6,814 research outputs found
Narrative based on the diaries of John Morgan
No full textScan of a typed narrative based on the diaries of John Hamilton Morgan. Includes text of numerous writings by Morgan. Author of this narrative not stated, but may have been his son, Nicholas G. Morga
Notes for corrections of John Morgan\u27s journal
No full textScan of corrections notes for a narrative based on the journal entries of John Hamilton Morgan from 1875 through 1892, covering his major missionary journeys in the Southern United States and his work in settling some of the Southern converts in the San Luis Valley of Colorado. Author of this narrative unidentified, but may have been Morgan\u27s son, Nicholas G. Morga
Typed version of John Morgan\u27s journal told in the third person (1875-1892): Part [26]
No full textScan of part of a typescript narrative based on the journal entries of John Hamilton Morgan from 1875 through 1892, covering his major missionary journeys in the Southern United States and his work in settling some of the Southern converts in the San Luis Valley of Colorado. Author of this narrative unidentified, but may have been Morgan\u27s son, Nicholas G. Morga
John Hamilton Morgan
No full textScan of a typescript with title, John Hamilton Morgan, ending at page 43, where John Morgan is en route to Salt Lake City. Author not given but probably his son, Nicholas G. Morga
Russell V. Morgan Papers
No full textRussell V. Morgan (1893-1952) was an American music educator, former President of the Music Educators National Conference (MENC), now known as the National Association for Music Education (NAfME), (1930-32) and MENC Hall of Fame inductee (1996). Morgan studied music education at Northwestern University where he received a BM (1915), MM (1921), and was awarded an honorary doctorate (1936). During his career, Morgan served as an army bandmaster during World War I, a church organist, a supervisor of music in public schools, and author of articles, books and school texts on music and music education. The Russell V. Morgan Papers covers the period from 1896-1998; the bulk of the materials date from 1920-1952. The collection consists of both personal and professional papers including published and unpublished writings, speeches, correspondence, programs, photographs, clippings, and articles related to the Morgans career as a music educator, his involvement with MENC, and music education and reference materials
Contexts of learning in the endangered language college classroom
No full textHinton (2011) demonstrates how the learning and teaching of endangered languages have features and needs that are distinctly different from the teaching of heritage languages and of second languages (whether foreign or majority languages). In the United States, many indigenous languages are being offered as university language classes to fulfill foreign language requirements. In examining the Native American Language Program (NALP) at the University of Oklahoma (OU), we find that university-level endangered language classes contain a mixture of second language learners, heritage language learners, and endangered language learners. Each of these groups of learners have distinct motivations, attitudes, and pedagogical needs.
Second language learners (L2Ls) include anyone learning a language which is not their mother tongue and to which they have no previous connection or experience. Heritage language learners (HLLs) have a familial connection and/or previous linguistic background with the language. In defining HLLs, researchers debate whether the learner’s level of linguistic proficiency or association with an ethnic identity/community is more important in determining status as a HLL (Hornberger and Wang, 2008). For most researchers, HLL refers to a student with a previously developed proficiency in the language via their home environment (Valdés, 2001). In this study, we focus on one subcategory of HLLs called ‘learners with a heritage motivation,’ which describes learners who are defined primarily by their familial or ancestral background, not by their present primary membership or linguistic proficiency in the heritage language and community (Carreira, 2004). The term ‘endangered language learner’ is developing from research focused on language revitalization, and emphasizes the unique challenges faced only by endangered languages (Hinton, 2011).
This paper aims to present new contexts of learning of endangered languages by adult learners who are not typically represented in the language pedagogy and language revitalization literatures. Using surveys administered to over 400 students enrolled in a Native American language class at OU during 2010 and 2011, in addition to interviews conducted with two OU NALP instructors, we discuss the challenges presented by teaching endangered languages to these diverse groups of learners all in the same classroom.
REFERENCES
Carreira, M. (2004). Seeking explanatory adequacy: A dual approach to understanding the term ‘heritage language learner.’ Heritage Language Learner, 2(1), 1-25.
Hinton, L. (2011). Language revitalization and language pedagogy: New teaching and learning strategies. Language and Education. 25(4), 307-318.
Hornberger, N. H., and S. C. Wang. (2008). Who are our heritage language learners? Identity and biliteracy in heritage language education in the United States. In Brinton, Kagan & Bauckus, 3-35
Interview with Bernice Morgan
No full textBernice Morgan (nee Vardy) is a Newfoundland author born in 1935 in St. John's. Her most well-known novel is Random Passage (1992) which, along with the
sequel Waiting for Time (1994), was adapted into a CBC television mini-series in 2002. Additional publications include the anthology From This Place: A Selection of
Writing by Women of Newfoundland and Labrador (1977) and Topography of Love (2000). She has received multiple Provincial Arts and Letters Awards; Thomas H. Raddall Atlantic
Fiction Prize (1995); Canadian Authors' Association Literary Prize for Fiction (1995); Artist of the Year by the Newfoundland and Labrador Arts Council (1996); and received
an honorary doctorate from Memorial University in 1998. Morgan has been very active in the province's arts community. She served on the board of the Provincial Arts Council,
the editorial board of Killick Press, the executive of the Writers' Alliance of Newfoundland and Labrador, and the Newfoundland Writers' Guild
Providence College Faculty Author Series 2016-2017: Vance Morgan
No full textIn this installment of the Faculty Authors Series, Vance Morgan (Philosophy, Providence College) discusses his newest book, Freelance Christianity: Philosophy, Faith, and the Real World
Providence College Faculty Author Series 2016-2017: Vance Morgan
No full textIn this installment of the Faculty Authors Series, Vance Morgan (Philosophy, Providence College) discusses his newest book, Freelance Christianity: Philosophy, Faith, and the Real World
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EB95 An Evidence-Based Practice Initiative to Decrease Catheter-Associated Urinary Tract Infections in the Pediatric Intensive Care Unit.
No full textAn abstract of the article "An Evidence-Based Practice Initiative to Decrease Catheter-Associated Urinary Tract Infections in the Pediatric Intensive Care Unit," by Lisa Morgan, Christina McRay, Deborah Salani and Nicole Sardinas-Lago is presented
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