A Diffractive Story

2020 ◽  
Vol 26 (10) ◽  
pp. 1213-1221
Author(s):  
Cathy Coulter
Keyword(s):  
Alaska Native ◽  
Magical Realism ◽  
Narrative Research ◽  
Public University ◽  
Narrative Construction ◽  
Collaborative Partnership ◽  
Language Curriculum ◽  
School Based ◽  
Ontological Sense ◽  
Program Creation

Magical realism is a literary genre that offers possibilities as a posthumanist narrative research project. Magical realism employs literary tools such as a nonlinear aspect of time, a subjective sense of causality, and a conflation of the magical and the ordinary. Such tools offer possibilities in narrative research to create ontological sense-events that exist within assemblages that entangle the reader, the narrator, the place, the writer, and the participants temporally, spatially, and sensually within a flattened event. This article explores the possibilities of magical realism, offering a fleeting assemblage and a subsequent diffractive analysis. It employs a magical realist narrative construction based on a collaborative partnership between an Alaska Native village and a public university in which language revitalization efforts are sought through various school-based projects, including a teacher-training program, creation of subsistence-based native language curriculum, and other projects.

Preliminary Evaluation of a School-Based Youth Leadership and Prevention Program in Rural Alaska Native Communities

2016 ◽  
Vol 9 (2) ◽  
pp. 172-183 ◽  
Author(s):  
Lisa Wexler ◽  
Kalpana Poudel-Tandukar ◽  
Suzanne Rataj ◽  
Lucas Trout ◽  
Krishna C. Poudel ◽  
...  
Keyword(s):  
Alaska Native ◽  
Prevention Program ◽  
Youth Leadership ◽  
Preliminary Evaluation ◽  
Native Communities ◽  
School Based ◽  
Rural Alaska

scholarly journals Malaysian ESL Teachers’ Practice of Written Feedback on Students’ Writing

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Khairil Azwar Razali ◽  
Zainurin Abdul Rahman ◽  
Ismail Sheikh Ahmad ◽  
Joharry Othman
Keyword(s):  
Secondary School ◽  
English Language ◽  
Process Writing ◽  
Written Feedback ◽  
Esl Teachers ◽  
Student Sample ◽  
Language Curriculum ◽  
School Based ◽  
Assessment Of Learning ◽  
Scaffolding Technique

Feedback to students’ writing plays an important role as a scaffolding technique to help the students to improve their writing skills. With the introduction of school-based assessment and the Common European Framework of Reference (CEFR) into the new Standards-based English Language Curriculum (SBELC), teachers are expected to adapt the process writing approach in their classroom, where feedback is at the core of the process writing approach. This present study aims to explore Malaysian ESL teachers’ practice of written feedback in their writing classrooms. Two sample essays were used in this study. The sample essays were written by a Form Three student of a secondary school in Kuantan, Pahang, and a Form Five student from a secondary school in Manjung, Perak.The sample essays were sent to all secondary schools in Pahang, and teachers who teach the English Language at the schools were asked to mark the essay as how they would normally mark their students’ essays. The participants of this study were selected using purposive sampling. A total of 89 student sample essays with the teachers’ marking were returned, and the teachers’ feedback were analysed. This study found that most of the participants mark their students’ essays comprehensively and implicitly. However, some of the respondents did not give any feedback at all, and even if they did, the feedback would be retracted from the marking rubric. It has also been found that the respondents of this present study did not utilise comments on goals to work towards or specific activities for improvement. This paper further discusses the findings in view of the assessment of learning (AfL) and gives recommendations for future practice.

scholarly journals Strengthening adolescents’ connection to their traditional food system improves diet quality in remote Alaska Native communities: results from the Neqa Elicarvigmun Pilot Study

2019 ◽  
Vol 9 (5) ◽  
pp. 952-961 ◽  
Author(s):  
Andrea Bersamin ◽  
Betty T Izumi ◽  
Jennifer Nu ◽  
Diane M O’brien ◽  
Mallie Paschall
Keyword(s):  
Food Security ◽  
Diet Quality ◽  
Alaska Native ◽  
Food System ◽  
Fish Intake ◽  
Traditional Food ◽  
Traditional Foods ◽  
Native Communities ◽  
School Based ◽  
Experimental Community

