British Council Teaching English: How and Why of Graded ReadersVictoria Boobyer
Online talk given for British Council. There is a recording of the talk here: https://www.teachingenglish.org.uk/article/victoria-boobyer-a-why-how-graded-readers
British Council Teaching English: How and Why of Graded ReadersVictoria Boobyer
Online talk given for British Council. There is a recording of the talk here: https://www.teachingenglish.org.uk/article/victoria-boobyer-a-why-how-graded-readers
A Close Look at Immigration - Dorie Combs - KRA 2013Dorie Combs
A “Close” look at Immigration: Addressing Literacy Standards for Social Studies. Presented at the KY Reading Association conference, Lexington, KY, October 18,2013.
Dorie Combs, Eastern KY University
Relationship between Creativity and Tolerance of Ambiguity to Understand Metaphorical Polysemy: A Pilot Study
Maha Ounis,
Department of English, Faculty of Letters and Humanities, University of Sfax, Tunisia
This study focuses on lexical ambiguity as polysemous words were proved to hinder meaning understanding. In an attempt to operationalize polysemous words from a cognitive perspective, the researcher deduces that metaphorical polysemy engenders words with basic and peripheral (or metaphorical) senses. Participants were asked to answer Multiple Stimulus Types Ambiguity Tolerance Scale II (MSTAT II). Then, they answered Wallach and Kogan Creativity Test, which revealed a slight positive relationship with MSTAT II. Furthermore, the results show two things. First, there is a positive relationship between creativity and semi-technical vocabulary tests scores. Second, there is a link between creativity level and understanding the prototypical meanings of words. Contrarily, MSTAT II and prototypical meanings tests scores correlation is very weak.
Keywords: Adult Language Learners, Multilingualism, Language Testing, Language Learning, Foreign Languages
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug (Department of English) & Dr. Souhila Benzerroug (Department of French),
Teacher Training College of Bouzareah, Algiers, Algeria
Many scholars argue that language and culture are closely related to each other and hence the teaching of a foreign language cannot take place without the teaching of its corresponding culture which helps promoting language learning and enhancing learners’ motivation and performance (Corbett, J. (2003); (1996); Hinkel, E. (1999); Kramsch, C. (2006)). This being the case, the present study aims at putting emphasis on the importance and significance of integrating culture teaching in foreign language classroom in the Algerian school. It seeks to investigate whether foreign language teachers grant significant value and interest to the foreign language culture. Therefore, a descriptive analysis of the English and French textbooks of the secondary education was carried out to identify and examine the way the cultural dimensions are being dealt with. In addition, a survey was conducted by addressing a questionnaire to a number of secondary school teachers of English and French to investigate to what extent they consider culture teaching in their classroom. The research results revealed that despite the fact that there is a move towards fostering culture teaching, the textbooks still offer few tasks that deal with cultural aspects and teachers are still unfamiliar with the techniques to promote it in the classroom, thus they neglect culture teaching and prefer to focus on other aspects in the class like accuracy, fluency and language skills development. In light of these findings, a number of considerable implications and recommendation are presented to foreign language teachers and language policy decision-makers to stress the importance of integrating culture teaching and adequately implement it in the classroom.
Keywords: Foreign Language, Culture, Teaching, Integrating, Classroom
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Tanzeela Abid & Dr. Habibullah Pathan,
English Language Development Centre, Faculty of Science, Technology and Humanities, Mehran University of Engineering and Technology, Pakistan
This is an exploratory study and qualitative in nature. Unit of exploration is ‘Adult Broca’s Aphasic Patients.’ This paper aims to explore the function and integrity of ‘Speech Therapy’ for adult Broca’s aphasia. Aphasia is the after-effect of brain damage, commonly found in left hemisphere which disrupts language faculty. The present study focuses on ‘Lexical’ aspect of language in which an individual faces trouble in processing of words. In Broca’s aphasia affected individual suffers from diminished capability of speaking/communication. To recover such diminished capabilities, speech therapy is utilized. This study intends to investigate the effectiveness of speech therapy that how speech therapy helps to adult Broca’s aphasia to recover their speaking or conversing skills? Participants of the study are ‘Speech therapists.’ Purposeful sampling, particularly Snowball sampling has been undertaken. Semi-structured interviews have been conducted from five speech therapists, which have been analyzed through thematic analysis under the light of ‘Sketch Model’ given by De ruiter and De beer (2013). The Findings of the study suggest that speech therapy may be proved helpful for Broca’s aphasia to recover their communicating capabilities but it requires much time (minimum 6 months). Moreover, recovery depends upon certain factors such as age, level of disorder and willingness.
