This document summarizes Maria Grazia Imperiale's research exploring language education in Gaza. The research aims to co-construct a framework for language education in contexts of occupation, focusing on the goals and capabilities of education in Gaza. Through an online action research course with English teachers, the research found that education provides hope and cultural resistance during times of conflict. It also highlighted how Gazan teachers and students use education to challenge hardship and plant hope despite difficult circumstances.
Strategies for engaging all students in writing. Grades 4-6. Focus on pre-writing, co-creating criteria, developing goals, enabling all to write and write as thinkers. Delivered in Toronto, Feb., 2010.
Slideshow of Preschool 2013-2014 year-art curriculum and career curriculum. Child Care and Child Development worked hard to make this a successful program this year.
IF THE TEACHER WANTS TO CREATE A GOOD COMMUNICATIVE CONTEXT WHERE STUDENTS CAN INTERACT IN ENGLISH, HE/SHE NEEDS TO TAKE ADVANTAGE OF THE DRAMAS OR ROLE PLAYS.
This presentation is about adjectives with focus on Limiting and descriptive adjectives. I made this presentation for Fourth grade or grade 4. This will help the students in identifying limiting adjectives in sentences and will also help the students distinguish limiting from descriptive adjectives.
IATEFL YLTSIG Showcase 2018: PALM, an interactive platform for language learn...claudiamewald
This presentation given at the IATEFL conference in Brighton provides information about the interactive platform PALM, developed in the context of an ERASMUS+ project. It provides authentic texts and tasks in eight languages.
Cross-cultural research at the borders of language, the body, law and the sta...RMBorders
Presentation by Prue Holmes from Durham University (with Jane Andrews, The University of the West of England, Mariam Attia, Durham University and Richard Fay, The University of Manchester) at the Centre of Applied Cross-cultural Research of the Victoria University of Wellington, 26 July 2016
Strategies for engaging all students in writing. Grades 4-6. Focus on pre-writing, co-creating criteria, developing goals, enabling all to write and write as thinkers. Delivered in Toronto, Feb., 2010.
Slideshow of Preschool 2013-2014 year-art curriculum and career curriculum. Child Care and Child Development worked hard to make this a successful program this year.
IF THE TEACHER WANTS TO CREATE A GOOD COMMUNICATIVE CONTEXT WHERE STUDENTS CAN INTERACT IN ENGLISH, HE/SHE NEEDS TO TAKE ADVANTAGE OF THE DRAMAS OR ROLE PLAYS.
This presentation is about adjectives with focus on Limiting and descriptive adjectives. I made this presentation for Fourth grade or grade 4. This will help the students in identifying limiting adjectives in sentences and will also help the students distinguish limiting from descriptive adjectives.
IATEFL YLTSIG Showcase 2018: PALM, an interactive platform for language learn...claudiamewald
This presentation given at the IATEFL conference in Brighton provides information about the interactive platform PALM, developed in the context of an ERASMUS+ project. It provides authentic texts and tasks in eight languages.
Cross-cultural research at the borders of language, the body, law and the sta...RMBorders
Presentation by Prue Holmes from Durham University (with Jane Andrews, The University of the West of England, Mariam Attia, Durham University and Richard Fay, The University of Manchester) at the Centre of Applied Cross-cultural Research of the Victoria University of Wellington, 26 July 2016
'What does it mean to be language in today's world?', A Human Ecological Per...RMBorders
Presentation by Alison Phipps (University of Glasgow), presented at the Researching Multilingually at Borders symposium, 10 June 2015, Brussels, Université Libre de Bruxelles
“Giving space” and “taking place”: Adult immigrant students’ and their teache...RMBorders
Presentation by George Androulakis, Roula Kitsiou and Sofia Tsioli at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
GO BACK TO TEACHING BASIC WRITING SKILLSLexington Herald-L.docxbudbarber38650
GO BACK TO TEACHING BASIC WRITING SKILLS
Lexington Herald-Leader (KY) - Monday, January 23, 2006
Author: Donna Slone
My greatest fear in grades seven through 12 in the 1960s was that my English teacher would make good on her daily threats.