Abstract In remote Alaska Native communities, traditional foods are inextricably linked to health and food security. Degradation of the traditional food system over the past several decades has resulted in a shift in dietary patterns that have contributed to increased rates of chronic diseases and food insecurity among Alaska Native People. Interventions are needed to address this. Our objectives were to evaluate the preliminary efficacy of a school-based intervention—Neqa Elicarvigmun or the Fish-to-School Program—on diet quality, fish intake, and attitudes and beliefs around traditional foods (specifically fish) using a pre–post comparison group design with data collection occurring at three time points. Study participants were 76 middle and high school students in two remote Alaska Native communities (population <900) in southwestern Alaska. We used a participatory approach to design the school-based, multilevel intervention that included activities in the cafeteria, classroom, and community. Multilevel analyses showed that students in the experimental community showed significant improvements in diet quality compared to the comparison community (Beta = 4.57; p < .05). Fish intake, measured using the stable nitrogen isotope ratio of hair, a validated biomarker, also increased significantly in the experimental community (Beta = 0.16; p < .05). Leveraging the cultural and physical resources of the traditional food system for the Neqa Elicarvigmun program represents a strength-based approach that improves diet quality, increases adolescents’ connection to their traditional culture, and by promoting the local food system supports food security. Embedding the program into the local culture may result in faster adoption and greater sustainability of the program.

scholarly journals Speaking across curriculum in the public university

2021 ◽  
Vol 5 (S1) ◽  
pp. 100-112
Author(s):  
Alvin T. Dulin
Keyword(s):  
Group Discussion ◽  
Public University ◽  
Content Area ◽  
State University ◽  
Community Members ◽  
Content Area Teachers ◽  
School Based ◽  
Administrative Personnel ◽  
The Status ◽  
Speaking Skills

This paper presents the status of Language Across Curriculum (LAC) as an approach in developing the speaking skills of the students in a public university, particularly at Cagayan State University. It provides baseline data on how English teachers, content area teachers, administrators and the administrative personnel develop students’ speaking skills in school-based speaking transactions and learning experiences. The study utilizes the descriptive method of research employing survey and comparative techniques supplemented by Focus Group Discussion and actual voice recordings. Findings reveal that LAC is evidently adopted as an approach in developing the speaking skills of students; however, the efforts in carrying this out are not consistent due to lack of a policy requiring the use of English in school-based communications. Both students and teachers assess that students do not receive maximum development of their speaking skills due to limited exposure in the use of English. Trainings and orientation on the role of the school community members, most especially among content-area teachers and administrative personnel and more extensive use of English as a medium of communication in the school are highly encouraged.

scholarly journals CEFR-aligned school-based assessment in the Malaysian primary ESL classroom

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Gurnam Kaur Sidhu ◽  
Sarjit Kaur ◽  
Lee Jia Chi
Keyword(s):  
Second Language ◽  
Primary Schools ◽  
Language Teachers ◽  
Self Assessment ◽  
Language Curriculum ◽  
Constructive Feedback ◽  
School Based ◽  
Second Language Teachers ◽  
Teaching Learning ◽  
Esl Classroom

The Malaysian ESL (English as a Second Language) curriculum has undergone several reforms since the implementation of the Malaysian Education Blueprint 2013-2025. In 2016, the Kurikulum Standard Sekolah Rendah (KSSR) or the Standard Curriculum for Primary Schools (SBCPS), first introduced in 2011, was revised to align with the Common European Framework of References (CEFR) for languages. This more action-oriented approach resulted in fundamental changes to teaching, learning, and assessment including the integration of an innovative school-based assessment (SBA). It witnessed a shift from the traditional stance of assessment of learning to assessment for learning that emphasizes both peer and self-assessment as necessary components for the development of autonomous language learners.  Therefore, the main aim of this study was to investigate the implementation of the CEFR-aligned SBA in the primary ESL classroom. Data were collected via a three-pronged procedure involving surveys, interviews, and document analysis from TESL (Teaching English as a Second Language) teachers in five randomly-selected schools located in Damansara, Malaysia. The findings revealed that the implementation of SBA left much to be desired and was far from formative assessment. Though teachers expressed rather positive opinions on SBA, they lacked a full understanding of the method and admitted possessing a limited knowledge of the revised CEFR-aligned ESL curriculum altogether. Teachers provided little or no constructive feedback on assignments, and learners were not encouraged to reflect on assignments. There was little evidence of peer and self-assessment required for developing autonomous learners. Teachers cited time constraints, classroom enrolment, heavy workload, and lack of training as their main challenges against the effective implementation of the CEFR-aligned SBA.

scholarly journals Sustainable Campus Income Generation Initiative and Social Entrepreneurship at a Public University

