226,994 research outputs found
Oral History Interview: Ronald W. English
No full textThis interview is one of a series conducted concerning the Kanawha county textbook controversy. Ronald W. English was an African-American pastor of the First Baptist Church in Charleston. In this interview, he discusses the Kanawha County textbook controversy in depth, describing: his views on the County textbooks; his views on race relations; other figures such as Avis Hill, Marvin Horan, Charles Quigley, and Alice Moore; and his views on the results of the textbook controversy.https://mds.marshall.edu/oral_history/1240/thumbnail.jp
Wykorzystanie Internetu w nauczaniu języka angielskiego studentów zarządzania
No full textAutorka porusza problem wykorzystania potencjału informacyjnego globalnej sieci komputerowej, jaką jest Internet, w nauczaniu języka angielskiego. Dostępne studentom materiały i informacje zamieszczane w sieci pomagają poprawić ich umiejętności z zakresu rozumienia tekstów specjalistycznych, pisania, słuchania, gramatyki, słownictwa, zwrotów idiomatycznych, a nawet konwersacji w języku angielskim. Autorka porównuje tradycyjne metody nauczania z nowymi metodami interaktywnymi, proponuje sposoby aktywizacji studentów, wzbogacenia i uatrakcyjnienia zajęć językowych. Praca zawiera listę adresów internetowych proponowanych przez autorkę do wykorzystania w nauczaniu języka angielskiego.The author presents the problem connected to the use of the internet teaching English to business students. All the materials and information available on the internet help students to improve their text understanding, writing, listening, grammar, vocabulary, idioms and conversations in English. The author compares traditional and new interactive teaching methods. The paper consists of a list with internet addresses, which can help in English teaching. That list was prepared by the author of the paper
summaries in english/streszczenia w języku angielskim
No full textEnglish summaries of the feature texts of the issue.Streszczenia w języku angielskim tekstów głównych działów numeru
Reconceptualising English teaching in Taiwan: action research with technical college students
No full textEnglish is now the primary language used amongst speakers from around the world for international communication. In response to this fact, there are calls for a paradigm shift in English language teaching (ELT) in respect of the increasing English users who speak English as an international language (EIL). For more than two decades, there have been heated debates and discussions concerning EIL teaching with issues such as standards and norms of EIL, ownership of EIL and identity of EIL users, culture(s) in EIL, etc.. With Taiwan's cultural politics background, English has long been portrayed and perceived as a prestigious foreign language which represents a passport to better economic gains, education, and social status. This perception of English has not only brought about a phenomenon of English fever, but also endorsed an economic pragmatic view in learning English as an international language. Consequently, it has reinforced ELT practices to aim at preparing learners of English for 'being competitive' instead of 'understanding of others’. Based on an educational philosophy that today's English language teaching should prepare learners as world citizens instead of global human capital, the purpose of this action research project is to provide an intercultural communicative way of teaching English. A total of 42 part-time technical college students and a teacher researcher in Taipei were involved in investigating the desirability and feasibility of such ELT pedagogy. Under a theme of 'A Visit from our Sister College', nine lessons were taught with cultural topics like name, hometown, food, and entertainment. The findings suggest that, with some minor technical modifications needed in the future, the proposed pedagogy can help learners not only find their confidence in learning and utilising English language in their daily life but also deep-learn cultures of self and others. Thus, it might result the learners in becoming world citizens in a gradual/progressive manner
Describing Spoken English An Introduction
No full textDescribing Spoken English provides a practical and descriptive introduction to the pronunciation of contemporary English. It presumes no prior knowledge of phonetics and phonology. Charles Kreidler describes the principal varieties of English in the world today. Whilst concentrating on the phonological elements they share, the author sets out specific differences as minor variations on a theme. Although theoretically orientated towards generative phonology, theory is minimal and the book is clear, comprehensive and accessible to undergraduate and postgraduate students of linguistics and English Language. Numerous exercises are included to encourage further study.Book Cover -- Title -- Copyright -- ContentsDescribing Spoken English provides a practical and descriptive introduction to the pronunciation of contemporary English. It presumes no prior knowledge of phonetics and phonology. Charles Kreidler describes the principal varieties of English in the world today. Whilst concentrating on the phonological elements they share, the author sets out specific differences as minor variations on a theme. Although theoretically orientated towards generative phonology, theory is minimal and the book is clear, comprehensive and accessible to undergraduate and postgraduate students of linguistics and English Language. Numerous exercises are included to encourage further study.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Kūkupa, koro, and kai: The use of Māori vocabulary items in New Zealand English children's picture books
