This paper investigated students’ attitudes and motivation towards learning literature in English in three government secondary schools in Zanzibar (one in urban and two in rural areas). The study had a sample of 96 people; 45 boys, 45 girls, and 6 teachers who were teaching literature in English at the selected schools. They were selected through purposive sampling technique. Mixed method was used. Data were collected through interview, observation, and questionnaires. Predictable variables were number of teachers teaching the subject and their qualifications, learning environment, teaching and learning materials, and students’ attitudes and motivation towards learning the subject. Findings revealed that there was shortage of teachers teaching the subject, and some of them were not trained. Students had positive attitudes and motivation towards learning the subject because it was a source of information not only from their own society but also from the world at large. Additionally, literature in English was found a means of entertainment as well as educating the students. However, students’ positive attitudes and motivation towards learning the subject were hindered by unfavourable conditions such as shortage of literature books, difficult English vocabularies, large class sizes, limited time to read suggested literature books, poor teaching methods, and teachers themselves. As a result the study suggests the provision of appropriate and adequate reading materials to all secondary schools, expose teachers to more training so as to be more knowledgeable about various suitable methods of teaching the subject, and improve classroom learning environment.
This paper investigated students’ attitudes and motivation towards learning literature in English in three government secondary schools in Zanzibar (one in urban and two in rural areas). The study had a sample of 96 people; 45 boys, 45 girls, and 6 teachers who were teaching literature in English at the selected schools. They were selected through purposive sampling technique. Mixed method was used. Data were collected through interview, observation, and questionnaires. Predictable variables were number of teachers teaching the subject and their qualifications, learning environment, teaching and learning materials, and students’ attitudes and motivation towards learning the subject. Findings revealed that there was shortage of teachers teaching the subject, and some of them were not trained. Students had positive attitudes and motivation towards learning the subject because it was a source of information not only from their own society but also from the world at large. Additionally, literature in English was found a means of entertainment as well as educating the students. However, students’ positive attitudes and motivation towards learning the subject were hindered by unfavourable conditions such as shortage of literature books, difficult English vocabularies, large class sizes, limited time to read suggested literature books, poor teaching methods, and teachers themselves. As a result the study suggests the provision of appropriate and adequate reading materials to all secondary schools, expose teachers to more training so as to be more knowledgeable about various suitable methods of teaching the subject, and improve classroom learning environment.
Translanguaging in self-access language advising: Informing language policy
Presenters: John Adamson and Naoki Fujimoto-Adamson, University of Niigata Prefecture, Japan
This presentation investigates talk between language advisors and students in a university self access learning center in Japan and how it informs language policy in the center. Its initial ‘English-only’ language policy has shifted to one in which “translanguaging” (Creese & Blackledge, 2010, p. 105) between Japanese and English now predominates in advisory sessions. Qualitative data from advisory sessions, mentor interviews and student questionnaires reveal that translanguaging encourages “local, pragmatic coping tactics” (Lin, 2005, p. 46) and that the mentors’ strategic code-switching presents them as plurilingual “near peer role models” (Murphey, 1996) among students. Despite these positive findings, data also reveals that some students want mentors to enforce monolingual language rules, and others may feel “guilt” (Setati et al, 2002, p.147) when using Japanese. Conclusions imply that the translanguaging of self-access center advisory sessions is helping to create a valid alternative to the ‘English only’ policy commonly seen in classrooms.
English language as a Medium of Instruction Inside the Classroom: Perception ...Marvin Ramirez
This is a research paper for our English 34 which discusses the perception of selected first year college students about the English Language as a medium of classroom instruction.
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)Gillian Lord
Language educators are eager to transform their teaching by embracing new technologies, be they digital tools, Web-based resources, or ancillaries that accompany textbook packages. While there is no doubt that digital materials facilitate opportunities for exposing learners to authentic language and structuring interaction at a distance, many wonder when and how these technologies will cease to be add-ons begin to serve a more integrative function in transforming language teaching and learning.
In this session we propose that the paper-based textbook has outlived its usefulness in today’s world, logistically and pedagogically. We focus on two aspects of the future paperless classroom: what students do on their own time and how; and what can be done during class time and how. Specific examples are provided from an existing digital learning environment and a project in development in Spanish, but the theoretical and practical principles are applicable to any language and level.
Translanguaging in self-access language advising: Informing language policy
Presenters: John Adamson and Naoki Fujimoto-Adamson, University of Niigata Prefecture, Japan
This presentation investigates talk between language advisors and students in a university self access learning center in Japan and how it informs language policy in the center. Its initial ‘English-only’ language policy has shifted to one in which “translanguaging” (Creese & Blackledge, 2010, p. 105) between Japanese and English now predominates in advisory sessions. Qualitative data from advisory sessions, mentor interviews and student questionnaires reveal that translanguaging encourages “local, pragmatic coping tactics” (Lin, 2005, p. 46) and that the mentors’ strategic code-switching presents them as plurilingual “near peer role models” (Murphey, 1996) among students. Despite these positive findings, data also reveals that some students want mentors to enforce monolingual language rules, and others may feel “guilt” (Setati et al, 2002, p.147) when using Japanese. Conclusions imply that the translanguaging of self-access center advisory sessions is helping to create a valid alternative to the ‘English only’ policy commonly seen in classrooms.
