Global ETD Search

201	La enseñanza de temas homosexuales en la literatura: El fomento de un multiculturalismo más completo en los estudios de la literatura española / The Teaching of Homosexual Themes in Literature: The Promotion of a More Complete Multiculturalism in the Study of Spanish Literature Cobb, Vaughn Aaron 12 November 2013 (has links) Indiana University-Purdue University Indianapolis (IUPUI) / A variety of minority groups are present in the readings of Spanish and Latin American literature classes; however, there is a lack of representation of homosexual themes in the readings. This paper takes a look at what homosexual themes are present in the literature anthologies in current use, and then suggest a teaching unit and methodology for how one can implement these topics into a literature class. The paper provides a sound basis for teachers who are trying to introduce these issues into their classes. [Language - Spanish] Spanish LGBT Spanish Pedagogy Homosexual Gay pedagógia enseñanza Teaching Literature literatura Spanish Literature literatura española español Intergroup Contact Theory Tolerance tolerancia Acceptance Support apoyo aceptación literatura castellano Spanish class literature class clase de español clase de literatura introducción temas controvertidos Controversial themes Teaching Unit Unidad didáctica Didactic unit Homosexuality and education Lesbians -- Study and teaching Gays -- Study and teaching Transsexuals -- Study and teaching Bisexual students -- Study and teaching Textbook bias Didactic literature, Spanish Intergroup relations -- Analysis Critical pedagogy -- Study and teaching Gender identity in education -- Analysis Spanish literature -- Study and teaching
202	Empowerment through language : exploring possibilities of using African languages and literature to promote socio-cultural and economic development in Zimbabwe Mavesera, Miidzo 28 February 2009 (has links) The study sought to explore possibilities of using African languages and their literature to enhance socio-cultural and economic development in Zimbabwe. In broad terms the study considered empowerment through language. Basically the research was an exploration of the different linguistic patterns and attitudes that prevail in the African continent in general and Zimbabwe in particular. The descriptive survey research design was employed for its usefulness in exploratory studies. A total of 600 people participated in the research. Respondents were from across the breath of linguistic divides in the country. Questionnaires, interviews, observations and documentary reviews were used to gather data. Data gathered was subjected to both quantitative and qualitative analysis resulting in data triangulation for validation. Major findings of the research indicated a disparity in the roles and functions allocated to languages in Zimbabwe. English is preferred and over valued in administration, education and wider communication as a carrier of modern knowledge in science and technology Zimbabwe’s dependence on English provides selective access to socio-cultural and economic services that results in the exclusion of a majority of indigenous people. Zimbabwe’s dependence on English therefore limits adequate exploitation of potential in socio-cultural and economic development. The linguistic landscape of Zimbabwe is not adequately exploited. Zimbabwe is a multi-lingual and multi-cultural country without a clear defining instrument for the status and use of indigenous languages, (Gatawa, 1998; NLPAP, 1998 and Nziramasanga et al, 1999). A clear language policy that recognises that language is a resource is likely to be linguistically all-inclusive and facilitate socio-cultural and economic participation by all Zimbabweans Implementation of proposals for inclusion of African languages is retarded by centuries of linguistic marginalisation and fossilised attitudes in the belief that English carries modern knowledge, coupled with the lack of resources theory. Zimbabwe’s pursuance in the use of English is mainly for nationistic reasons.Proposals and recommendations to avoid reverse discrimination and come up with an all-inclusive multi-lingual policy that uplifts the status of indigenous languages and their literature without annihilating English were made. The level of development for English should illuminate and challenge the heights to which African languages can be developed. / African languages / D.Litt. et Phil. African literature Indigenous peoples Multiculturalism Economic development Literature study and teaching Language policy Native language 496.0096891 Language policy -- Zimbabwe Language -- Economic aspects -- Zimbabwe Literature and society -- Zimbabwe