Keywords: Broca’s Aphasia, Lexical Deficit, Speech Therapy, Communication, Speaking Skills
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
کتیب الملخصات - المؤتمر الدولي السادس حول القضايا الراهنة للغات، علم اللغة، الترجمة و الأدب
9-10 أكتوبر 2021 ، الأهواز
لمزید من المعلومات، ﯾرﺟﯽ زﯾﺎرة ﻣوﻗﻌﻧﺎ اﻹﻟﮐﺗروﻧﻲ : WWW.LLLD.IR
لا تتردد فی مراسلتنا للاجابة عن ای استفسارات.
اللجنة المنظمة للمؤتمر،
الأهواز / الصندوق البريدی 61335-4619:
الهاتف :32931199-61 (98+)
الفاکس:32931198-61(98+)
النقال و رقم للتواصل عبر الواتس اب : 9165088772(98+)
WWW.LLLD.IR، البريد اﻹﻟﮑﺘﺮوﻧﻲ: info@pahi.ir
Literature and Culture. Strategies to overcome cultural problems in language ...Sabikaa
Using Literature in language classroom. Text selection and Problems while teching literature in language classroom. Impact of culture on literature. Strategies and solutions to overcome problems cultural problems
Webb, mary students’ engagement of reading beyond the word nftej v25 n3 2015William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Psycholinguistics : Discourse Comprehension and Memorytranslatoran
Psycholinguistics
Discourse Comprehension and Memory
Chapter 7 Psychology of Language by David W.Carroll- How we comprehend and remember units of language larger than the sentence—that is, connected discourse. Analyzing the Burden on Memory
situational model
Language Comprehension
Language Production
A Close Look at Immigration - Dorie Combs - KRA 2013Dorie Combs
A “Close” look at Immigration: Addressing Literacy Standards for Social Studies. Presented at the KY Reading Association conference, Lexington, KY, October 18,2013.
Dorie Combs, Eastern KY University
Relationship between Creativity and Tolerance of Ambiguity to Understand Metaphorical Polysemy: A Pilot Study
Maha Ounis,
Department of English, Faculty of Letters and Humanities, University of Sfax, Tunisia
This study focuses on lexical ambiguity as polysemous words were proved to hinder meaning understanding. In an attempt to operationalize polysemous words from a cognitive perspective, the researcher deduces that metaphorical polysemy engenders words with basic and peripheral (or metaphorical) senses. Participants were asked to answer Multiple Stimulus Types Ambiguity Tolerance Scale II (MSTAT II). Then, they answered Wallach and Kogan Creativity Test, which revealed a slight positive relationship with MSTAT II. Furthermore, the results show two things. First, there is a positive relationship between creativity and semi-technical vocabulary tests scores. Second, there is a link between creativity level and understanding the prototypical meanings of words. Contrarily, MSTAT II and prototypical meanings tests scores correlation is very weak.
Keywords: Adult Language Learners, Multilingualism, Language Testing, Language Learning, Foreign Languages
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug (Department of English) & Dr. Souhila Benzerroug (Department of French),
Teacher Training College of Bouzareah, Algiers, Algeria
Many scholars argue that language and culture are closely related to each other and hence the teaching of a foreign language cannot take place without the teaching of its corresponding culture which helps promoting language learning and enhancing learners’ motivation and performance (Corbett, J. (2003); (1996); Hinkel, E. (1999); Kramsch, C. (2006)). This being the case, the present study aims at putting emphasis on the importance and significance of integrating culture teaching in foreign language classroom in the Algerian school. It seeks to investigate whether foreign language teachers grant significant value and interest to the foreign language culture. Therefore, a descriptive analysis of the English and French textbooks of the secondary education was carried out to identify and examine the way the cultural dimensions are being dealt with. In addition, a survey was conducted by addressing a questionnaire to a number of secondary school teachers of English and French to investigate to what extent they consider culture teaching in their classroom. The research results revealed that despite the fact that there is a move towards fostering culture teaching, the textbooks still offer few tasks that deal with cultural aspects and teachers are still unfamiliar with the techniques to promote it in the classroom, thus they neglect culture teaching and prefer to focus on other aspects in the class like accuracy, fluency and language skills development. In light of these findings, a number of considerable implications and recommendation are presented to foreign language teachers and language policy decision-makers to stress the importance of integrating culture teaching and adequately implement it in the classroom.
Keywords: Foreign Language, Culture, Teaching, Integrating, Classroom
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Tanzeela Abid & Dr. Habibullah Pathan,
English Language Development Centre, Faculty of Science, Technology and Humanities, Mehran University of Engineering and Technology, Pakistan
This is an exploratory study and qualitative in nature. Unit of exploration is ‘Adult Broca’s Aphasic Patients.’ This paper aims to explore the function and integrity of ‘Speech Therapy’ for adult Broca’s aphasia. Aphasia is the after-effect of brain damage, commonly found in left hemisphere which disrupts language faculty. The present study focuses on ‘Lexical’ aspect of language in which an individual faces trouble in processing of words. In Broca’s aphasia affected individual suffers from diminished capability of speaking/communication. To recover such diminished capabilities, speech therapy is utilized. This study intends to investigate the effectiveness of speech therapy that how speech therapy helps to adult Broca’s aphasia to recover their speaking or conversing skills? Participants of the study are ‘Speech therapists.’ Purposeful sampling, particularly Snowball sampling has been undertaken. Semi-structured interviews have been conducted from five speech therapists, which have been analyzed through thematic analysis under the light of ‘Sketch Model’ given by De ruiter and De beer (2013). The Findings of the study suggest that speech therapy may be proved helpful for Broca’s aphasia to recover their communicating capabilities but it requires much time (minimum 6 months). Moreover, recovery depends upon certain factors such as age, level of disorder and willingness.
Keywords: Broca’s Aphasia, Lexical Deficit, Speech Therapy, Communication, Speaking Skills
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
کتیب الملخصات - المؤتمر الدولي السادس حول القضايا الراهنة للغات، علم اللغة، الترجمة و الأدب
9-10 أكتوبر 2021 ، الأهواز
لمزید من المعلومات، ﯾرﺟﯽ زﯾﺎرة ﻣوﻗﻌﻧﺎ اﻹﻟﮐﺗروﻧﻲ : WWW.LLLD.IR
لا تتردد فی مراسلتنا للاجابة عن ای استفسارات.