English language as a Medium of Instruction Inside the Classroom: Perception ...Marvin Ramirez
This is a research paper for our English 34 which discusses the perception of selected first year college students about the English Language as a medium of classroom instruction.
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)Gillian Lord
Language educators are eager to transform their teaching by embracing new technologies, be they digital tools, Web-based resources, or ancillaries that accompany textbook packages. While there is no doubt that digital materials facilitate opportunities for exposing learners to authentic language and structuring interaction at a distance, many wonder when and how these technologies will cease to be add-ons begin to serve a more integrative function in transforming language teaching and learning.
In this session we propose that the paper-based textbook has outlived its usefulness in today’s world, logistically and pedagogically. We focus on two aspects of the future paperless classroom: what students do on their own time and how; and what can be done during class time and how. Specific examples are provided from an existing digital learning environment and a project in development in Spanish, but the theoretical and practical principles are applicable to any language and level.
Атестація – основна форма державного контролю, спрямована на визначення ефективності роботи загальноосвітнього навчального закладу відповідно до результативності навчально-виховного процесу, аналізу потенційних можливостей навчального закладу та ступеня їх реалізації.
16 листопада 2015 року розпочалася атестація Судилківської ЗОШ І-ІІІ ступенів змістовною презентацією, яка всебічно охарактеризувала роботу школи у попередній атестаційний період. Під час атестації навчального закладу працюватиме експертна комісія, яка зробить оцінку та всебічний аналіз якісних та кількісних показників роботи школи.
Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018Kurt Kohn
The evolution of research on English as a lingua franca (ELF) is characterized by three major paradigm shifts from ‘variety’ to ‘communicative use’ to ‘translanguaging practice’. These shifts are accompanied by pedagogical suggestions for ELT, which all have in common that they are generally met with suspicion and resistance from ELT professionals (e.g. “Do you want me to teach incorrect English?”). In my talk I will address this conflict between ELT and ELF with the aim of reconciliation. From the perspective of a social constructivist understanding of language learning and communication, special attention will be given to a reconceptualization of Communicative Language Teaching focusing on three issues: a creatively open pedagogical orientation towards Standard (Native Speaker) English, speaker satisfaction as an endonormative criterion of communicative success, and implementation of English (or any other target language) as a pedagogical lingua franca. Results from pedagogical research projects in the European secondary school context will be used to discuss the pedagogical potential of telecollaboration for involving learners of English in authentic intercultural communication and thereby helping them to develop an emancipated non-native speaker identity and thus to become speakers of English.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. Literacy practices and construction of identities in schools: Perspectives of migrant pupils Sari Pöyhönen University of Jyväskylä Centre for Applied Language Studies, Finland [email_address]
Migration processes in the past decades have fundamentally changed Finnish schools into becoming multilingual and multicultural. This holds challenges to schools and especially teachers in understanding different values, interests and literacy practices of pupils who do not only represent diverse national, ethnic and linguistic groups but also heterogeneous subcultures and communities of practice (Wenger 1998; Barton & Hamilton 2000). Schools as institutions have the power to categorise social identities. These categories are inscribed in cultural models of schooling and transmitted through teachers’ interactions with pupils, but also through, e.g., curriculum and materials design (Hawkins 2005, 79). As Hull and Schultz put it, it will be even more crucial for teachers to be able to acknowledge and support pupils’ identity work and negotiate the boundaries between school and out-of-school literacies in offering access to varieties of languages, speech genres and literacy practices (Hull & Schultz 2002). This talk is based on a study that examines immigrant pupils’ literacy practices and construction of identity in schools and out-of-school contexts. I will focus on the literacy practices immigrant pupils are socialized in Finnish as a second language classroom, and their possibilities to construct and manifest multilingual and multicultural identities in the school settings. If school is not able to offer immigrant pupils enough knowledge and skills to function in a society, learning of those skills is left to the responsibility of the pupils and their communities. In order to become members of Finnish society immigrant pupils usually have to change literacy practices that they have learned at home (Blackledge 2000), which can lead to assimilation of the mainstream culture. There is also a risk of displacement and inequality (Warschauer 2003).
English has become an important language in Finland especially during the past few decades. Nowadays, there are, in Finnish society, areas of language use in which English is used even tough people could use their mother tongue. Thus, unlike many other new minority languages, the increased use of English is not caused by an increase in English-speaking immigrants (in the end of 2006 English was spoken as the mother tongue by approximately 9600 persons); instead, English is the everyday language of many Finns.
