15 research outputs found
Drama for Social Justice: Embodying Identity and Emotion in ELT
No full textIn this thesis, the author makes the case that drama is a powerful tool for language acquisition because it develops and engages embodiment, emotion and identity, important aspects of learning and communication that are often neglected in traditional language classrooms. The thesis establishes a theoretical foundation for the use of drama in the social justice-oriented language classroom, reviews research on drama for language learning and describes common drama techniques. The author connects the theories of embodied cognition and multiliteracies to an intersectional model of identity and argues that drama helps students re-examine the way society positions them based on their embodied identities. The impact of emotions on language learning and the ways students’ emotional experiences are influenced by language and culture are analyzed, with the conclusion that drama can be an effective tool to increase students’ emotional intelligence. The author situates second language identity formation within a narrative identity development framework and proposes identity texts as a form of counter-storytelling. These texts contribute to the creation of a more just society by challenging dominant discourses and encouraging students to envision a wider range of possibilities for their future selves. The thesis concludes with a framework for implementing drama in the language classroom, which contains suggestions for creating a socially responsible drama class as well as a progression of activities that teachers can use with their own students
Expression Through Drama: Linking prosody, embodiment and emotional awareness
No full textDrama activities give students opportunities to practice expressing embodied emotions in a safe space. Focusing on emotional expression helps students make connections between the suprasegmental components of pronunciation and the meanings they carry. Participants will experience these exercises and learn strategies for implementing them in their own classrooms
Plurilingualism and Multimodality: The Metanoia Within Reach
No full textDrawing on the evolution of our thinking around expedited learning and more egalitarian classroom spaces where learners are afforded greater agency and opportunities to tap into their full linguistic repertoires (Todeva & Morule, 2009; Todeva, 2016) and on insights from complex dynamic systems theory, this paper offers a framework for dynamically aligning research on multimodality and plurilingualism with inquiry-based classroom practice. We argue that despite the existence of important research shedding light on the processes underlying our meaning-making and communicative abilities, languages continue to be taught as bounded entities and many instructional and assessment practices still reflect monolingual ideologies and nativespeakerist mindsets. Adopting a plurilingual, multimodal mindset provides a way for teachers, students, and researchers to bring their practices in line with the increasingly complex manner in which people construct, share, and access knowledge. How to achieve this metanoia— this shift of mind towards linguistic and modal plurality—is the main thrust of this paper. We provide concrete examples of classroom plurilingual explorations and an emic narrative of one teacher’s journey. Finally, we call for transformed research practices grounded in retrodiction (Larsen-Freeman, 2009) and for more nimble multimodal knowledge dissemination to support this realignment.
En s’inspirant de l’évolution de notre réflexion sur l’apprentissage accéléré et des espaces de salle de classe plus égalitaires où on accorde aux apprenants plus d’autonomie et d’occasions de se servir de tout leur répertoire linguistique (Todeva & Morule, 2009; Todeva, 2016) et sur les aperçus de la théorie des systèmes dynamiques complexes, cet article propose un cadre de travail dans le but d’aligner de façon dynamique la recherche sur la multimodalité et le plurilinguisme sur la pratique en salle de classe fondée sur l’enquête. Nous avançons que malgré l’existence de recherche importante mettant en lumière les processus qui soustendent nos capacités à faire sens et de communication, on continue à enseigner les langues comme des entités limitées et de nombreuses pratiques d’enseignement et d’évaluation reflètent encore des idéologies monolingues et des mentalités de locuteurs de langue maternelle. L’adoption d’une mentalité plurilingue et multimodale fournit aux enseignants, aux étudiants et aux chercheurs une façon d’aligner leurs pratiques sur la manière de plus en plus complexe dont les gens construisent, partagent et accèdent à la connaissance. Comment réussir cette métanoia – cette réorientation de l’esprit vers la pluralité linguistique et modale – constitue l’idée directrice de cet article. Nous fournissons des exemples concrets d’exploration plurilingue dans la salle de classe ainsi qu’un récit émique du parcours d’un enseignant. En conclusion, nous appelons à des pratiques de recherche transformées, enracinées dans la rétrodiction (Larsen-Freeman, 2009), à une dissémination multimodale plus souple pour soutenir ce réalignement
Library clinic services in avoiding transaction in the predatory journal
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Purpose
The purpose of this paper is to share the author’s experience as an academic librarian for innovation services in library clinic of Universitas Sebelas Maret, Indonesia. The emergence of the predatory journals, which have trapped victims, takes the role of the librarian as an information manager through the expertise’s required to become practicing professionals in implementing the knowledge, skills and experience.
Design/methodology/approach
The author draws upon own personal experiences as an academic librarian and presents evidence acquired through observations and conversations. This paper conducts a thorough literature review on how to implement innovation in library clinic services.
Findings
There are many academicians who have not been aware of the existence of predatory journals and many have been stuck into. Through the efforts of the library clinic, innovation will arise the ability to grasp information literacy and apply critical thinking skills.
Originality/value
Education and literacy as a key to the way to avoid mistakes in choosing an online journal. Hopefully, the library clinic services will minimize or avoid academicians to conduct transactions on the predatory journals.
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Mystery as Seen in Edgar Allan Poe’s Short Stories The Fall of The House of Usher, The Tell-Tale Heart, and The Black Cat
No full textEdgar Allan Poe was a famous American poet, short story writer, journalist, and literary
critic who lived in 1809-1849. As the saddest and the strangest figure in American literary history,
he had unique style in expressing his works. Death played a major part in many of his writings. He
blended the sorrow, despair, anger and suffer from loss, as in his short stories The Fall of The
House of Usher, The Tell-Tale Heart and The Black Cat. The death in the three short stories
brings the reader to a mystery. This is interesting to be analyzed. In the three short stories there
are some questions, full of secrets, and have surprise endings. Mystery gives reader uncertainty
about the conclusion of the story. In some stories the reader may guess the conclusion before they
even finish reading them, but when author adds mystery into their masterpieces, the stories
become far more interesting and keeps the reader wondering whether the conclusion of the story
would end like they thought and therefore keeps the reader wanting to read more.
This research is descriptive; it takes form of statements, quotations, and explanations that
found in the short stories. The method of collecting data is through library research. It is only a
study to book references, which are provided in library. After reading and understanding the short
stories, essays, comments and other writing that support the subject matter of the research, the
researcher can analyze the three short stories. The purpose of the research is to reveal the mystery
in Poe’s short stories The Fall of the House of Usher, The Tell-Tale Heart, and The Black Cat.
In order to achieve the purpose, the researcher employs structural approach as the guide step.
In those three short stories discussed in this thesis, Poe creates the appearance of mystery
through idiosyncrasy of his characters. His technique of characterization can be identified with
the creation of uniqueness and strangeness. Point of view, setting, plot, foreshadowing, and
diction support his technique of characterization. Based on the analysis, it is found that those
elements work in unity; inside everything contribute to the effect of mystery. Through those three
short stories, it shows that Poe’s creation are dominated by mystery
Prikazi židovskih likova u povijesti engleske književnosti
No full textFrom the Middle Ages to Victorian era, the image of Jewish characters in English literature was mainly based on social stereotypes. Jewish characters are represented as dehumanised social creatures whose individual, personal traits border on madness and monstrosity. In that way literary fiction, together with the society creates images of the Jews which reveal processes of othering. Chaucer was the first author who used social stereotypes in creation of the villainous Jewish characters in his short story The Prioress’s Tale which was published in his collection The Canterbury Tales. The trend continued in Renaissance. Shakespeare’s character Shylock was one of the most famous Jewish villains in the world of literature. His main characteristics were avarice, slyness, greed and hatred towards Christians. His character was even included in the Nazi propaganda against the Jewish people in World War II. Marlowe’s character Barabas was the same as Shylock. Barabas’s name is important because of the connection with the Bible and the famous Jewish murderer. Victorian era brought the first positive Jewish character, Riah. His characteristics separated him from the other Jewish characters, such as altruism, sincerity and honesty. Riah is the character in the novel Our Mutual Friend, written by Dickens. The same author wrote the novel Oliver Twist. One of the main characters in the novel was Fagin. Fagin was similar to Shakespeare’s Shylock. His doings and relations with other people proved that Jewish stereotypes were actual in the Victorian era as well. A comparative reading of Chaucer’s The Prioress’s Tale and Dickens’s Oliver Twist proved that images of Jewish characters remained the same for five hundred years. The same jobs, actions and behaviour labelled Jewish characters from Middle Ages to Victorian era. Chaucer’s Jewish characters were prototypes for other Jewish characters in English literature including Dickens’s character Fagin, who is considered the most stereotypical Jewish character in the history of English literature.Od srednjeg vijeka do Viktorijanskog doba, prikaz likova Židova u engleskoj književnosti bazirao se na stereotipima. Likovi Židova prikazani su kao dehumanizirana društvena bića čija individualna svojstva graniče s ludosti i monstruoznosti. Na taj način književna fikcija zajedno s društvom stvaraju prikaz Židova koji otkriva procese drugotnosti. Chaucer je bio prvi autor koji je iskoristio društvene stereotipe u stvaranju zločinačkih židovskih likova u svojoj kratkoj priči The Prioress’s Tale koja je objavljena u njegovoj kolekciji The Canterbury Tales. Trend se nastavio u Renesansi. Shakespeareov lik Shylock bio je jedan od najpoznatijih židovskih zlikovaca u književnom svijetu. Njegove glavne karakteristike bile su škrtost, prepredenost, pohlepa i mržnja upućena prema kršćanima. Njegov lik bio je čak dio nacističke propagande protiv Židova u Drugom svjetskom ratu. Baraba, lik kojeg je stvorio Marlowe, bio je poput Shylocka. Barabino ime je bitno zbog poveznice s Biblijom i poznatim židovskim ubojicom. U Viktorijanskom dobu pojavio se prvi pozitivan židovski lik, Riah. Njegove karakteristike bile su suprotne onima koji su imali ostali likovi Židova poput iskrenosti, altruizma i poštenja. Riah je lik iz romana Our Mutual Friend kojeg je napisao Dickens. Isti autor napisao je roman Oliver Twist. Jedan od glavnih likova u romanu bio je Fagin. Fagin je bio sličan Shakespeareovom Shylocku. Njegova djela i odnosi s drugim ljudima dokazala su da su stereotipi o Židovima bili aktualni i u Viktorijanskom dobu. Usporedno čitanje Chaucerove priče The Prioress’s Tale i Dickensovog romana Oliver Twist dokazalo je da su prikazi likova Židova ostali isti kroz petsto godina. Isti poslovi, postupci i ponašanje etiketirali su likove Židova od Srednjeg vijeka do Viktorijanskog doba. Chaucerovi likovi Židova bili su prototipi za ostale likove Židova u engleskoj književnosti uključujući Dickensovog lika Fagina koji se smatra jednim od najstereotipnijih likova Židova u povijesti engleske književnosti
DICKENS'S “JEWISH QUESTION”: PARIAH CAPITALISM AND THE WAY OUT
No full textThe story – we might almost saylegend – of how Dickens came to make the character of Riah inOur Mutual Frienda benign figure and a deliberate revision of Fagin, underworld denizen ofOliver Twist, is well known. In 1860, an Anglo-Jewish couple, J. P. and Eliza Davis, bought Charles Dickens's London home, Tavistock House. Dickens remarked to his personal secretary, William Wills, that he could not recall any “money-making dealings . . . that have been so satisfactory, considerate, and trusting” (Johnson 487). This expression of relief and slight surprise that the sale of his property to a Jewish family was without complication followed on Dickens's suspicion, crudely expressed earlier in the negotiations, that the “Jew Money-Lender” (as he referred to J. P. Davis) would not come through on the deal (Stone 243). But, though the Davises proved surprisingly cooperative in this phase of the transaction as far as Dickens was concerned, Mrs. Davis did ultimately have a complaint to register with the great writer and delivered it politely in a letter three years later. It was not about the house or the terms of purchase but rather about the character of Fagin, created by Dickens in 1837, some twenty-six years earlier. English Jews, she told him, had taken offense at this portrayal of one of their people and believed Dickens had done them a “great wrong” by offering the greedy, thieving, child-corrupting, sausage-eating criminal as representative of their “scattered nation” (Lane 98). Still, she added, while the author lived he might conceivably “justify himself or atone” for this deed. Apparently contrite and unaware of feeling any of the prejudices his portrait of the London fence might convey, Dickens declared in a letter back to Mrs. Davis that he had only “friendly feelings” for the Jews. His contrition did not end there. For the novel he was then beginning to write, Dickens would create a beneficent Jewish character, Riah, friend to the river dredger's daughter, Lizzie Hexam, and her misshapen companion, the dolls’ dressmaker, Jenny Wren. As the late-nineteenth century Anglo-Jewish poet and novelist Amy Levy put it, Dickens “trie[d] to compensate for his having affixed the label ‘Jew’ to one of his bad fairies by creating the good fairy Riah” (Levy 176).</jats:p
Rancang Bangun Sistem Absensi Peserta Magang Di PT Pegadaian Kanwil I Medan Berbasis Web
No full textAttendance is an activity used to measure a person's level of discipline in an organization or company. Currently, several companies or organizations are starting to implement manual work attendance systems inside and outside the office. One example is that the author uses attendance at PT Pegadaian Kanwil I Medan for interns using Google Forms for activities inside and outside the office. This research method uses waterfall, the PHP programming language, and MySQL. The aim of this research is to build an information system for intern attendance at PT Pegadaian Kanwil I Medan effectively and efficiently using a web-based Global Positioning System (GPS). The results of this research can help and make it easier for interns at PT Pegadaian Kanwil I Medan to carry out attendance accurately and provide attendance report data for interns at PT Pegadaian Kanwil I Medan
A Stylistic Forensic Analysis of Mahira’s Suicade Notes
No full textThis research aims to analyze forensic stylistics which depicts a female student who left a suicide note. This research not only focuses on stylistic forensic analysis, but also deals with linguistic elements and their influence on the social environment. This research uses qualitative methods. The focus of stylistic analysis in a forensic context is the understanding and interpretation of language that is difficult to understand. The content of the forensic linguistic text of a student's suicide note is a problem regarding writing that is not appropriate to the context, therefore this research also proposes several main categories of writing, namely writing discrimination, author identification, author characterization, and determination of author intent. Apart from that, the vocabulary used in these notes is not usually spoken by Mahira
