Researching multilingually and interculturallyRMBorders
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.
Revisiting a framework for Researching Multilingually: Contributions from cri...RMBorders
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.
The role of multiple literacies in developing interdisciplinary research 1Dr.Nasir Ahmad
The classification of knowledge into different disciplines is not to distinct knowledge of one domain from the
other as these are the parts of a whole but to make it easy, and to provide space for development and
promotion of knowledge. Interdisciplinary research provides the opportunity to study different domains of
knowledge from single perspective so that to reach to an eclectic picture of the phenomenon. Results showed
that interdisciplinary research contributes a lot in promoting interdisciplinary faculty’s relationships and joint
ventures in exploring the unseen facts. Multiple literacies are powerful indicators in promoting
interdisciplinary research culture and disciplinary literacy of faculty. Multiple literacy theory emphasize on
the componential development of language development which is corner stone for multiple literacies.
Faculty’s literacy in Information Communication Technology (ICT), Statistics and critical thinking/ problem
solving skills are foundational for multiple literacy of faculty.
KEY WORDS: Multiple Literacies, Interdisciplinary Research, Statistical Literacy, ICT
Cognitive linguistics is a direction in linguistics that explores the problems of the correlation of language and consciousness, the role of language in the conceptualization and categorization of the world, in cognitive processes and generalization of human experience, the connection of individual cognitive abilities of a person with the language and the forms of their interaction Rakhimov , M.M. 2020. Methods in cognitive linguistics. International Journal on Integrated Education. 3, 2 (Feb. 2020), 34-36. DOI:https://doi.org/10.31149/ijie.v3i2.8 Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/8/8 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/8
Researching multilingually and interculturallyRMBorders
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.
Revisiting a framework for Researching Multilingually: Contributions from cri...RMBorders
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.
The role of multiple literacies in developing interdisciplinary research 1Dr.Nasir Ahmad
The classification of knowledge into different disciplines is not to distinct knowledge of one domain from the
other as these are the parts of a whole but to make it easy, and to provide space for development and
promotion of knowledge. Interdisciplinary research provides the opportunity to study different domains of
knowledge from single perspective so that to reach to an eclectic picture of the phenomenon. Results showed
that interdisciplinary research contributes a lot in promoting interdisciplinary faculty’s relationships and joint
ventures in exploring the unseen facts. Multiple literacies are powerful indicators in promoting
interdisciplinary research culture and disciplinary literacy of faculty. Multiple literacy theory emphasize on
the componential development of language development which is corner stone for multiple literacies.
Faculty’s literacy in Information Communication Technology (ICT), Statistics and critical thinking/ problem
solving skills are foundational for multiple literacy of faculty.
KEY WORDS: Multiple Literacies, Interdisciplinary Research, Statistical Literacy, ICT
Cognitive linguistics is a direction in linguistics that explores the problems of the correlation of language and consciousness, the role of language in the conceptualization and categorization of the world, in cognitive processes and generalization of human experience, the connection of individual cognitive abilities of a person with the language and the forms of their interaction Rakhimov , M.M. 2020. Methods in cognitive linguistics. International Journal on Integrated Education. 3, 2 (Feb. 2020), 34-36. DOI:https://doi.org/10.31149/ijie.v3i2.8 Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/8/8 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/8
Principles and Practices for Teaching English as an International Language: T...ElsherifE
The presentation is about a book chapter that discusses teaching critical reading . the book title is:. Principles and ractices for Teaching English as an International Language.
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
TRANSLATION AND TRANSFER INTERDISCIPLINARY WRITING AND C.docxturveycharlyn
TRANSLATION AND TRANSFER:
INTERDISCIPLINARY WRITING AND COMMUNICATION
Denise COMER
Thompson Writing Program, Duke University
Durham, North Carolina, 27708, USA
ABSTRACT
As institutions of higher learning make growing numbers
of interdisciplinary faculty hires, establish ever more
interdisciplinary units, develop interdisciplinary curricula,
and pursue growth sectors such as global and online
education, the ability to write effectively across
disciplinary boundaries is becoming ever more vital, and
ever more complex. The rapidly changing and expanding
academic climate lends urgency for all students, faculty,
staff, and administrators not only to learn how to
communicate across disciplines, but also to reflect
meaningfully on why they might want to do so. Drawing
on David Russell’s activity theory and other scholarship on
writing transfer, this paper argues that scholars bear a
responsibility to honor and propagate their own
discipline’s discourse conventions even as they also must
develop strategies for effective interdisciplinary
communication through writing.
1
Keywords: Writing Transfer, Writing, Interdisciplinary
Communication.
1. INTRODUCTION
“Most public intellectuals as well as experts in future
studies would agree that the increasingly global society of
the first half of the twenty-first century will be
characterized by increasing connectivity, diversity, scale,
and rapidity of change…. [S]mall events on one part of the
planet and in one sphere of human existence can now end
up having large and relatively rapid effects on other parts
of the planet and in other spheres of human existence. …
Coping with this complexity will require a new way of
understanding—one that does not rely on having only a
single viewpoint.” [1]
One need not be involved in “future studies” or even
“interdisciplinary studies” to find ways in which
1
This paper is derived from a keynote address, “Academic Writing for
Inter-Disciplinary Communication,” that I delivered at the 2013
International Conference on Education and Information Systems,
Technologies and Applications (July 9-12, 2013; Orlando, Florida). I am
grateful for the input of the audience at the address, as well as feedback
on a subsequent draft from participants in the August 2013 Duke
University Postdoctoral Summer Seminar in Teaching Writing.
interdisciplinary communication already impacts the work
of the academy.
As postsecondary institutions make growing numbers of
interdisciplinary faculty hires, establish more
interdisciplinary units, develop interdisciplinary curricula,
and pursue growth sectors such as global and online
education, the ability to write effectively across disciplinary
boundaries is becoming ever more vital, and ever more
complex. The rapidly changing and expanding academic
climate lends urgency fo ...
Principles and Practices for Teaching English as an International Language: T...ElsherifE
The presentation is about a book chapter that discusses teaching critical reading . the book title is:. Principles and ractices for Teaching English as an International Language.
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
TRANSLATION AND TRANSFER INTERDISCIPLINARY WRITING AND C.docxturveycharlyn
TRANSLATION AND TRANSFER:
INTERDISCIPLINARY WRITING AND COMMUNICATION
Denise COMER
Thompson Writing Program, Duke University
Durham, North Carolina, 27708, USA
ABSTRACT
As institutions of higher learning make growing numbers
of interdisciplinary faculty hires, establish ever more
interdisciplinary units, develop interdisciplinary curricula,
and pursue growth sectors such as global and online
education, the ability to write effectively across
disciplinary boundaries is becoming ever more vital, and
ever more complex. The rapidly changing and expanding
academic climate lends urgency for all students, faculty,
staff, and administrators not only to learn how to
communicate across disciplines, but also to reflect
meaningfully on why they might want to do so. Drawing
on David Russell’s activity theory and other scholarship on
writing transfer, this paper argues that scholars bear a
responsibility to honor and propagate their own
discipline’s discourse conventions even as they also must
develop strategies for effective interdisciplinary
communication through writing.
1
Keywords: Writing Transfer, Writing, Interdisciplinary
Communication.
1. INTRODUCTION
“Most public intellectuals as well as experts in future
studies would agree that the increasingly global society of
the first half of the twenty-first century will be
characterized by increasing connectivity, diversity, scale,
and rapidity of change…. [S]mall events on one part of the
planet and in one sphere of human existence can now end
up having large and relatively rapid effects on other parts
of the planet and in other spheres of human existence. …
Coping with this complexity will require a new way of
understanding—one that does not rely on having only a
single viewpoint.” [1]
One need not be involved in “future studies” or even
“interdisciplinary studies” to find ways in which
1
This paper is derived from a keynote address, “Academic Writing for
Inter-Disciplinary Communication,” that I delivered at the 2013
International Conference on Education and Information Systems,
Technologies and Applications (July 9-12, 2013; Orlando, Florida). I am
grateful for the input of the audience at the address, as well as feedback
on a subsequent draft from participants in the August 2013 Duke
University Postdoctoral Summer Seminar in Teaching Writing.
interdisciplinary communication already impacts the work
of the academy.
As postsecondary institutions make growing numbers of
interdisciplinary faculty hires, establish more
interdisciplinary units, develop interdisciplinary curricula,
and pursue growth sectors such as global and online
education, the ability to write effectively across disciplinary
boundaries is becoming ever more vital, and ever more
complex. The rapidly changing and expanding academic
climate lends urgency fo ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
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.
2. Towards understanding
“resilience”
From Psychology:
Attribution Theory
Innate concept
Individualistic
Located in Western, Global North theory
Typically associated with adaptation to adversity;
the development of persistence; stronger
likelihood of success (Meinert, 2013)
3. Towards understanding
“resilience”
Psychoanalytic Theory:
Useful distinctions made between resilience;
resistance; reluctance
Resilience – located in the ego; the most
rational/adult dimension
Resistance – located in the id; the most
‘childish’/reactive dimension
Reluctance – also located in the id;
maladaptive/immobile dimension
4. Towards understanding
“resilience”
Social Learning Theory
Introduced the importance of context
And the significance of the social into
understandings of resilience
So, resilience can be both enabled and
constrained by context – a very significant idea in
the context of this keynote
6. Academic literacies as forms of
participation
Lave and Wenger’s social learning theory and
Communities of Practice (CoP)
Mary Lea’s work (and others): moving from a
skills-based to an assimilationist approach to
full ‘reading of’ the [D]discourses of higher
education
Our own work: academic reading and writing,
based on theories of learning and reasoning
7. Lave and Wenger
Meaning
Participation
Reification
Community
Joint enterprise
Mutual engagement
Shared repertoire
Storberg-Walker, J. (2008) Communities of
Practice Revisited. Advances in Developing
Human Resources, 10, 555-577.
8. Lave and Wenger (cont.)
Identity
Negotiated experience
Membership
Learning trajectory
Multi-membership
Global membership; local experience
9. Lave and Wenger (cont.)
Learning
Evolving mutual engagement
Understanding and refining their enterprise
Developing repertoire, styles and discourses
Participation does NOT mean compliance or a
centralised positioning
10. Lea and others (1998; 2006;
2011)
Contextualised, embedded literacies
From literacy as skills acquisition
To literacy as assimilation
To literacies as socioculturally-situated
practices and Discourses
11. Lea et al (cont.)
To literacies in technology spaces, which
imply:
Multimodal engagements
‘Blurring’ of boundaries between forms of
knowledge
Inequalities in the notions of the ‘digital native’
Critical engagement with textual ‘authority’
Overwhelming amounts of reading
12. ‘Reading the academy’
Participation as understanding and engaging with
the language of instruction
Academic literacy here refers to the ability of
students to negotiate the grammatical and textual
structure of the language of instruction and to
understand its functional and sociolinguistic
bases.
In a higher education context, this means:
13. What is Academic Literacy?
negotiate meaning at word, sentence, paragraph
and whole-text level;
understand discourse and argument structure and
the text “signals” that underlie this structure;
extrapolate and draw inferences beyond what has
been stated in text;
separate essential from non-essential and super-
ordinate from sub-ordinate information;
14. What is Academic Literacy?
understand and interpret visually encoded
information, such as graphs, diagrams and flow-
charts;
understand and manipulate numerical information;
understand the importance and authority of “own
voice”;
understand and encode the metaphorical, non-
literal and idiomatic bases of language;
15. What is Academic Literacy?
negotiate and analyse text genre.
A contextualised focus on the cognitive
demand / reasoning required on a continuum
from reproduction to transformation
(production)
A task which becomes more difficult as it
becomes more abstract
16. Literacies at the meso level
Responsibility now shifts to include the academic
And to curriculum literacies
Literacy for the academic now also becomes a
‘reading’ of the academy
Building resilience is dependent on academics
mediating: curriculum; knowledge; teaching;
learning; assessment; the social context of
learning (diversity; language; epistemology;
positionality; and so on)
17. Literacies at the macro level
Whole systems literacies
Curriculum as literacy (Walker 2012: 449):
Walker, M. 2012. Universities and a human development ethics: A Capabilities approach to
curriculum. European Journal of Education 47 (3): 448-461.
18. A curriculum encapsulates value judgements about what kinds of
knowledge are considered important, for example the ethical dimensions
of biotechnology advances, or the equal importance of exposure to arts
and science for all students, or the literatures that are studied. But a
curriculum further indicates with what attitudes and values students are
expected to emerge in respect of the knowledge and skills they have
acquired, e.g. the uses of scientific knowledge or historical
understanding. As such, curriculum is a statement of intent, but there
may be practical gaps between the aims of those constructing the
curriculum and implementing it and what is actually learned by the
students who experience the curriculum. Moreover, knowledge carried
by a curriculum has significant effects and projects into anticipating and
preparing for the future and future persons.
19. Literacies at the macro level
Knowledge: Whose knowledge? What
knowledge(s)? The decentering and
recentering of the knowledge project and
knowledge systems (epistemologies)
The roles played by teaching, learning and
assessment
Diversity as an affordance
Language systems
20. Implications for AD
The building of academic resilience becomes
a whole-system focus
We move beyond a deficit view of the student,
to a focus on agency
Literacies are the responsibility of all
Multiple communities of practice
Resilience (resiliences) as a collectivist
formulation with psycho-social dimensions
21. Implications for AD
A move away from the centering of skills-
based and assimilationist views of literacy
To an engagement with literacies that are
imbued with dimensions of power, race, class,
contestation, gender, inequalities, language,
and so on
