scholarly journals WYZNACZNIKI PROFESJONALIZMU NAUCZYCIELA – DYSKUSJA GLOTTODYDAKTYCZNA A POLITYKA I PRAKTYKA OŚWIATOWA

Neofilolog ◽  
2020 ◽  
pp. 51-73
Author(s):  
Mariola Jaworska
Keyword(s):  
Foreign Language ◽  
Educational Policy ◽  
The Other ◽  
Ethical Standards ◽  
Policy And Practice ◽  
Personality Dimension ◽  
Language Teacher ◽  
Theoretical Approaches ◽  
Cultural Expectations ◽  
The One

The professionalism of a teacher is their competence, expertise, “knowledge of the craft”, but also the ability to meet high cognitive, operational and ethical standards. On the one hand, this is rooted in social and cultural expectations, related to the educational needs of society, but on the other it has a personality dimension, connected with the teacher’s individuality, which is evidenced in the specific relations they have with students. This article aims to analyse the determinants of the professionalism of the contemporary foreign language teacher found in recent glottodidactic discussion and compare these to the current educational policy and practice. It will present both theoretical approaches and the selected results of studies and reports on this topic.

scholarly journals Translating research findings into educational policy and practice: the virtues and vices of a metaphor

2018 ◽  
Vol 36 (2) ◽  
pp. 213-228
Author(s):  
Martyn Hammersley
Keyword(s):  
Educational Policy ◽  
Educational Research ◽  
Conceptual Analysis ◽  
The Other ◽  
Policy And Practice ◽  
Educational Policy And Practice ◽  
Research Findings ◽  
The One ◽  
The Relationship

A variety of metaphors have been used in seeking to conceptualise the relationship between social and educational research, on the one hand, and policymaking and practice, on the other. One influential analogy is the idea that research findings can and should be translatable into policy, and thereby into practice. This article will provide a conceptual analysis of the source meaning of «translation», and what is involved in this metaphorical use of it. It will be argued that many of the issues that arise in relation to translating text from one language into another have parallels in the task of communicating research findings to policymakers or practitioners. However, the idea that research findings can then be «translated» into policy and practice is much more problematic.

scholarly journals Translating research findings into educational policy and practice: the virtues and vices of a metaphor

2014 ◽  
Vol 17 (1) ◽  
pp. 54-74 ◽  
Author(s):  
Martyn Hammersley
Keyword(s):  
Educational Policy ◽  
Educational Research ◽  
Conceptual Analysis ◽  
The Other ◽  
Policy And Practice ◽  
Educational Policy And Practice ◽  
Research Findings ◽  
The One ◽  
The Relationship

A variety of metaphors have been used in seeking to conceptualise the relationship between social and educational research, on the one hand, and policymaking and practice, on the other. One influential analogy is the idea that research findings can and should be translatable into policy, and thereby into practice. This article will provide a conceptual analysis of the source meaning of «translation», and what is involved in this metaphorical use of it. It will be argued that many of the issues that arise in relation to translating text from one language into another have parallels in the task of communicating research findings to policymakers or practitioners. However, the idea that research findings can then be «translated» into policy and practice is much more problematic.

Policy and Practice: An Overview

1990 ◽  
Vol 12 (3) ◽  
pp. 233-239 ◽  
Author(s):  
David K. Cohen ◽  
Deborah Loewenberg Ball
Keyword(s):  
Case Studies ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Early Report ◽  
State Policies ◽  
The Other ◽  
Special Issue ◽  
Policy And Practice ◽  
School Practices ◽  
The One

Policymakers in the U. S. have been trying to change schools and school practices for years. Though studies of such policies raise doubts about their effects, the last decade has seen an unprecedented increase in state policies designed to change instructional practice. One of the boldest and most comprehensive of these has been undertaken in California, where state policymakers have launched an ambitious effort to improve teaching and learning in schools. We offer an early report on California's reforms, focusing on mathematics. State officials have been promoting substantial changes in instruction designed to deepen students' mathematical understanding, to enhance their appreciation of mathematics and to improve their capacity to reason mathematically. If successful, these reforms would be a sharp departure from existing classroom practice, which attends chiefly to computational skills. The research reported here focuses on teachers' early responses to the state's efforts to change mathematics instruction. The case studies of five teachers highlight a key dilemma in such ambitious reforms. On the one hand, teachers are seen as the root of the problem: their instruction is mechanical, often boring, and superficial. On the other hand, teachers are cast as the key agents of improvement because students will not learn the new mathematics that policymakers intend unless teachers learn that math and teach it. But how can teachers teach a mathematics that they never learned, in ways they never experienced? That is the question explored in this special issue.

