7,570 research outputs found
Steven Johnson Author Talk Poster
No full textK-State Book NetworkA poster advertising an author talk by Steven Johnson at Kansas State University on September 3, 2014. Steven Johnson's book "The Ghost Map" was the 2014-2015 common book
Steven Bialer and Patti Smith, July 1978
No full textMusician, poet, and author Patti Smith sits on a bed in a hotel room in July 1978. The photograph was taken by Don Hamerman as part of a session for "Unicorn Times," an alternative performing arts periodical in Washington, D.C. Steven Bialer, the Design Director for "Unicorn Times," is seated on the bed next to Smith
Steven Garber
No full textSteven Garber speaks on the importance and value of truth.
Steven Garber is the principal of The Washington Institute for Faith, Vocation & Culture, which is focused on reframing the way people understand life, especially the meaning of vocation and the common good. A consultant to foundations, corporations and educational institutions, he is a teacher of many people in many places. The author of The Fabric of Faithfulness: Weaving Together Belief and Behavior, and Visions of Vocation: Common Grace for the Common Good, he is also a contributor to the books, Faith Goes to Work: Reflections from the Marketplace, and Get Up Off Your Knees: Preaching the U2 Catalogue. He lives with his wife Meg in Virginia
Teachers' and pupils' strategies in dealing with monolingual, SLI-driven language-in-education policies in Flanders
No full textFlanders is experiencing growing intra- and interlingual diversity, with both the emergence of Tussentaal (‘in-between-language’) as a cluster of intermediate varieties between the Flemish dialects and Standard Dutch, and an increasing number of immigrants and their respective languages in Flanders. The effects of both phenomena on the role of Standard Dutch in Flanders have been assessed differently by various researchers: for some, processes of destandardisation are at work (e.g. Grondelaers & van Hout 2011), while others trace processes of demotisation (e.g. Delarue 2013) or see the effects of a hyperstandardisation process (e.g. Van Hoof & Jaspers 2012). The Flemish language-in-education policy (e.g. Vandenbroucke 2007, Smet 2011) seems to be a derivative of the latter, as it deals with the (perceived) problems of substandardisation and multilingualism by imposing a strict monolingual policy, propagating Standard Dutch as the only acceptable language variety (Delarue & De Caluwe 2015) and thus demonstrating a strong and vital Standard Language Ideology (SLI). In most Flemish classrooms, however, a lot of Tussentaal features are used, both by teachers and pupils (Delarue 2013), causing tension between daily classroom reality and the ideal picture set by policy makers. This paper analyses the way(s) in which teachers and pupils cope with this tension, and the research methodologies which can be used to gain insight in their coping strategies. The research project of the first author studies the language use and the language ideologies of 82 teachers of Flemish primary and secondary schools. By combining participant observation, sociolinguistic interviews and questionnaires, the study seeks to map the ‘personal ideological frameworks’ of teachers, and uncover the capricious ways in which teachers respond to language-in-education policies. The second author of the paper uses sociolinguistic-ethnographic methods to gain insight into the language use, attitudes and ideologies of pupils in a secondary school in East-Flanders. The two research projects seem to yield similar (yet preliminary) results: both teachers and pupils are deeply influenced by the SLI, and stress the importance of Standard Dutch inside as well as outside of the classroom, but at the same time, they often have no problem admitting that they do not always use Standard Dutch in school contexts – using various strategies to explain why. This paradoxical view on the standard can be interpreted as an interplay between policy-supported processes of hyperstandardisation on the one hand and norm-relaxing processes of demotisation on the other. The results of the research projects presented here thus demonstrate that the use of qualitative/ethnographic methodologies can provide a deep understanding of the perceptions, thoughts and practices of teachers and pupils, and that the specific Flemish language situation can not be unambiguously identified as a typical example of destandardisation, hyperstandardisation or demotisation
Bridging the policy/practice gap: the discursive strategies of Flemish teachers
No full textTeachers are at the core of language education policies (LEP), as they interpret, negotiate and resist language policies in their classrooms. They are not solely "servants of the system" (Shohamy, 2006, p. 76), but play a pivotal role in putting governmental language policy – which is often imposed top-down – into practice (Menken & García, 2010). In regions where the LEP remains strictly monolingual while classrooms increasingly become multilingual and superdiverse environments, it is difficult for teachers to stand their ground, as they need to come up to multiple, often contradictory, expectations.
