published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Education / Master / Master of Education

<p>This paper examines how aesthetic and anthropologic culture is represented in a few selected textbooks for English and to what degree these representations correspond to the aims of the English course syllabi. Regarding aesthetic culture, the emphasis in the syllabi is on the students using literature as means to an end, mainly to develop certain skills such as an understanding of the English language, or learning about anthropologic culture through aesthetic culture. The aesthetic values of literature as an art form are not promoted or encouraged at all. The selected textbooks correspond to the syllabi on this matter. Concerning anthropologic culture, the emphasis in the syllabi is on ‘difference’. Other cultures are presented as strange and distant from us, and this is something that also can be seen in the selected textbooks. Moreover, in one of the textbooks the students are addressed as future tourists, potentially causing them to view other cultures and places as sights to see and sites to visit, instead of as having intrinsic value.</p>

<p>We studied the initial process of reading, with a focus on typography, whether it is</p><p>possible to increase childrens lust to read in the age six to seven years old, by</p><p>adjusting the typography and graphic design.</p><p> </p><p>We conduct this study through qualitative and quantitative studies, mainly</p><p>interviews with a main focus on children in this particular age were used. In addition</p><p>to the interviews a questioniare were sent out to a selection of students. The study</p><p>also contained an interview with a pedagogue as well as studies of the current and</p><p>existing textbooks and teaching aids that is used on the school we are looking into.</p><p>During the study we consulted educated pedagogues to get an understanding of the</p><p>children and their learning and to be able to approach them in a suitable way.</p><p>The theories we have been using were mainly from a typographic point of view.</p><p>Other areas we explored were theories about reading processes. This study showed</p><p>that every child needs a method that is suitable for them and that the material</p><p>provided today is typographically inconsistent. The childrens and teachers needs and</p><p>wishes in typography did not correspond with the current teaching aids design.</p><p> </p><p>From this study the followning points were made about how to design a textbook for</p><p>children in the first grade:</p><p>• The typeface should be a sans serif.</p><p>• The point size should be bigger than 12 points.</p><p>• Text should be aligned to the left.</p><p>• Sentences should be short without becoming abstract.</p><p>• To maintain focus on the text the layout should be simple and unbarked.</p><p>• The format should be designed after the pourpose of the publication, for</p><p>example when it is a complement to the textbook, the format should be of such</p><p>character that it is easy for the children to bring home.</p><p>• There should be a typographical consistency through all of the materials</p><p>provided to the children.</p>

Learners from many corners of the earth are acquiring English as a Foreign Language (EFL), lending importance to issues of language learning and its effects on global and local identities being forged in the process. As English language users, they are recipients and producers of multiple discourses around the global status of English as a foreign language, from English as linguistic, material, and symbolic capital (Bourdieu, 1991) to language as commodity (Heller, 1999). Such discourses are accompanied by representations of language and culture, or imagined communities (Anderson, 1983, Norton, 2001) that represent language use and cultural representations deemed as legitimate.The purpose of this study is to triangulate three different but intersecting perspectives: that of the researcher, Mexican EFL teachers and Mexican teachers-in-training, on the imagined communities and the underlying ideological discourses of English in a global EFL textbook, as well as those held by these same teachers and teachers-in-training. Critical discourse analysis, classroom observations, in-depth interviews and language learning autobiographies provided the data for a critical assessment of the language and cultural content of the textbook and the ideologies of English.While CDA has been rightly challenged for privileging the researcher's position, this study contributes to a poststructuralist view of the participants as agents of change; they are receptors of discourses that taint their ideologies about language, but they also resist and transform them, through articulated ideas as well as through specific classroom actions that allow them to appropriate the English language, despite the textbook's systematic exclusion of speakers like them, and cultural practices like theirs.This study contributes to the growing field of critical applied linguistics, where learners are viewed as social beings in sites of struggle and with multiple and changing identities (Norton, 2000). In this vein, neutrality can no longer be accepted as a construct in textbooks or in the ELT practice, since the contained practices are subject to ideologies which must be dismantled in order to offer students and teachers more equitable representations of the English language and its speakers.

Textbooks are essential to Foreign Language (FL) curricula. They contribute to the homogenization of instruction between multiple-language courses; they provide learners with an advance organizer; they help train novice teachers, and they supply both novice and experienced instructors with a variety of resources (Allen, in press). In a context where the textbook appears to be the pillar of FL instruction, we find numerous studies about teachers' beliefs concerning FL textbooks (Ariew, 1982; Apple, 1986; Menke, 1994; Graden, 1996; Richards & Mahoney, 1996; Masuhara, 1998; Bancheri, 2006); however, there are very few studies on students' self-perceived needs (Jan & Glenn, 1984), and equally few on both teachers' and students' perspectives on language teaching materials (Donovan, 1998). Thus, the goal of this study is to examine both students' and teachers' views of FL textbooks in light of current Second Language Acquisition (SLA) theory. In so doing, this project addresses three research questions: 1) what role should authenticity of the L2, target culture, and tasks play in language teaching materials?, 2) what place should grammar take in FL textbooks?, and 3) what part should technology play in language teaching materials? 48 French teachers and 1023 learners from four major North-American universities were surveyed using an online questionnaire containing not only closed-response questions rated on a four point Likert-type scale but also open-ended questions. This mixed-design methodology allowed the researcher to draw tentative conclusions on how to reconcile language teaching materials design with SLA research, teachers' beliefs and students' self-perceived needs. Practical implications for language teacher training programs and FL textbook development are offered.