2020 ◽  
Vol 5 (13) ◽  
pp. 293
Author(s):  
Rugayah Gy Hashim ◽  
Mohd Shazali Md Sharif ◽  
Rosmaliza Muhammad ◽  
Zaidi Mohd Aminuddin
Keyword(s):  
Open Access ◽  
Social Entrepreneurship ◽  
Narrative Research ◽  
Publishing House ◽  
Public University ◽  
Income Generation ◽  
Fermented Fish ◽  
Direct Training ◽  
International Publishing ◽  
Open Access Article

Campuses with substantial acreage have the advantage of biodiversity, populace, and facilities that would allow the initiation of multi projects for income generation and sustainability.  For Universiti Teknologi MARA Cawangan Selangor (UCS), the fish pekasam project originated from the natural resources available on campus, which are the twelve lakes inhabited with tilapias and other fishes. Elements of social entrepreneurship from the sale of the pekasam (fermented) fish allowed for income generation to the campus. Aside from that, direct training was given to the students and staff who participated in the project. The initiative helped increase the campus's happiness index.Keywords: sustainable campus; narrative research; social entrepreneurship; fish pekasameISSN: 2398-4287 © 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v5i13.1948

Predictive Validity of Graduate Record Examination Scores for Outcomes of American Indian/Alaska Native Students

1997 ◽  
Vol 81 (1) ◽  
pp. 337-338 ◽  
Author(s):  
J. Daniel House
Keyword(s):  
American Indian ◽  
Predictive Validity ◽  
Degree Completion ◽  
Alaska Native ◽  
Public University ◽  
Native Students ◽  
Graduate Record Examination ◽  
Completion Status ◽  
Grade Performance

This study was intended to investigate the predictive validity of the Graduate Record Examination for American Indian/Alaska Native students. A sample of 28 students at a large public university was tracked longitudinally; analysis indicated that GRE scores were significantly correlated (for GRE-Total r26 = .40 and for GRE-Quantitative .47) with students' degree completion status but not with their grade performance. These results indicate that, in some instances, GRE scores may be significant predictors of the outcomes of American Indian/Alaska Native students.

O SAGRADO NA CONSTRUÇÃO NARRATIVA DE MIA COUTO "The sacred on Mia Couto’s narrative construction"

2014 ◽  
Vol 5 (10) ◽  
pp. 191
Author(s):  
Antonio Geraldo Cantarela
Keyword(s):  
Short Stories ◽  
Literary Criticism ◽  
Magical Realism ◽  
Religious Studies ◽  
Point Of View ◽  
Narrative Construction ◽  
The Novel ◽  
Discursive Constructions ◽  
The Way

A obra do escritor moçambicano Mia Couto apresenta grande número de construções discursivas que podem ser associadas ao âmbito da religião e do sagrado. Tais marcas certamente poderiam ser abordadas por leituras teológicas ou das ciências da religião. Fugindo a esses vieses, o artigo propõe-se a destacar o modo como as referências ao sagrado “visitam” o texto do escritor, constituindo-o no literário. Metodologicamente, far-se-á a leitura de uma cena do romance O outro pé da sereia em diálogo com as categorias de Otto sobre o numinoso. Em vista de complementar tal perspectiva de leitura, serão lidos também dois contos, em correlação com o conceito de realismo maravilhoso: O embondeiro que sonhava pássaros e O dia em que explodiu Mabata-bata. Sob o foco da crítica literária, conclui-se que as sacralidades e hierofanias que transitam pelo texto de Couto se entendem como encenação e recriação literária do sagrado. Nas considerações finais afirma-se que o fazer literário que assume as vozes dos marginalizados, ainda que pelo caminho da ficção, pode ser acolhido como objeto de leitura teológica.Palavras-chave: Numinoso. Realismo maravilhoso. Teologia. Literatura.AbstractThe work by Mozambican writer Mia Couto shows a great number of discursive constructions that may be associated with the field of religion and the sacred. These features could certainly be addressed by theology or religious studies texts. In an attempt to run away from these perspectives, the goal of this paper is to highlight the way in which references to the sacred “visit” the writer’s text, making it a literary one. Methodologically speaking a scene from the novel The Mermaid’s Other Foot will be read in a dialogue with Otto’s categories on the numinous. In order to complement this point of view of the reading, two other short stories will also be read in relation to the magical realism concept: The bird-dreaming baobab and the The day Mabata-bata exploded. Using the literary criticism approach, the conclusion is that the sacralities and hierophanies present on Couto’s text are understood as the staging and the literary recreation of the sacred. The concluding remarks state that the literary doing in the marginalized voices, although it is done through fiction, can be seen as an object of theological reading.Keywords: Numinous. Magical Realism. Theology. Literature.

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