"I'm going to pinch your ears off and pitch you out the window," she shrieked whenever she caught a student daydreaming or unprepared.
Irene Slusher struck fear into the hearts of every student who entered her classroom on the second floor of Jackson City School in Breathitt County.
And we all had to enter.
Mrs. Slusher taught English to everyone at the school. I was one of 18 in the 1968 graduating class.
From her, we learned the parts of speech and the rules of punctuation. We never ended a sentence with a preposition. We learned to diagram sentences, and we
memorized and recited poems. We didn't dare turn in an assignment without first editing it for grammatical errors.
We took Mrs. Slusher seriously.
Now, as a college English instructor, I find myself wanting to pinch off a few ears. It is not that I dislike my students; quite the opposite is true.
The people I want to pitch out the window are the teachers and administrators who allowed these students to slip through high school without basic reading and writing
skills.
About 54 percent of college freshmen require remedial education in English, reading and/or math before they can take college-level courses that count toward graduation.
The problem is not race or economics. I have taught students of many ethnic and economic backgrounds. The problem is not confined to large, inner-city schools. This fall,
a few of my remedial students came from Chicago, Detroit and Miami. Some had graduated from public schools in Louisville. Others came from Franklin, Fayette and other
Central Kentucky counties.
They all lacked basic writing skills. They all told the same story: Their teachers didn't "count off" for errors in grammar and mechanics and didn't teach the parts of speech
in junior and senior high school. While some of the students' remarks might be taken with a grain of salt, their poor skills speak for themselves.
The students' most common errors are sentence fragments and run-on sentences. A student must recognize a subject and a verb before he can tell whether he has a
complete sentence. Too many students cannot, which makes instruction in English classes as understandable as a foreign language.
It is true that some students who need remedial courses slacked off in high school, but some received A's and B's in Advanced Placement English and still do not recognize
the parts of speech. Some, when they receive D's on their first college essays, decide college is too difficult.
College is not for everyone, but at open-admissions schools, we try to give those who want to attend every chance to succeed. As a result, we must first back up and
teach basic skills, before we can teach the advanced skills in rhetoric that students should be learning .
Linguistic Resistance - Maria Grazia ImperialeRMBorders
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.
Establishing connections: online teacher training in the Gaza StripRMBorders
Presentation by Giovanna Fassetta (University of Glasgow), Maria Grazia Imperiale (University of Glasgow) and Nazmi Al-Masri (Islamic University Gaza) at the UNESCO Mobile Learning Week in Paris 20/24 March 2017
From fluency to linguistic incompetence: Humble reflections on multilingual r...RMBorders
Lecture by Prof Alison Phipps (University of Glasgow) as 2016 Visiting EU Thinker in Residence for the Hawke EU Centre for Mobilities, Migrations and Cultural Transformations, UniSA City West Campus, Adelaide, 14 November 2016
‘We Refugees’: Hardening and Softening of Borders of Everyday LifeRMBorders
Lecture by Alison Phipps (University of Glasgow) at the Global Tipping Points and the Role of Research: European Union and Asia-Pacific Migration Summit, UniSA, Hawke EU Centre, Adelaide, 1-2 November 2016
Recent Refugee Flows in Europe: Challenge and ResponsesRMBorders
Public lecture by Prof Alison Phipps (UNESCO Chair for Refugee Integration through Languages and the Arts, University of Glasgow) at the Political Science and International Relations Programme of Victoria University of Wellington, in association with the European Union Centres Network and the University of South Australia, 7 November 2016
At Home and Exiled in Language Studies: Interdisciplinarity, intersectionalit...RMBorders
Phipps. A. (University of Glasgow), At Home and Exiled in Language Studies: Interdisciplinarity, intersectionality and interculturality. Presentation at the Language, Communities and Moving Borders: Theories and Methodologies symposium, hosted by Birkbeck, University of London and the Institute of Modern Language Research, School of Advanced Study, University of London, June 29, 2017. With funding support from AHRC ‘Translating Cultures’ and ‘Open World Research Initiative’ projects.