Pastaruoju metu vis labiau akcentuojamas ne mokymo turinys ar programas, bet mokymo(si) būdai ir metodai, t.y. – kaip mokyti? (Walsh, 2001; Bartkevičienė, 2008; Hargreaves, 2008). Jaunesniame mokykliniame amžiuje vyrauja pažintinis vaiko santykis su aplinka, dėl ko pradinė mokykla yra palankus metas pradėti formuoti asmens mokslinį raštingumą, ugdyti mokslinę kultūrą, pradėti taikyti mokslinio tyrimo metodus, kas neabejotinai plėtoja mokinių pažinimo kompetencijas (Lamanauskas, 2004; Savickaitė, 2005; Vilkonienė, 2005). Atsižvelgiant į tai, tyrimo problema formuluojama klausimu: ar pradinėje mokykloje šiuo metu naudojamų pasaulio pažinimo vadovėlių turinys suteikia palankias galimybes tiriamųjų metodų taikymui ir tuo pačiu – mokinių gamtotyrinės / aplinkotyrinės veiklos aktyvinimui? Lietuvoje nėra atlikta tyrimų, kurių metu būtų aiškintasi ar pasaulio pažinimui skirti vadovėliai skatina tiriamąją mokinių veiklą. Tuo pasireiškia šio tyrimo naujumas. Tyrimo objektas: I-IV klasių pasaulio pažinimo vadovėlių turinys tiriamųjų mokymo(si) metodų taikymo aspektu. Darbo tikslas: įvertinti I-IV klasių pasaulio pažinimo vadovėlių teikiamas galimybes taikyti tiriamuosius mokymo(si) metodus. Darbo uždaviniai: 1) Remiantis moksline ir metodine literatūra, atskleisti tiriamųjų mokymo(si) metodų reikšmę ugdymo turinio struktūroje. 2) Mokslinės ir metodinės literatūros analizės pagrindu išskirti vadovėlių turinio vertinimo kriterijus galimybių taikyti tiriamuosius mokymo(si) metodus aspektu... [toliau žr. visą tekstą] / Recently, more and more emphasis is put on the teaching/learning methods and techniques, i.e. “How to teach?”, rather than on the teaching contents or programs (Walsh, 2001; Bartkevičienė, 2008; Hargreaves, 2008). In the young school age, a cognitive child’s relationship with the environment prevails, therefore a primary school is a favourable time to start developing a personal scientific literacy, fostering a scientific culture, and introducing scientific research methods, which undoubtedly develop pupils cognitive competencies (Lamanauskas, 2004; Savickaitė, 2005; Vilkonienė, 2005). With consideration of the above, the research problem is formulated as a question: whether the content of the world cognition textbooks currently used in the primary school provides a favourable context for application of exploratory methods and, at the same time, for activation of the pupils nature research / environmental research activities? No studies have been carried out in Lithuania to investigate, if the world cognition textbooks promote the pupils research activities. This is the novelty of this research. The object of the research: the content of the world cognition textbooks of the 1st-4th forms in the respect of application of exploratory teaching/learning methods. The aim of the thesis: to assess the possibilities provided by the world cognition textbooks of the 1st-4th forms for application of exploratory teaching/learning methods. The targets of the thesis: 1) Based on the... [to full text]

The purpose of this study was to determine the implication for learning for learners whose home language is different from the medium of instruction at school.The study is focused on a group of Afrikaans learners for whom English is not a foreign language. Rather, English is a language that they are in contact with on a daily level through the media, their peers and in the classroom. The study looked at why these learners find themselves in English classes when the language policy of the country makes provision for their specific home language in the classroom. It also tried to determine whether these learners experience problems in their learning as they shift from Afrikaans as a home language to an English medium of instruction in class.

The objective of this research paper was to examine how, through the prism of student migration patterns, the domination of the English language is extended and entrenched. Using the example of Chinese students in South Africa, the paper explored some of the reasons that underpin South Africa's growing appeal as an international study destination. The research specifically focused on the period between 2002 and 2004 which witnessed Chinese students arriving in unprecedented numbers to pursue higher education in a post-apartheid South Africa.

Often academic departments have little knowledge about the course content that is presented by similar departments at other universities. This study aims to investigate the economics curricula offered by South African universities in order to contribute to the quality and content of the economics courses. International best practices with regard to the structure and content of, as well as the logistics behind an economics curriculum are identified, and the economics curricula offered by South African universities are compared to these international best practices. This study is attempted through gathering of available open source information as well as conducting a survey study to determine the status quo situation with regard to various issues relating to the economics curricula offered at South African universities. In terms of the structure of an economics curriculum, a benchmark tree structure is drawn from international best practices. To compare the structure of the economics curricula offered by the South African universities included in this study to international best practices, a tree structure of each university's curriculum is drafted in the same format as the benchmark tree structure. These tree structures are used to determine how each university's curriculum complies to international best practices. The textbooks that are used in a course are thought to be an indication of the content of that course. Therefore, the textbooks that are used by the different universities in each course are indicated in this study. With regard to the logistical aspects of an economics curriculum, e.g. student/lecturer ratios, the actual situation at most universities differs substantially from international best practices. International best practices suggest class sizes of no more than 25 students. Student-lecturer ratios in economics courses offered by South African universities are far remote from this. / Thesis (M.Com. (International Commerce))--North-West University, Potchefstroom Campus, 2007.