1,720,956 research outputs found
Language Policy Rationales, Appropriation and Debates: A Case of English as Medium of Instruction in Indonesia’s International-Standard Schools
Get PDFBeyond its pedagogical technicality, language policy is both ideological and political. The English as Medium of Instruction or EMI policy in Indonesia’s international-standard public schools (IS-Schools) was an exemplary picture of how ideologically and politically contentious a language policy could be. The policy marked a significant shift of the nation’s language policy orientations, from post-independence state-nationalism and sociopolitical cohesion, to global economic competitiveness and political alliance. With unequal educational access in this populated, multicultural country, the EMI policy faced not only technical challenges at school level, but also normative, ideological and political resistance from micro- and macro-level stakeholders.
In this constructivist study, I described and analyzed the Indonesia’s EMI policy goals and its surrounding debates, including a school-based case study to illustrate micro-level practices and challenges. Generating data from policy documentations and interviews, I applied an interpretive policy framework to analyze policy-relevant artifacts, meanings, interpretive communities and discourses. The analysis primarily explored differences between policy meanings—as intended by national policy makers—and various, contrasting meanings—as framed and constructed by multilevel stakeholders, including local teachers and domestic and international scholars.
Key findings revealed divergent values, beliefs and approaches to problems, constructed out of stakeholder’s social situatedness. Despite optimistic tones from policy makers and several school members, many were alarmed with schools differing capacities related to teachers’ language competence and logistics. Many praised global-oriented goals of EMI policy in increasing individuals’ opportunities and mobility—supposedly resulting from instrumental and integrative values of English-mediated education—and hence the nation’s global economic and sociopolitical existence. Most stakeholders acknowledged utilitarian merits of English language competence, but many disapproved of English being an instructional language. Opponents argued that officiating English as additional medium of instruction in public schools may empirically and hypothetically contribute to youth’s national identity erosion, national language marginalization, and speedy decrease of local language speakers. Some scholars believed that incentive-loaded IS-Schools had deepened socioeconomic divides among formal schools. Such differing viewpoints may not always be in opposition. However, ideological and political alignments seemed to be challenging, resulting in wicked language policy situations
A SELF-STUDY: IMPROVING PEDAGOGICAL CONTENT KNOWLEDGE OF PRONUNCIATION TEACHING
Get PDFThis self-study was initiated when the writer closely worked with a Chinese student, improving the student's pronunciation peiformance, for several weeks. The tutorial program was intended mainly to help the student improve his pronunciation. At the same time, the writer benefited the program to conduct a self study improving her pronunciation teaching practice and her understanding of that practice. A participatory observation, several interviews and a reflective writing were taken as sources to collect the data. During the program. the writer noticed some aspects of her content knowledge were transformed and evolved. The improvement of the writer's pedagOgical content knowledge (PCK), as a result of the tutorial practice, were discussed in terms of five components suggested by Magnusson et all (1999): orientations of teaching, knowledge of curriculum, knowledge of student understanding, knowledge of assessment, and knowledge of instructional strategies. This study provides a useful inquiry for exploring how one's own practice can be used to improve teacher education courses and teacher education programs
Addressing Inadequacy of Bilingual Teachers in International-Standard Public Schools
No full textThe English bilingual initiative, implemented in International Standard Schools, or SBI, establishes high standards and expectations for students learning performance. While it is evident that teachers’ knowledge, skills and dispositions influence students’ learning performance (King and Newmann, 2000), the bilingual policy lacks resources and coherent supports to assist bilingual subject teachers in meeting the high expectations. SBI schools are short of qualified subject teachers with solid instructional English competence.
Teaching is a professional activity open to collective observations, study, and improvement (Hiebert, Gallimore, and Stigler, 2003), thus, building an accountable and quality teacher corps requires collaboration and shared responsibilities among stakeholders. In the spirit of sustainable collaboration, three key recommendations are proposed for policy makers at district and local government levels.
The first is to establish a district-wide bilingual partnership as a collaboration effort among professionals and experts for sustainable and continuous capacity building. At the early stages, the partnership focuses on resolving emergent school-level bilingual issues, providing right-on-target instructional advocacy and channeling teachers’ collective bargaining. The second recommendation advocates for higher education institutions to develop bilingual concentration for pre-service Math-Science teachers, to offer English for Academic/Specific Purposes (EAP/ESP) courses for English pre-service teachers, and to have their faculty involved in the bilingual advocacy partnership. The third recommendation suggests governments align maximum resources and support, including scholarships and grants. The three recommendations altogether will reduce the critical gap between bilingual teachers’ supply and demand, and they require immediate action
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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