural communication. However, differences in SA programme type and organisation can lead to different learning opportunities and outcomes. Focusing on the experiences of 15 Japanese students, the aim of this qualitative interview study was to build understanding of the kinds of experiences offered by short-term SA which led to more intercultural learning, conceptualised through intercultural awareness (ICA), as well as which conditions led to ELF awareness. Findings revealed more ICA and ELF awareness developed following experiences in multicultural and multilingual SA contexts, with developments limited on programmes characterised by essentialist educational practices and few opportunities to use English in communication. The paper argues that ICA and ELF awareness can represent important aspects of learning on short-term SA. It offers a schematic representation of learning on short-term SA which may support practitioners' reflections on learning opportunities and outcomes on SA provisions in their own institutions
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