اللجنة المنظمة للمؤتمر،
الأهواز / الصندوق البريدی 61335-4619:
الهاتف :32931199-61 (98+)
الفاکس:32931198-61(98+)
النقال و رقم للتواصل عبر الواتس اب : 9165088772(98+)
WWW.LLLD.IR، البريد اﻹﻟﮑﺘﺮوﻧﻲ: info@pahi.ir
Literature and Culture. Strategies to overcome cultural problems in language ...Sabikaa
Using Literature in language classroom. Text selection and Problems while teching literature in language classroom. Impact of culture on literature. Strategies and solutions to overcome problems cultural problems
Webb, mary students’ engagement of reading beyond the word nftej v25 n3 2015William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Psycholinguistics : Discourse Comprehension and Memorytranslatoran
Psycholinguistics
Discourse Comprehension and Memory
Chapter 7 Psychology of Language by David W.Carroll- How we comprehend and remember units of language larger than the sentence—that is, connected discourse. Analyzing the Burden on Memory
situational model
Language Comprehension
Language Production
Integrating currency, challenge and cultureZahra Mottaghi
Created by: Tahere Pormooz
Sources:
Mishan, F. (2005). Designing authenticity into language (pp. 44-66). Bristol: intellect. (The pedagogical rationale for authentic texts)
Mishan, F. (2005). Designing authenticity into language (pp. 67-94). Bristol: intellect. (Authentic texts and tasks)
68 En glish Journal 103.4 (2014) 68– 75wanted to write a.docxtaishao1
68 En glish Journal 103.4 (2014): 68– 75
wanted to write a darn story/poem/play) never
meant to convey. Some students fall in between—
either trusting teachers to have a reliable method,
or not particularly caring how we do it. While I
don’t mind being thought to possess some magical
second sight, these (mis)perceptions all disturb me
because I care more about students’ mastering the
hows than about any of the whats, more that they
can interpret a text than that they can recall the
literacy motif in The Tempest.
Like most En glish teachers, I often use ap-
prenticeship to build students’ interpretive skills,
using class discussions and modeling to offer “sup-
ported interaction with people [namely, me] who
have already mastered the Discourse” of En glish
studies (Gee, “Literacy” 7). James Paul Gee distin-
guishes apprenticeship from learning, which en-
tails meta- level language and cognition as students
recognize and have language for the knowledge
they are acquiring (“What”). Apprenticeship is ef-
fective in many ways, but it asks students to fake
their way through literary analysis by groping for
the kinds of language and thinking they have heard
from (perceived) genuine literary analysts (e.g., the
teacher and perhaps savvy classmates). This im-
provisation using inadequate materials, which Gee
calls “mushfake,” David Bartholomae calls “invent-
ing the university,” and my students call “fake it ’til
you make it,” goes only so far in developing critical
and analytical reading skills. My students deserve
to be explicitly taught the distinctive practices of
En glish studies in a way that adds learning to ap-
prenticeship by offering meta- level language and
thinking beyond literary terms and the like.
n recent years, professional influ-
ences on all sides have pressed me to
put my students in the driver’s seat,
making them more active in their
own learning, giving them more voice and choice
in their work, and developing skills that will ben-
efit them well beyond my classroom. And I’ve done
pretty well, I think— I’ve increased the emphasis
on research; created flexible, problem- based assign-
ments with multimodal products; improved the bal-
ance between writing and literature. But the better
I felt about how my writing instruction addressed
21st- century skills, the worse I felt about my litera-
ture instruction. My students came to understand
texts and explain the meaning they found there, but I
knew something was missing. The skills they gained
in using textual details to make meaning seemed to
start after that key first step: deciding which textual
elements were notable. I had to admit that most of
the time, I gathered (or pointed the way to) the raw
materials— passages, images, and patterns— and
then my students constructed meaning from them.
But that’s not enough; if I’m committed to teaching
the skills of literary study in addition to the content,
I have to go all the way.
Students’ .
1 - The Love of My Life Discuss how T.C. Boyle uses foreshadowin.docxhoney725342
1 - "The Love of My Life"
Discuss how T.C. Boyle uses foreshadowing (Links to an external site.)to establish the plot of "The Love of My Life".
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2- "Hills Like White Elephants"
In the short story, "Hills Like White Elephants" is the female character (the antagonist) deserving of the intentions of the male character (the protagonist). Explain your answer thoroughtly.
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3 - "A Company of Wolves" -
Using indirect characterization, describe how the girl in "A Company of Wolves" defies the typical characteristics of the female protagonist (Links to an external site.).