Neoliberalism and its Homophobic Discontents

2007 ◽  
Author(s):  
Volker Woltersdorff aka Lore Logorrhöe
Keyword(s):  
Risk Taking ◽  
The Other ◽  
Right Wing ◽  
The European Union ◽  
Sexual Identities ◽  
Political Critique ◽  
Theoretical Approaches ◽  
European Values ◽  
Sexual Concerns ◽  
The One

This article addresses a lack in both queer and anti-neoliberal political critique: on the one hand, queer theoretical approaches neglect questions of production and class, on the other hand economical analyses all too often ignore the question of sexuality. The author argues that this blank is symptomatic for the current regime that reins the construction of sexual identities and he asks why it is so difficult to do otherwise. While religious fundamentalists, nationalist and racists unanimously reject both homosexuality and neoliberalism, official neoliberal discourse in the European Union includes tolerance of homosexuality within its list of allegedly European values. In Germany and in the Netherlands, right wing liberal policies thus give anti-homophobic struggles a nationalist and racist stance, constraining them to co-opt neoliberalism, consumerism, nationalism and racism. Finally the article discusses whether the notion of precariousness could help to link economic and sexual concerns such a way that the dialectics of individuality and risk taking in neoliberalism are illustrated.

Out of the Groove

2017 ◽  
Author(s):  
Andrea Bachner
Keyword(s):  
Twentieth Century ◽  
The Other ◽  
Theoretical Approaches ◽  
Contemporary Media ◽  
Way Of Thinking ◽  
The One

This chapter explores different links between sound and writing, from Rilke’s and Adorno’s reflections on phonographic grooves as a type of proto-writing in the early decades of the twentieth century to contemporary media theories that invest sound with the powers of immediacy, immersion, and corporeal resonance on the one hand and to poststructuralist fantasies of sound as an embodiment of écriture on the other. Sound theorists invest sound with contradictory desires: as a counter to phonocentric phantasms of presence as well as an alternative, resonant way of thinking, as that which is most mediated as well as a figure of non-mediation. And figures of inscription—as overt or disavowed imaginary, as well as negative foil—frequently represent and mediate between these differing theoretical approaches to sound. The genealogy of intextuated sound that this chapter narrates throws light on the strategic deployment of media in theory, for which sound (and its conceptual imaginaries) becomes a hallmark of reconceptualizing corporeality and materiality as well as a way of negotiating between mediation and the unmediated.

Introduction: Refocus on Tarkovsky

2020 ◽  
pp. 1-10
Author(s):  
Sergey Toymentsev
Keyword(s):  
English Language ◽  
Film History ◽  
Russian Language ◽  
The Other ◽  
Film Analysis ◽  
Theoretical Approaches ◽  
Interdisciplinary Dialogue ◽  
Religious Cult ◽  
The One ◽  
Opening Up

This introduction outlines the main tendencies in Tarkovsky studies, the most salient of which are English-language auteur studies, methodologically based in film history and formalist analysis, and Russian-language hagiographic and quasi-theological monographs fostering the religious cult of the director. This chapter argues that most Tarkovsky scholars trained in Slavic studies are somewhat reluctant to enter into interdisciplinary dialogue with other film theories and philosophical approaches by relying more on the traditional (empirically oriented) methods of film analysis developed by film history and film hermeneutics. This anthology, the chapter argues, attempts to overcome the methodological narrowness of Anglophone auteur studies on Tarkovsky on the one hand and Russophone hagiographic zeal on the other by opening up the field to different theoretical approaches.

The Patrimonial Project of Dzhankent

2018 ◽  
Vol 24 (1-2) ◽  
pp. 467-532
Author(s):  
Irina Arzhantseva ◽  
Svetlana Gorshenina
Keyword(s):  
Central Asia ◽  
Archaeological Site ◽  
National Identities ◽  
The Other ◽  
Post Colonial ◽  
Theoretical Approaches ◽  
Special Place ◽  
National Symbols ◽  
Geographical Position ◽  
The One

AbstractThe archaeological site of Dzhankent, in addition to its geographical position and the wealth of finds from there, occupies a special place for several other reasons, too. It was the first site in Central Asia to be excavated (1740-1741) and photographed (1858), and it has recently become one of the national symbols of independent Kazakhstan (since 1991). Over the period of more than 270 years during which it has been studied, Dzhankent has been approached by generations of explorers, excavators and researchers from different theoretical positions and with different aims which have corresponded more or less to political or geopolitical programmes. The aim of this contribution is, on the one hand, to show how the various actors who worked at this site related to one another and to the various types of power (local, Tsarist, Soviet), and on the other hand, to analyze the changes in the theoretical approaches of these actors. At the same time, it is important to trace the transformation of Dzhankent, in its pre-colonial, colonial and post-colonial contexts, into a memorial supposedly linked to imperial or national identities which, in turn, had been forged around a constructed past.