“Coming clean” about researching multilingually – learning from different dis...RMBorders
Andrews, J. (University of the West of England), Fay, R. (University of Manchester), Holmes, P. and Attia, M. (both Durham University), “Coming clean” about researching multilingually – learning from different disciplines. Paper presented at the 2nd AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State Symposium, 15th – 17th October 2014, Durham University.
Cultures of practitioner research: extending Exploratory Practice from langua...RMBorders
Fay, R. and Dawson, S. (University of Manchester), Cultures of practitioner research: extending Exploratory Practice from language education to researching multilingually collaboration. Paper presented at CultNet 2015, 17th-19th April, 2015, Durham University.
“They thought they heard somebody who had risen from their grave”: stories of...RMBorders
Davcheva, L. and Fay, R. (University of Manchester), “They thought they heard somebody who had risen from their grave”: stories of multilingual, collaborative, narrative research into Ladino and intercultural identity. Paper presented as LANTERN Lunch-time Talk No. 4 at the Manchester Institute of Education, March 4th, 2016.
Researching multilingually exploring emerging linguistic practices in migrant...RMBorders
Presentation by Andrews, J. (University of the West of England), Pöyhönen, S. (University of Jyväskäla), Fay, R. (University of Manchester) and Tarnanen, M. (University of Jyväskäla), Researching Multilingually – exploring emergent linguistic practices in migrant contexts. Paper presented at the 2nd International Conference on the Sociolinguistics of Immigration (Slimig2016), Rapallo (Genova) Italy, September 22nd-23rd, 2016.
Teacher education as intercultural practice: narratives of Spanish-medium pra...RMBorders
Gomez Parra, M. E. (Universidad de Córdoba) and Fay, R. (University of Manchester), Teacher education as intercultural practice: narratives of Spanish-medium practicum experiences in the refugee camps of Western Sahara. Paper presented at the 12th ELIA Conference ELIA XII, hosted by the University of Seville, Spain, 1st – 3rd July, 2015.
Living intercultural lives: Identity performance and zones of interculturality. RMBorders
Davcheva, L. (University of Sofia) and Fay, R. (University of Manchester), Living intercultural lives: Identity performance and zones of interculturality. Paper presented at the Cultural Horizons: Identities, Relationships and Languages in Migration conference, Cagliari (Sardinia/Italy), September 25th – 27th, 2015.
Living intercultural lives: identity performance and zones of interculturality.RMBorders
Davcheva, L. (University of Sofia) and Fay, R. (University of Manchester) (2015, November). Living intercultural lives: identity performance and zones of interculturality. Guest Lecture given at Sofia University, Bulgaria, November 9th, 2015.
Revisiting linguistic preparation: Some new directions arising from researchi...RMBorders
Fay, R. (University of Manchester), Andrews, J. (University of the West of England), Holmes, P. and Attia, M. (Durham University), Revisiting linguistic preparation: Some new directions arising from researching multilingually. Paper presented at the 48th Annual Meeting of the British Association for Applied Linguistics (BAAL), hosted by Aston University, September 3rd – 5th, 2015.
Global Mental Health: the importance of contextual sensitivity and appropriat...RMBorders
White, R. (University of Liverpool), Fay, R. (University of Manchester), Kasujja, R. (Makerere University) and Okalo, P. (2015). Global Mental Health: the importance of contextual sensitivity and appropriate methodologies. Paper presented at MAGic 2015 ‘Anthropology and Global Health: interrogating theory, policy and practice’, 9th-11th September, 2015, Sussex University, UK.