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4 - "My Life as an Undocumented Immigrant" -
How does the theme of "My Life as an Undocumented Immigrant" clash with the ideal of the American dream?
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5- "The Storm" -
Take a position for or against Calixta's actions. Argue your position using textual evidence to support your answer.
----------------------------------------------------------------------------------------------------------------------
6 - "The Story of an Hour"
Think about the sequence of events in "The Story of an Hour". Now, discuss the significance and the difference between "Louise" and "Mrs. Mallard"
Surname 1
Students’ Name:
Course:
Professor:
Date:
Straker, John. “International Students participation in higher Education; changing the focus for ‘international student’ to’ participation’.” Journal of Studies in International Education 2016, Vol. 20(4). Web.
In pages 299 to 318, it discusses how individuals have the preconceived idea that international students cannot participate on a similar basis with local students, or attain institutional requirements of full participation, the idea of being branded as international students is what makes them distinct instead of their participation.
The author points out there has been continued literature focusing on the issue of class participation by international students. He states that although this literature is based on why international students may not participate on an equal basis with local students, it has focused on that aspect of ‘international students’ and what makes them distinct instead of focusing on their participation.
The next part of the chapter emphasizes how international students’ differences encourage understanding of their participation in lectures and explains reasons for their poor dialogue. Language barrier is always seen as the main cause of international students’ struggles in studies, in addition to the fact that there is self-criticism by international stu ...
Plagiarism Plagiarism is citing other people’s work .docxrandymartin91030
Plagiarism
Plagiarism is citing other people’s work without accrediting it. In school students often have to do some research in which they should write reports containing references for them to acknowledge where they got the entire information from and whose work it is. A couple of a number of people would think that there is no need for this and thus end up leaving out some vital information in their references. Universities should prevent plagiarism by teaching students’ time management and equipping them with skills on plagiarism in their first few weeks for them to have the culture of giving credit to the works involved, and breaking large assignments into smaller steps.
According to Park (2003), plagiarism is defined the theft of words or ideas, beyond what would normally be regarded as general knowledge. On the other hand, Pennybook (1996) writes, “understanding reasons for appreciation of ones work should be taken into consideration.” He found that in China, though the students did the work to completion, there was much difference between what the students presented and what he expected. He further explains that plagiarism needs to be particularized in other ways; in terms of particular cultural and educational context in which it is being discussed, in terms of the nature of the institution and the particular language in which it is seen to be occurring. This is understood as shared language or knowledge and particular language or knowledge.
Park soldiered on to explain how plagiarism was being practiced by students. It is clearly noted that, the easy way to uncover some plagiarism is collaboration or cooperation between students working together, unattributed use of other people’s writings by undergraduates, Master’s students and PhD students, copying of graduate students’ work by supervisors or other members of academic staff and taking credit in research grant application for work done by someone else. This expounds more on the various forms of plagiarism can be done. Most of them involve the overlooked incidents by students and thus may fall under plagiarized work without their real intention. This is quite tricky.
In order to pass this plagiarism phase and start on giving some original work, several problems especially those facing students need to be studied. According to Pennybook, one of them is involves the expectation of students in giving original work, but also expected to acquire a fixed canon of knowledge and a fixed canon terminology to go with it.
Another problem addressed is related to the power relations between different academics and between academics and their students or research assistants. This involves the senior academics or those in with the highest echelon to put their names at the head of the papers yet they had little if any effort added to it. This problem is evident in both those who are ignorant of plagiarism and those who are not.