Capital region: 8 % of all pupils Turku & Tampere (and other big cities outside Capital region): 3-7 % Other parts of Finland: less than 2 % The objective of immigrant education is to provide people moving to Finland with opportunities to function as equal members of Finnish society and guarantee immigrants the same educational opportunities as other citizens. (National Board of Education http://www.oph.fi/english/education/language_and_cultural_minorities/education_for_immigrants
Literacy practices are not observable units of behaviour since they also involve values, attitudes, feelings and social relationships (Barton & Hamilton 1998). Reading, writing and talking about texts are all social practices (Barton & Hamilton 1998: Street 2000; Pitkänen-Huhta 2003) that define individual’s identity. In other words, language and literacy practices work as symbolic resources in negotiating the identity (Martin-Jones 2000, 153). Through participation in different literacy practices individuals define their identities, manifest their membership to groups, and ownership and authorship to texts (Gee 1990; Cope & Kalantzis 2000; MacCleod 2004; Bartlett 2005). Thus, literacy practices are situated into social and cultural acts of identity (Ivanič 1998; Lankshear 1997). What kind of texts & practices are valued? What texts are neglected? Miten arvot näkyvät tekstivalintojen lisäksi arviointi- ja palautekäytänteissä, työtavoissa ja pedagogisessa kulttuurissa (opettajan ja oppilaan roolit, oppimiskäsitys jne.)? Miten tekstikäytänteet liittyvät käyttäjiensä identiteettityöhön; erilaisiin lukija- ja kirjoittajapositioihin?
The notions of language and identity are discussed in this talk and in my study in the framework of the dialogical philosophy of language, specifically the potential contribution of dialogism as a poststructuralist theory to contemporary discussion on language and identity that is developed further in the West. Dialogism embraces the idea that language does not exist as a stable, unified and simplified system, but is dynamic and multilayered in nature . In contrast with the monological and structuralist view of language (inspired by Saussure), dialogism sees the multiplicity and heterogeneity of language as its inherent and essential property .
In this sense, a person does not have one single and permanent linguistic or ethnic identity but his or her identity varies with regard to different social interactions . Identity is not, however, constructed or changing in a random or arbitrary manner but it is also linked with a historical and socio-cultural dimension, thus gaining continuity and stability . Hence, identity is at the same time fragmentary and whole. Instead of one identity we could talk about several identities that have different meanings in dialogical situations. There are several social worlds to which an individual has access, and through language these social worlds are shaping an individual’s identity and an individual is shaping the social worlds. As David Block puts it: “Individuals are shaped by their sociohistories but they also shape their sociohistories as life goes on .
The overall picture isn’t different from the immigrant pupils’ point of view.
I’m not saying that we should put the text books into a trash bin and bring computers to the classrooms instead and the world would be more bright and beautiful, everyone would be happy. There is a question behind this, namely how we see learning and teaching as a shared activity? What kinds of literacies are valued? What are neglected or prohibited, even?
Miten sitten saataisiin erilaiset oppimisympäristöt kohtaamaan toisensa? Miten koulu voisi monimediaistua ja monikielistyä? Miten se voisi tukea nuorta paperimaan kansalaiseksi, tietoyhteiskunnan jäseneksi? Miten nuori voi tuoda esille omaa asiantuntijuuttaan, tuottaa erilaisia identiteettejään?
The pupils were very skilled in IT technology, and they didn’t need so much support in these skills. Instead, they needed linguistic and content support about the text types or genres if you will; how to make a review, news, how to make interesting interview questions, what is a Survey etc. The data of this case-study consist of field-notes & texts produced during the intervention as well as group-interviews among the pupils. We wanted to record sessions, but were not given a permission to do that.
Magazine for pupils with Finnish as a second language They ended up in a more or less multilingual name: None of the pupils spoke Spanish (at least as a mother tongue), so this must have come from all sorts of linguistic resources during their life-span.
The name of the magazine was talked once and awhile during the project and this discussion was going on during the last week of the project. For us who have restricted linguistic resources in Internet Slang, LOL means ”laughs a lot”
The first lines ”we are interested in”… were suggested by a team-researcher when she was discussing with the pupils, why they chose this topic, and why especially these questions. The pupils were quite reluctant to write anything about their aspirations, instead they tried to keep the survey-interview as neutral as possible. Nevertheless, you might guess that there is at least a gender bias in the questions…Especially if you look at the second question, a very hot topic among girls of this age.
So what they did on the basis of the interviews was this kind of visual presentation (not a linear text), which is Comedy first, action second, science fiction third, Johny Depp was according to the responses better than Brad Pitt, most of the pupils watch films late at night, quite a many go to cinema often, and all of the respondents watched foreign films.
S2-opetuksessa, entä aineen opetuksessa?
In a school setting there are possibilities of different participants to construct and manifest their authorship, ownership, and expertise in their literacy practices, but: