Linguistic Resistance:
in search of localized, creative and critical approaches in English language teaching - Maria Grazia Imperiale presentation at Language and the Art of Resistance. IUG 14 April 2015.
Spoken Discourse Analysis: awareness-raising activities for high-level learnersHannakf
Whether discourse analysis is a phrase which attracts you or scares you off, this session will have something for you. We will look at how we can use discourse analysis activities with learners of B2 level and above. It will include ways of broadening our students’ understanding and use of spoken English through a range of contemporary sources.
Lecture 1st-Introduction to Discourse Analysis._023928.pptxGoogle
Introduction to discourse analysis
What is discourse?
What is discourse Analysis?
Paradigms in linguistics
Cohesion and Coherense
Types of written discourse
Types of spoken discourse
Text and discourse
Scope of discourse analysis
Spoken Discourse Analysis: awareness-raising activities for high-level learnersHannakf
Whether discourse analysis is a phrase which attracts you or scares you off, this session will have something for you. We will look at how we can use discourse analysis activities with learners of B2 level and above. It will include ways of broadening our students’ understanding and use of spoken English through a range of contemporary sources.
Lecture 1st-Introduction to Discourse Analysis._023928.pptxGoogle
Introduction to discourse analysis
What is discourse?
What is discourse Analysis?
Paradigms in linguistics
Cohesion and Coherense
Types of written discourse
Types of spoken discourse
Text and discourse
Scope of discourse analysis
English language teaching- "Sociolinguistic"Rinkal Jani
I m Rinkal jani student of Department of English from MK Bhavnagar University, here i am sharing my presentation on English language teaching and my topic is “Sociolinguistics’ It is a part of my Academic activity.
Paper presented at the First International Conference on Language, Literature and Culture 'The Said and the Unsaid' organised by the University of Vlora, Albania (September 2010). Discusses attitudes and practices regarding English as a Lingua Franca.
English language teaching- "Sociolinguistic"Rinkal Jani
I m Rinkal jani student of Department of English from MK Bhavnagar University, here i am sharing my presentation on English language teaching and my topic is “Sociolinguistics’ It is a part of my Academic activity.
Paper presented at the First International Conference on Language, Literature and Culture 'The Said and the Unsaid' organised by the University of Vlora, Albania (September 2010). Discusses attitudes and practices regarding English as a Lingua Franca.
EXPLORING THE TRANSLINGUAL APPROACH TO ENGLISH AS A FOREIGN LANGUAGE WRITING ...ijejournal
The translingual approach has become an increasingly popular pedagogy in writing education to respond to linguistic diversity in the past decade. It emphasizes nonstandard language varieties and encourages learners to employ all linguistic repertoire. Writing scholars and educators proposed various research from different viewpoints to investigate how the approach can affect writing pedagogy and practice. However, so far, limited attention has been given to the potential influence of translingual writing in China’s classrooms. Exploring the young and fast-growing landscape is necessary, and adapting the translingual approach to the Chinese context. To fill the gap, the purpose of this paper is to present a critical review of the literature investigating translingual writing in China. Hopefully, the paper can facilitate the English as a foreign language (EFL) writing instructors who plan to adopt a translingual approach in China.
As an open social recourse and special language text, linguistic landscape, visibility and salience of languages on public and commercial signs in a given territory or region Landry and Bourhis (1997), and presented on various signs or billboards publicly, can be used as a useful recourse in language learning. Shenzhen, the first Chinese special economic zone, has developed into a fast-growing innovative city. Compared to other cities, Shenzhen has more frequent communications with worldwide visitors. Therefore, its education should be more international and advanced, especially English learning, since English, the most widely used language, is being used in linguistic landscapes increasingly. However, nowadays tedious English learning content and learning methods are unable to meet training requirements of students’ English level in society. Therefore, considering the significance of linguistic landscape in humanities construction and English learning, the government and schools give great importance to the construction of campus linguistic landscape. Through reference to representative research literatures and comparative analysis, this study intends to explore the importance of linguistic landscape in English learning by analyzing differences in campus linguistic landscape between middle schools and universities within Shenzhen from the form and content by introducing the way in which linguistic landscape is presented. And different purposes of its application are introduced in order to understand the application and design of linguistic landscape in different campuses more comprehensively. The research also explores the influence of campus linguistic landscape on students’ English learning, from the perspective of informal environmental penetration, learning material, stirring interest, broadening vocabulary and knowledge and its close relationship with life. This paper adopts the Constructivist learning theory of Piaget (1970). Students establish knowledge about the external world in the process of interaction with the surrounding environment to develop their cognitive structure. This paper concludes that the integration of linguistic landscape can benefit from its educational function to conduct a practice-oriented, teacher-led and student-centered pattern of English learning and improve students’ English learning ability.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Geert Driessen et al. (2005) The Effectiveness of Bilingual School Programs f...Driessen Research
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From Cure to Curse: The Rise and Fall of Bilingual Education Programs in the Netherlands
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482
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Linguistic Resistance - Maria Grazia Imperiale
1. Researching Multilingually at the
Borders of Language, the Body, Law
and the State
Funded by the Arts and Humanities Research Council (UK) through the Translating Cultures Programme
[grant reference AH/L006936/1]
‘Language and Art of Resistance’ Symposium
Islamic University of Gaza, 14th April 2015
Linguistic Resistance:
in search of localized, creative and critical
approaches in English language teaching
Maria Grazia Imperiale
m.imperiale.1@research.gla.ac.uk
(PhD candidate, University of Glasgow)
2. Overview
- ‘The applied linguistics dilemma’ and linguistic
resistance
- Capability Approach (CA) in language education
- Link between CA, Linguistic Resistance and Art of
Resistance in ELT
- Methodology: Critical Participatory Action Research
Teacher training course at IUG: ‘Using Art of
Resistance in English language teaching’.
3. English: natural, neutral, beneficial?
The applied linguistics’ dilemma (Davies)
Studies on language varieties, models, standardization,
World Englishes (ENL,EFL,ESL,EIL,ELF,EGL), teaching
methodologies, language acquisition.
Dilemma: language educators as neutral?
‘just the language’? ‘just teaching’?
(Pennycook)
4. Critical approaches in ELT
Funded by the Arts and Humanities Research Council (UK) through the Translating Cultures Programme
[grant reference AH/L006936/1]
ELT: tool to perpetuate linguistic imperialism and cultural
domination (Pennycook)
(English linguistic imperialism and linguicism, Phillipson)
ELT: cultural practices
-Orientalism in ELT: ‘language produce realities’
(Pennycook) space for the construction of ‘counter-
discourses’
5. Linguistic Resistance
(Canagarajah, 2003)
- Appropriation of English: English as a deterritorialized
language
- Appropriation of teaching pedagogies: classroom as a
space for elaborating ELT resistant pedagogies
- Creative process of pedagogical negotiation
In search of critical, localized
teaching practices for a holistic
pedagogy: shift in teaching
paradigm
10. Conclusions
- Linguistic Resistance: appropriation of both English
language and English language pedagogy.
-Paradigm shift needed: from competency approach to
capability approach
- Art of Resistance in language teaching: contextualized,
creative and critical approaches for ELT in Gaza
- Work in progress: teacher training course on ‘Using Art
of Resistance in ELT’
11. Researching Multilingually at the
Borders of Language, the Body, Law
and the State
Thank you for your attention!
شكرا
Maria Grazia Imperiale
m.imperiale.1@research.gla.ac.uk
(PhD candidate, University of Glasgow)
![Researching Multilingually at the
Borders of Language, the Body, Law
and the State
Funded by the Arts and Humanities Research Council (UK) through the Translating Cultures Programme
[grant reference AH/L006936/1]
‘Language and Art of Resistance’ Symposium
Islamic University of Gaza, 14th April 2015
Linguistic Resistance:
in search of localized, creative and critical
approaches in English language teaching
Maria Grazia Imperiale
m.imperiale.1@research.gla.ac.uk
(PhD candidate, University of Glasgow)](https://image.slidesharecdn.com/gazasymposium1-150416062235-conversion-gate01/85/Linguistic-Resistance-Maria-Grazia-Imperiale-1-320.jpg)