.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. The 6th Annual LGBT Film Festival is to be held at 6 PM in Beard Auditorium, Stouffer Hall, Sunday evenings in October (October 4, 11, 18, 25.) Showing of American Violet, Wednesday, September 30, 2009, 7 p.m. in HUB Susquehanna Room Three Rivers TESOL, October 1 due date NNEST Newsletter Call for Manuscript. Due date October 5. See the NNEST IS website for details. Article for JSLW or JEAP: “Dialogic, multivocal writing: Voices from a second language literacy course”: Email Dr. Seloni if interested in working on this. Open a gmail account as we’ll be using googledocsas a writing tool. Send your gmail address to lisyaseloni@gmail.com Announcements
3. Viewing a short segment of WAB Your voices about textual ownership: Reading Blogs and Class Discussion Viewing segments of WAB Key Theoretical Concepts: Plagiarism, textual ownership, authorship, and learning Discussion of Plagiarism (Theo and Wan-Ning) Brainstorming Research topics for your Proposals Agenda
4. WAB– 14:19-17:04 What are your believes about plagiarism and intellectual property? Have your believes changed after this week’s readings? If so, describe how? Citation Practices and International Students
5. One of the charges which is considered as the ultimate violation of academic integrity is plagiarism. According to Bloch, “The integration of previously published written texts into a new text is governed by a set of rules, the violation of which is called plagiarism. I would contend that this definition of plagiarism is qualified in that it has not considered critically the varying perception of plagiarism in different cultures. Obviously, plagiarism is a construct coined in the Western academia which has not reflected the Oriental realities with regard to the production and promotion of knowledge. Zaman says…
6. I would propose that before we consider plagiarism as a crime, we must acknowledge that the development of knowledge is a gradual and consensual phenomenon, which surpasses the special and temporal boundaries to maintain a linear connection between past and present, so the future is sustained. And, of course, students should be allowed to take part in this act of intellectual tradition without being punished at least until plagiarism is clearly defined. The following question merits critical consideration while plagiarism is defined:In some cultures, memorizing written discourses is considered critical to one’s intellectual development; therefore, regurgitating memorized discourses is not considered as a crime in academia at all. When a student of this background comes to an academic culture which considers memorization as plagiarism, who should be in position of compromise—the student or the academia—to ensure his/her academic development? Zaman continues…
7. Pennycook redefines the concept of plagiarism in relationship to text, memory, and learning. Such a reconfiguration of plagiarism allows us, as language teachers, to gain more insights into textual borrowing and language use and creativity. I put them in order because as an EFL language teacher and teacher educator, I can relate and identify with Pennycook’s line of thought. In my teaching context, my students rely heavily on textual borrowing which they employ in their language use (mostly in writing but also in speaking), up to the moment where you can sense a certain “creativity” in their language use. Will they be able to develop ownership over the language, will they “appropriate” the language, to use Vygotsky’s concept, or not. Hayat says…
8. In my university in Japan, it was a habit for some students to submit their course paper by cutting and pasting documents from websites. I think not only students in my university but also ones in any other collage students should have any experience of doing this as Pennycook (1996) reported in the book (Casanave, p.172)In fact, I did plagiarism. When I was a freshman, I joined a summer ESL program in Cambridge, England. Over there, students are allowed to listen to lectures by professors from several fields such as English literature, anthropology, and politics. Each course required students to write "academic paper" at the end of the course. At that time, I had no idea what is APA styles. Even I had never thought of a concept "citation". Asuka admits….
9. "If a person’s identity is defined in terms of things owned, and if words and ideas can be owned as a type of property, then the worst crime for a person to commit in the academic community is the ‘‘identity’’ theft of another’s property since the plagiarist passes up the chance to develop his or her own". (Ouellette, 2008, 256). To my mind, such statements seem to connect between language, identity, and learning and view plagiarism in terms of ethical binaries. Yet, how should we differentiate or draw conceptual framework between plagiarism and common knowledge? Should we, as EFL/ESL writing teachers, consider plagiarism as part of literacy practices that govern identity construction? if so, how and why? Osman successfully cites and says…
10. Plagiarism is more than academic crime. Rooted in political, sociocultural realities Needs to be examined and understood in terms of complex relationships between textual construction, learning and memory (Pennycook) Changing textual practices. How do we define plagiarism in the era of Internet/electronic interactions? Multiliteracies and ownership of texts authorship Plagiarism and textual ownership: Is plagiarism a way of learning?