203	Literatur im DaF-Unterricht Zur Didaktik der Literarizitat auf A1 und A2 Niveau unter Berucksichtigung des Einsatzes von Handys im Unterricht. Maree, Christine Cecilia 03 1900 (has links) Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This thesis aims to make a contribution to the field of literature study in foreign language teaching. It investigates the practical implications of theories such as Michael Dobstadt‟s Didaktik der Literarizität and Claire Kramsch‟s symbolic competence. It specifically looks at how these approaches to literature can be implemented in the elementary levels (A1 and A2) of foreign language teaching. Furthermore, the range of possibilities that mobile phones offer for the foreign language learning environment are explored. Suggestions are proffered as to how the inclusion of mobile phones, as educational tools, can support the successful implementation of Dobstadt and Kramsch‟s theories in the foreign language classroom. On the basis of the theory, two sets of lesson plans are developed for high school beginner level German classes in South Africa; the lesson plans serve as examples of how the theories of Dobstadt and Kramsch can, on beginner level and in conjunction with the use of mobile phones, be implemented in practice. / AFRIKAANSE OPSOMMING: Hierdie tesis poog om ŉ bydrae te maak tot die literatuur van vreemdetaal-onderrig. Die praktiese implikasies van teorieë soos dié van Michael Dobstadt se Didaktik der Literarizität en Claire Kramsch se symbolic competence word ondersoek. Daar word spesifiek gekyk na hoe sulke benaderings tot literatuur op beginnervlak (A1 en A2) van vreemdetaal-onderrig geïmplementeer kan word. Verder word die trefwydte van moontlikhede wat selfone vir vreemdetaal-onderrig bied, ondersoek. Voorstelle word gemaak oor hoe die gebruik va n selfone, as opvoedkundige hulpmiddels, die implementering van Dobstadt en Kramsch se teorieë in die vreemdetaal-klaskamer kan ondersteun. Vanuit „n teoretiese uitgangspunt word twee stelle lesplanne vir Duitse klasse op hoërskool-beginnervlak in Suid-Afrika ontwikkel as voorbeelde van hoe die teorieë van Dobstadt en Kramsch, op beginnervlak en in samewerking met die gebruik van selfone, in die praktyk geïmplementeer kan word. Literarizitat Handys DaF Fremdsprachenunterricht Theses -- Modern foreign languages Dobstadt, Michael Krausch, Claire
204	Into the maze of learning, collaboration at the computer Ken, Beatty. January 2001 (has links) published_or_final_version / English Centre / Doctoral / Doctor of Philosophy
205	A Curriculum to Increase Interest in Reading Using Children's Literature Forrest, Paula 01 January 1981 (has links) The purpose of this project is to develop a resource of techniques using children's literature which will increase interest in reading for students who have met the minimum standards of reading for their grade level. The completed curriculum is to be used in grades kindergarten through six, with a flexible time limit of thirty to forty-five minutes per day, for fifteen school days. University of North Florida UNF Silent reading Curriculum and Instruction Education Educational Methods Elementary Education and Teaching
206	The Effects of Visits by Authors of Children's Books in Selected Elementary Schools Staas, Gretchen L. (Gretchen Lee) 05 1900 (has links) Guest author visits are popular events in schools across the United States. Little has been written, however, on a single author doing a single presentation in a school. This study addressed that situation. The study utilized two authors visiting four schools in a large North Central Texas school district. author visits visiting author programs reading motivation Authors as teachers. Authors and readers. Children's literature -- Authorship. Activity programs in education. Community and school.
207	Incorporating literature into the certificate level English classroom in Hong Kong: three case studies Ng, Kit-har, Susanna., 吳潔霞. January 2004 (has links) published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts in Applied Linguistics
208	Story and stereotype : aboriginal literature as anti-racist education Gill, Isabel, University of Lethbridge. Faculty of Education January 2004 (has links) Textbooks newly approved for use in secondary schools in Alberta reflect the belief that not only does literature have the power to change and shape our thinking, but also that the non-White voices of our culture need to be heard if Canada is to become a country which truly welcomes and values cultural diversity. The realization that many high school students in the Crowsnest Pass area of Southern Alberta hold negative stereotypes about Canadian Aboriginal people prompted this study which measured how effective studying literature written mainly by Canadian Aboriginal people is as a means of anti-racist education. Forty-three students in grade 10, 11, and 12, 22 females and 21 males, participated in the study. Both quantitative and qualitative research methods were used. Quantitative data, collected from responses on a gender-specific, six-item social scenarios scale, measured the extent to which students were prejudiced against Aboriginal people as pre- and post-tests. Written responses, field notes, journal entries, and interviews provided qualitative data. Though the quantitative evidence is not statistically significant, students in grades 10 and 12 showed decreased post-test scores, while those in grade 11 increased. Within each grade, individual students showed significant attitude changes. In all grades, female students had significantly lower scores than males, both pre- and post-test, evidence that there are perhaps different stages of moral development in females, as suggested by Belenky, clinchy, Goldberger, and Tarula (1986) and Gilligan (1982), than the male stages identified by Kohlberg (1969, 1981). Qualitative data revealed an increased understanding of Aboriginal issues and student attempts to view the world from a non-White perspective. Central to the study are my efforts to come to terms with my own Whiteness as well as help students understand their own positions of White privilege. This process was an emotional and disturbing experience for us all, yet one that brought growth and engendered important learning. I remain firmly committed to the need to adopt a strong anti-racist stance (rather than a multicultural one) and address racism directly in the classroom. Though difficult, it is perhaps the most important work that I, or any other teacher, may do. / xviii, 163 leaves ; 28 cm. Racism -- Study and teaching Indian literature -- Study and teaching Dissertations, Academic
209	The role of "film study" within the English syllabus in White English medium secondary schools in the Transvaal : 1977-1990. Ballot, Jane Jennifer. January 1993 (has links) Prior to 1986, there was no media studies of any type prescribed at secondary schools in the Transvaal. However, individual teachers and schools have recognised the need for children to receive instruction in the media. This saw the introduction of varying forms of informal media studies into the classroom. / Thesis (M.A.)-University of Natal, Durban. Motion pictures--Evaluation. Motion pictures--Appreciation.
210	Empowerment through language : exploring possibilities of using African languages and literature to promote socio-cultural and economic development in Zimbabwe Mavesera, Miidzo 28 February 2009 (has links) The study sought to explore possibilities of using African languages and their literature to enhance socio-cultural and economic development in Zimbabwe. In broad terms the study considered empowerment through language. Basically the research was an exploration of the different linguistic patterns and attitudes that prevail in the African continent in general and Zimbabwe in particular. The descriptive survey research design was employed for its usefulness in exploratory studies. A total of 600 people participated in the research. Respondents were from across the breath of linguistic divides in the country. Questionnaires, interviews, observations and documentary reviews were used to gather data. Data gathered was subjected to both quantitative and qualitative analysis resulting in data triangulation for validation. Major findings of the research indicated a disparity in the roles and functions allocated to languages in Zimbabwe. English is preferred and over valued in administration, education and wider communication as a carrier of modern knowledge in science and technology Zimbabwe’s dependence on English provides selective access to socio-cultural and economic services that results in the exclusion of a majority of indigenous people. Zimbabwe’s dependence on English therefore limits adequate exploitation of potential in socio-cultural and economic development. The linguistic landscape of Zimbabwe is not adequately exploited. Zimbabwe is a multi-lingual and multi-cultural country without a clear defining instrument for the status and use of indigenous languages, (Gatawa, 1998; NLPAP, 1998 and Nziramasanga et al, 1999). A clear language policy that recognises that language is a resource is likely to be linguistically all-inclusive and facilitate socio-cultural and economic participation by all Zimbabweans Implementation of proposals for inclusion of African languages is retarded by centuries of linguistic marginalisation and fossilised attitudes in the belief that English carries modern knowledge, coupled with the lack of resources theory. Zimbabwe’s pursuance in the use of English is mainly for nationistic reasons.Proposals and recommendations to avoid reverse discrimination and come up with an all-inclusive multi-lingual policy that uplifts the status of indigenous languages and their literature without annihilating English were made. The level of development for English should illuminate and challenge the heights to which African languages can be developed. / African languages / D.Litt. et Phil. African literature Indigenous peoples Multiculturalism Economic development Literature study and teaching Language policy Native language 496.0096891 Language policy -- Zimbabwe Language -- Economic aspects -- Zimbabwe Literature and society -- Zimbabwe

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