In Flanders, the northern, Dutch-speaking part of Belgium, the gap between monolingual policy and multilingual classrooms is incessantly widening. Flanders is experiencing growing intra- and interlingual diversity, with both the emerge of tussentaal (literally 'in-between-language') as a cluster of intermediate varieties between the Flemish dialects and Standard Dutch, and an increasing number of immigrants and their respective languages. Flemish LEP deals with these (perceived) problems of substandardisation and multilingualism by imposing a strict monolingual policy, propagating Standard Dutch as the only acceptable language variety (Delarue & De Caluwe 2015). In most Flemish classrooms, however, teachers use a significant number of non-standard features (Delarue 2013).
This paper analyses the way(s) in which teachers cope with this tension between policy and practice, drawing on a thematic analysis of sociolinguistic interviews with 82 Flemish primary and secondary school teachers. During these interviews, Flemish teachers appear to be highly ambivalent when it comes to Standard Dutch. On an abstract level, almost all teachers stress the importance of Standard Dutch in educational settings. At the same time, however, they often have no problem admitting that they do not always use the standard in specific classroom settings, using various strategies to explain why. These strategies show that teachers try to bridge the policy/practice gap by performing multiple (discursive) teacher identities (e.g. authority, authenticity, professionalism)
Steven Yedinak Interview
No full textLTC (RET) Steven M. Yedinak commissioned in the U. S. Army Infantry in 1963 and subsequently spent 26 years in Special Forces and Airborne Infantry. He served two combat tours in Vietnam (1966-67 & 1971-1972), and started the Mobile Guerrilla Force. He is the author of Hard to Forget: An American with the Mobile Guerrilla Force in Vietnam (Random House, 1998). He retired from the Army in 1989
The discursive construction of teacher identities: Flemish teachers' perceptions of Standard Dutch
No full textIn recent studies, the linguistic landscape of Flanders is often described as diaglossic, with a range of intermediate varieties between Standard Dutch and the dialects. These intermediate varieties are often captured under the term tussentaal (lit. 'in-between-language'). Tussentaal enjoys rapid expansion, but is also heavily stigmatized by members of the political and cultural elite, who remain loyal to the official standard language ideology (SLI) and propagate the use of Standard Dutch. While the status of the standard in Flanders is problematic, due to its both non-endogenous and non-vital character, Flemish language education policies insist on Standard Dutch as the only acceptable norm in schools, adequate to respond to 'problems' of language deficiency and multilingualism, and the inequality and discrimination which ensue from them (Delarue & De Caluwe 2015).
This heavily polarized landscape presents Flemish teachers with increasing difficulties: while most of them indicate they feel more at ease in tussentaal, they are expected to adhere to Standard Dutch at all times. In this paper, we analyze a number of illustrative interview extracts from a corpus of interviews with 82 Flemish primary and secondary school teachers, in order to (1) discuss how Flemish teachers perceive (the importance of) Standard Dutch and other, non-standard varieties of Dutch, and (2) show how these perceptions discursively shape teacher identities of authenticity, authority and professionalism (Delarue & Lybaert accepted)
Gamification is broken. An interview with Steven Poole
No full textSteven Poole is the author of Trigger Happy (2000. New York, NY: Arcade Publish), Unspeak (2006. New York, NY: Grove Press), and You Aren’t What You Eat (2012. In press). He has written extensively on books, culture, and videogames for The Guardian and other publications
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