No full textWhen a linguistic form from one language is used in another language, such words are known as borrowings or loan words (Crystal 2003: 56). The English language is renowned for its large capacity for borrowing and it has been suggested that the growth in internationalism in recent times has led to people seeking new words to indicate their local identity (Crystal 1995; Crystal 2003). Certainly this is the case of New Zealand English, the most distinctive aspect of which is borrowings from te reo Maori (Deverson 1991). In 1984 Deverson estimated that most New Zealanders have a passive knowledge of at least 40-50 borrowed Maori loan words (Deverson 1984). This figure has been recently revised by Macalister to 70-80 such words (20,-,63.). A study of the frequency of Maori loan words in New Zealand English in New Zealand School Journals of the 1960s and 1990s showed an incidence of around 6 words per 1,000 (Macalister 1999). Kennedy and Yamazaki (1999) also found borrowed Maori words at a rate of 6 per thousand words. Macalister (2006b) has examined the use of Maori loan words in New Zealand English across a 150 year period from 1850-2000. He examined a corpus of a little under five and a half million words from three sources: Newspapers, parliamentary debates and School Journals. Across the three sources there was an increase from 3.29 words per 1,000 in 1850 to 8.8 per thousand in 2000. Macalister lists the reasons for this change as including urbanisation of the Maori population between 1945 and 1975, which created more contact; the changing status of the Maori language with the kOhanga reo movement; the establishment of the Maori Language Commission (Te Taura Whiri i te Reo Maori) and legislation of Maori as an official language of New Zealand in 1987
Dis-lodging literature from English: Challenging linguistic hegemonies
No full textThis paper problematises the location of literature "teaching" within the English (L1) curriculum, as is the case in New Zealand and other settings. It defamiliarises this arrangement by drawing attention to official New Zealand policies of biculturalism and to the increasing cultural and linguistic diversity in many New Zealand classrooms. It identifies a number of social justice issues arising from the current arrangement, and also raises issues in respect of educational policy and ways in which canonical subjects become constructed in practice. It then discusses ways in which a new qualifications template developed at the University of Waikato might provide a vehicle for establishing a new arrangement, in terms of which literature study is dislodged from English and reshaped as a course of study entitled Literature in Society. It indicates ways in which Comparative Literature, as a predominantly university-constituted discipline, might contribute to the theorisation of this new arrangement
Prof. Th. W. Adorno and the author Hans Erich Nossack.
No full textProf. Th. W. Adorno and the author Hans Erich Nossack at a reception of Insel Verlag, Buchmesse Frankfurt 1966LB
Międzynarodowe doświadczenie w nauczaniu studentów niesłyszących i niedosłyszących na poziomie szkoły wyższej − krótka charakterystyka
No full textIn this text the author presents just a short review, connected with the international experience in teaching deaf and hard of hearing students abroad and in Poland. The USA and the UK are shown as leading countries with their well known Universities: Gallaudet and Deaf Studies in Bristol. The author also presents the Norwegian experience, with its Bilingual and Cultural approach and Hungarian a more oralistic one. Then she shows the background in Polish schools and Universities with a focus on Teaching English to deaf and hard of hearing students. First attempts at Catholic University in Lublin and in Siedlce University of Natural Sciences and Humanities conducted by the author of this paper are described. More information one can find in Master’s Thesis by Beata Gulati which became the basis for this article.Autorka prezentuje krótki opis międzynarodowego doświadczenia w nauczaniu studentów niedosłyszących i niesłyszących na poziomie szkoły wyższej za granicą i w Polsce. USA i Zjednoczone Królestwo pokazane są jako wiodące kraje ze słynnymi ośrodkami Uniwersytetem Gallaudet oraz Studiami dla Niesłyszących w Uniwersytecie w Bristolu. Autorka również pokazuje doświadczenie bilingwalnei kulurowe w Norwegii oraz bardziej oralistyczne na Węgrzech Następnie pokazane są polskie szkoły z położeniem nacisku na nauczanie osób z osobami niesłyszącymi i niedosłyszącymi w zakresie języków obcych pierwsze na KUL-u oraz w UPH w Siedlcach, gdzie pracuje autorka tego tekstu. Więcej informacji można przeczytać w pracy magisterskiej Beaty Gulati, z której ten fragment pochodzi
"Where now the harp?" Listening for the sounds of Old English verse, from Beowulf to the twentieth century
No full textAdditional multimedia to accompany this article is available from http://journal.oraltradition.org/issues/24ii/jonesThis essay examines the representation or staging of oral performance and poetic composition within Beowulf, in order to argue that poem thematizes and mythologizes its own origins, and is as much interested in recovering the sounds of oral performances that pre-date its own manuscript inscription as modern Anglo-Saxon scholarship has been. The second half of the essay considers the recovery and reimagining of an Anglo-Saxon “soundscape” in the work of two twentieth-century poets, W. S. Graham and Edwin Morgan. The invocation of this “Saxonesque” patterning of sound invokes or triggers a historically constituted set of associations with the whole body of Old English poetry; that is, an allusion to a corpus, rather than to a specific text, is made through sound patterning.Peer reviewe
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