11. Collaborative writing: Who is the owner of the text? Electronic writing: Blogging, wikipedia, googledocs, Emailing, word-processing Are academic communities “more concerned with excluding new members than with ways of admitting them”? (Giroux) What type of difficulties do electronic texts present with respect to issues such as authorship and intellectual property? Changing writing practices
12. Casanave’s review on audience and plagiarism Pennycook’s intellectually stimulating article on otogenesis of authorship and textual ownership. The relationship between text, memory and learning. Joel Bloch’s article on authorship and intellectual property in the era of Internet. Diane Pecorari’s research University Responses to plagiarism This week’s articles
13. …..levels of Plagiarism? Owl online writing lab, owl.english.purdue.edu/handouts/r esearch/r_plagiar.html
15. Move away from simplistic categorization and stereotypes such as “It’s culturally accepted to plagiarize in Asia” As Pennycook stated, cross-cultural communication is a site of struggle and contestation. The notion of plagiarism is needed to be understood within the particular context of its development as well as relative to alternative cultural practices. Classroom Practices
16. Refrain from cultural stereotyping and cultural derogation when it comes to teaching L2 students rules and conventions in English academic writing—moving away from oversimplifications Try to understand students’ positions on text, memorization and learning before accusing them of any academic crime such as the act of “deliberate” plagiarism. Pecorari (2001), " inadvertent plagiarism must be treated not as a crime but as an opportunity to educate students" (p.174) Classroom Practices
17. Remember that some students might not have a full understanding of plagiarism as it is defined in US context. It is crucial to engage students into a dialogue about plagiarism and textual ownership.
18. I remember writing down phrases, words, sentences, and paragraphs I admired in order to improve my English (German or French). When learning a language, I do not really care about plagiarism. I learn patterns, words and phrases in context. I admit that the next step would be to use those phrases and grammar patterns in a different context, but it all starts with somebody's text. Therefore, the more you learn, the more influences you have from different authors (or maybe just few, depending on student's and teacher's preferences). In the end, once you are proficient in language, you might not even remember where you got ideas and phrases from. In Bakhtin's terms, you have appropriated them; in Western terms, you plagiarize them. I learned English by repeating, memorizing, and appropriating. Or plagiarizing? To quote one of the students, "Perhaps, plagiarism is a way of learning" (Pennycoook, 1996, p.225). Alyona says…
19. It is important to understand authorship, authority and plagiarism as located not within some objective describable system of textual relations but rather in a historically established system for the distribution of social power and privilege” (Scollon, 1995, p, 25 cited in Pennycook, 1996, p. 227) Final words…
21. Blogging about your research topic. Respond to at least one classmate’s research topic. Schedule an appointment to see me next week about your individual topics. Readings. Blogging on readings. Assignments
Editor's Notes
Textual ownership and plagiarism issues are some of the thorniest and murkiest issues in academic discourse ...I guess the articles that we read for this week indicates that we now need to see this issue in the realm of academic literacy instead of academic crime…..there is a common discourse in western context that puts a heavy emphasis on creativity and originality...the act of plagiarism might vary from a mere symptom of careless work and study habits to deliberate strategies ..as teacher educators who are committed to equal education, we need to look at the complexities that lie beneath the surface concept of plagiarism. Students come to our classrooms with varying cultural backgrounds, constructs of texts and different approcahes of learning. It is OUR responsibilility to examine their beliefs and tailor our pedagogical choices…Borrowing strategies might be an act of learning in a second language context…as pennycook said some students see this as an unappreciated approach to learning or as an ACT OF RESISTENCE….The readings for this week, complicate the picture of plagiarism as simple accusation of academic crime… it is not as clear cut as it is defined in many University manuals….not a black or white issue….Some issues of plagiarism goes directly hand in hand in many second language writing issues, the role of memorization and language learning. The problem we face today is really that educators tend to see this as a clearly definable practice…