What Next?

PMLA ◽  
1953 ◽  
Vol 68 (1) ◽  
pp. 43-48
Author(s):  
William Riley Parker
Keyword(s):  
Foreign Language ◽  
Difficult Problem ◽  
Complex World ◽  
Press Releases ◽  
Speaking Up ◽  
Language Teacher ◽  
Do So

As a professor of English, who also happens to be entrusted with the direction of this new MLA project, I hope that every foreign language teacher in this room realizes what a difficult problem of translation the preceding speeches pose. It is my job to translate them into 'action. If I do not do so, with your help, we shall merely have spent a morning congratulating or consoling ourselves. After what you have heard, I probably don't need to tell you that my acts of translation will inevitably lose much of the peculiar eloquence and overtone of the originals, but I do want to assure you that I shall try my best to preserve the spirit of what has been said today. Don't expect me, in other words, to be always literal; and don't expect me to do anything that will stir you as you have been stirred this morning. From now on, it is a workaday matter of files and figures, committees and conferences, interviews and press releases, and endless letters. We live, for better or for worse, in such a complex world. Our critics or detractors have long understood this, and have taken advantage of our otherworldliness. Let them take notice: we may betray our inexperience for a time, but the MLA is this morning outside the classroom and the study, speaking up for something it deeply believes in.

A Brief Bibliography on Linguistics, for Foreign Language Teachers

PMLA ◽  
1955 ◽  
Vol 70 (2) ◽  
pp. 33-35
Author(s):  
William G. Moulton
Keyword(s):  
New York ◽  
Foreign Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
New Science ◽  
Best Sellers ◽  
Do So ◽  
Popular Books

During recent years language teachers have heard a great many claims about the importance of linguistics in language teaching. It is true that, during the last thirty years or so, many useful and rather exact techniques have been developed for the analysis and description of languages, and along with them have come many new attitudes toward language in general. Some of this must obviously have a bearing on language teaching. Yet when the hard pressed language teacher tries to learn something about this new science of linguistics, he finds it exasperatingly hard to do so. If he asks a linguistics colleague for an opinion on the recent popular books on language (some of which have been real best sellers), he is told that they will give him no idea whatever of what has really been going on in the science. If he asks whether he should read one of the classic books by a linguist, such as Leonard Bloomfield's Language (New York, 1933), he is told that in parts it is excruciatingly hard to read, and that it is out of date anyhow. Having been rebuffed on both points, all but the most heroic language teachers will give the matter up then and there. Linguists will then go on muttering about people who don't want to learn about what they are teaching, and language teachers will go on muttering about people who have a science so extraordinary that it can't be explained to outsiders.

Visual Representations and Comprehension: The Exploration of Image-Word Relations and Types of Design

2019 ◽  
Vol 3 (2) ◽  
pp. 27
Author(s):  
Siti Sarah Fitriani ◽  
Nira Erdiana ◽  
Iskandar Abdul Samad
Keyword(s):  
Foreign Language ◽  
English Education ◽  
Visual Representations ◽  
Narrative Text ◽  
Primary Students ◽  
Education Department ◽  
Language Background ◽  
Multimodal Text ◽  
Language Visualisation ◽  
Do So

Visualisation has been used for decades as a strategy to help readers construct meaning from reading passages. Teachers across the globe have introduced visualisation mostly to primary students with native language background. They used the strategy to understand their own language. Little is known how this strategy works for university students who learn foreign language. Visualisation can be done internally (by creating mental imagery) and externally (by drawing visual representation). The product of visualising texts by using both models can be further investigated to find out if the meaning represented is appropriate to the meaning written in the text. This study therefore aims at exploring meaning by analysing the visual representations drawn by 26 English Education Department students of Syiah Kuala University after they read a narrative text. The exploration was conducted by looking at the image-word relations in the drawings. To do so, we consulted Chan and Unsworth (2011), Chan (2010) and Unsworth and Chan (2009) on the image-language interaction in multimodal text. The results of the analysis have found that the equivalence, additive and interdependent relations are mostly involved in their visual representations; and these relations really help in representing meanings. Meanwhile, the other three relations which are word-specific, picture specific and parallel are rarely used by the students. In addition, most students created the representations in a form of a design which is relevant to represent a narrative text. Further discussion of the relation between image-word relations, types of design and students’ comprehension is also presented in this paper.

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

Finding a Pastoral Idiom

2018 ◽  
Author(s):  
Mathilde Skoie
Keyword(s):  
Foreign Language ◽  
Language Politics ◽  
Rural And Urban ◽  
Do So ◽  
The Way

This chapter introduces yet another European ‘repossession’ of Virgil that generally remains outside the scope of most volumes on translation and reception. Skoie focuses on three Norwegian translations of Virgil’s Eclogues and analyses the way they exhibit tendencies towards two complementary processes that have been labelled, in recent theories of translation, as ‘domestication’ and ‘foreignization’; and they do so as the language of translation becomes politicized and engaged in debates about Norwegian identity. Skoie explores the use of Virgilian pastoral idiom in a foreign language and the juxtaposition between rural and urban voices in the context of language politics.

Bilingual, Esol and Foreign Language Teacher Preparation: Models Practices, Issues

1979 ◽  
Vol 13 (1) ◽  
pp. 105
Author(s):  
Marilyn McDivitt ◽  
John F. Fanselow ◽  
Richard L. Light
Keyword(s):  
Teacher Preparation ◽  
Foreign Language ◽  
Language Teacher
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