The role of the arts in researching multilingually at the borders of language...RMBorders
Fay, R. (University of Manchester), The role of the arts in researching multilingually at the borders of language, the body, law and the state. Paper presented at the Language Research, Performance and the Creative Arts scoping event, hosted by the University of Leeds, October 16th, 2015.
What does it mean to be (en)languaged in a world of vulnerability, discrimina...RMBorders
Fay, R. (University of Manchester), What does it mean to be (en)languaged in a world of vulnerability, discrimination, inequity and pain? Researching multilingually ay the borders of language, the body, law and the state. Paper presented at the Research Matters seminar series, hosted by the Manchester Institute of Education at The University of Manchester, October 28th, 2015.
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Holmes, P. (Durham University), Fay, R. (University of Manchester), Andrews, J. (University of the West of England) and Attia, M. (Durham University), Revisiting a framework for Researching Multilingually: Contributions from critical theory, intercultural relations, ethics, and the creative arts. Presentation as part of the AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State symposium, Bucharest, Romania, November 3rd – 6th, 2015.
RM-ly work in progress: some current whats and hows from our interdisciplinar...RMBorders
Fay, R. (University of Manchester), Andrews, J. (University of the West of England), Holmes, P. and Attia, M. (Durham University), RM-ly work in progress: some current whats and hows from our interdisciplinary, collaborative work to date. Presentation as part of the AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State symposium, Bucharest, Romania, November 3rd – 6th, 2015.
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Holmes, P. (Durham University), Fay, R. (University of Manchester), Attia, M. (Durham University) and Andrews, J. (University of the West of England), Researching multilingually and interculturally. Paper presented at the 19th CultNet, hosted by Durham University, April 21st-23rd, 2016.
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Huang, Z.M., Fay, R. (University of Manchester) and White, R. (University of Liverpool), The Knowledge Landscape of 念(niàn)/mindfulness: Intercultural Ethics for Transcreation. Paper presented at the 19th CultNet, hosted by Durham University, April 21st-23rd, 2016.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. Researching Multilingually at the Borders of
Language, the Body, Law and the State
CESE, University of Glasgow, 1st June 2016
Funded by the Arts and Humanities Research Council (UK) through the Translating Cultures Programme
[grant reference AH/L006936/1]
Gaza teaches back
Maria Grazia Imperiale
m.imperiale.1@research.gla.ac.uk
(PhD researcher, School of Education, University of Glasgow)
2. Overview
- Research context
- Research aim & questions
- Methodology
- From Glasgow to Gaza
- Education under pain and pressure
- Education as the practice of freedom: hope and
cultural resistance
3. Research context
- Post-colonial studies:
Orientalism and the Question of Palestine (Said, Khalidi)
- Critical applied linguistics:
language resistance; appropriation of English and of English
pedagogy as a creation of counter-narratives (Canagarajah,
Pennycook, Holliday, Phillipson)
- Capability approach (Sen, Nussbaum)
Capability approach in language education (Crosbie)
- Critical pedagogy (Freire, hooks)
4. Research questions/aim
Funded by the Arts and Humanities Research Council (UK) through the Translating Cultures Programme
[grant reference AH/L006936/1]
To explore how a grounded framework can be co-constructed
for language education in contexts of occupation, pain and
pressure.
Auxiliary questions (?):
1) What are the goals and values of foreign language education in
the context of occupation of the Gaza Strip, Palestine?
2) Which capabilities for language education in context of
occupation can be identified? How can they be nurtured?
3) How does the context of siege influence the teaching-learning
process?
4) How can ‘Art of Resistance’ be used in English language
teaching as a localized, creative, and critical approach to language
education?
5. Methodology
- (Online) Critical Participatory Action Research: a
practice changing practice and changing practice
architectures (Kemmis and McTaggart, 2014)
- Online Teacher Training Course: ‘Using the Art of
Resistance in English language teaching’, 8 workshops
with 13 graduated pre-service English teachers from
the Islamic University of Gaza
6. From Glasgow to Gaza
The main challenge was
the connection; when it
broke down, it made us
frustrated and unable
to communicate which
waste time.
7. Other challenges:
faces, spaces
I think that Skype was a good tool during the
lesson because i felt that Grazia with us as a
real teacher we can see and hear her. I felt that
she is standing between us and she knew all of
us and call every girl with its name
(A., evaluation form)
8. Education under pain and pressure:
lifesaving
After several wars on Gaza, students were
about to lose their hopes or smile […] teachers
can simply ask their students to talk about
their own experiences, for example to let them
talk about their family loss as a result of the
wars. (Y. essay)
Engaged pedagogy
(hooks)
Loss as inseparable
from what remains
(Milner)
Photo credit: Gift from S.A.
9. “Be Happy”
Be happy
While we were answering our first final exam in 2008,
Frightening bombs have started, and begun a terrible fate.
Everyone thought of the other, but in this fog, how they can see
Some of the students fainted and others set on their knees
Some went to their homes running
To reach their families, they thought hopefully
We did not know where to go
It was all of a sudden
We did not know what to do
All of us were frightened
How come the children face all these problems?
No one in the world can stand all these bombings!
What mood left for us to feel? What is our expression?
What would it be rather than sadness and depression.
S.A.
[Pause].
S: so for homework you will
write a poem about your
feelings during the war..
F: Ok, Miss.. But which war?
[laugh]
S: [laugh] Oh Any! You can
choose, 2008, 2012, 2014…
[Laugh]
F: [laugh] Ok, I take 2012!
M: No.. I wanted 2012. [giggle]
10. Values and goals of
(Language) Education
So, in Gaza, everything is different, even the
definition of the term ‘success’ is unique.
According to the Gazan dictionary, Success
can be defined as planting seeds in a sterile
tree, then it could bring ripe fruits. Success
means to plant hope in a land of despair and
frustration.
(A.W., written assignment).
Critical Hope (Freire)
Photo credit: Gift from A.Y.
Beyond competences and
skills (Barnett)
11. Education as the practice of freedom:
hope and cultural resistance
We resisted the occupation by starting
the course and completing it, even
though you were not able to reach
Gaza because of the siege the
occupation imposing. (Y., evaluation
form)
The course has been the gate of
liberty and freedom in a peaceful
path. It has been the outstanding
real course that broke the borders
and obstacles.
(N., evaluation form)
12. Conclusions:
who teaches what to whom?
“Gaza teaches back”
Teachers should teach their students that they should use their hard circumstances
and the suffering as a challenge instead of playing the role of being a victim.
Yes all the Palestinians are victims especially young children but we should not give
up; we must challenge the hardship we live. Teachers should remind their students
that yes we have electricity cuts that sometimes exceed 12 hours a day; yet the light
of the candles is enough to sit the whole night on your desk just to finish your
assignments.
They also should remind that hundreds of children lost their moms and dads in the
last war; yet they are going on in their lives, they study, work hard, and get the
highest marks.
In this regard, I would like to quote Ziadah’s wonderful lines from her poem ‘We
teach life, sir’
“We teach life, sir, we Palestinians teach life after they occupied the last sky. We
teach life after they have built their settlements and Apartheid walls; after the skies
we teach life, Sir.” (Y., reflective journal)
13. 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 researcher, University of Glasgow)
![Researching Multilingually at the Borders of
Language, the Body, Law and the State
CESE, University of Glasgow, 1st June 2016
Funded by the Arts and Humanities Research Council (UK) through the Translating Cultures Programme
[grant reference AH/L006936/1]
Gaza teaches back
Maria Grazia Imperiale
m.imperiale.1@research.gla.ac.uk
(PhD researcher, School of Education, University of Glasgow)](https://image.slidesharecdn.com/cese-160622155117/85/Gaza-Teaches-Back-1-320.jpg)