Argument Structure and Morphology

2019 ◽  
Author(s):  
Jim Wood ◽  
Neil Myler
Keyword(s):  
Argument Structure ◽  
Word Formation ◽  
The Other ◽  
Proper Treatment ◽  
Structure And Morphology ◽  
Theoretical Approaches ◽  
The One ◽  
Theoretical Issues

The topic “argument structure and morphology” refers to the interaction between the number and nature of the arguments taken by a given predicate on the one hand, and the morphological makeup of that predicate on the other. This domain turns out to be crucial to the study of a number of theoretical issues, including the nature of thematic representations, the proper treatment of irregularity (both morphophonological and morphosemantic), and the very place of morphology in the architecture of the grammar. A recurring question within all existing theoretical approaches is whether word formation should be conceived of as split across two “places” in the grammar, or as taking place in only one.

scholarly journals What’s Modern in Chinese Translation Theory? Lu Xun and the Debates on Literalism and Foreignization in the May Fourth Period

2003 ◽  
Vol 14 (2) ◽  
pp. 195-223 ◽  
Author(s):  
Leo Tak-hung Chan
Keyword(s):  
Foreign Language ◽  
Chinese Language ◽  
Historical Context ◽  
The Other ◽  
Original Text ◽  
Translation Theory ◽  
Lu Xun ◽  
Chinese Translation ◽  
The One ◽  
Classical Language

Abstract This article attempts to assess the contribution of Chinese translators and theorists of the twenties and thirties, in particular the famous writer Lu Xun, whom I consider the first modern translation theorist in China. It is with him that China entered its modern phase in translation. Not only did he advocate retaining the foreignness of the original text, in a way reminiscent of the entire tradition of German Romantic translation theorists from Schleiermacher to von Humboldt to Goethe; he also explored in his own translations the possibilities for enriching the Chinese language through the importation of Europeanized structures and expressions. It is these foreignizing impulses that set Lu Xun apart most clearly from pre-modern Chinese theorists. At the same time, these impulses connect him with leading giants of translation theory like Nabokov and Benjamin (who emphasized the importance of the literal method in translation) on the one hand, and Venuti and Holmes (who highlighted processes of indigenization and exoticization in translation) on the other. Lu Xun’s ideas had a particular place in the wider cultural and historical context. Views similar to his had been advocated by his predecessors at the beginning of the century, whose attempt to Europeanize the classical language did not, unfortunately, find a large following. In his own time, Lu found ardent supporters among friends and colleagues who either (a) suggested thorough Europeanization, or (b) preferred limited Europeanization. Dissenting views, however, were clearly voiced by some of the other leading writers of the day. So there were (a) those who favored the use of a language based on the actual words spoken by the populace and (b) those who queried why one should not learn a foreign language and read the original instead. My article deals at length with the debates among these theorists and seeks to understand them from the perspective of contemporary Western translation theory.

Language-in-Education Planning

1989 ◽  
Vol 10 ◽  
pp. 53-78 ◽  
Author(s):  
D. E. Ingram
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Immigration Policy ◽  
Policy Making ◽  
Teaching And Learning ◽  
Foreign Language Teaching ◽  
The Other ◽  
Education Planning ◽  
Government Education ◽  
The One

This paper attempts to survey language-in-education planning in the 1980s drawing on both formal publications and the more “ephemeral” but often more directky influential documents of government education departments and other authorities. Two problems are immediately evident: first, the influential ephemeral documents are hard to obtain. The second problem in surveying language-in-education planning is symptomatic of language policy-making in general; it is necessary to differentiate between, on the one hand, policy which is little more than uncoordinated good or bad ideas, limited in the range of needs that it seeks to answer, or incidental to policy serving other purposee (e.g., immigration policy) and, on the other hand, systematic, formalized language-in-education planning (cf., Rist 1982). This paper also focuses on only that part of language-in-education policy concerned with second or foreign language teaching and learning; other papers in this volume deal with the areas of literacy and bilingual education.

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