Technical Communication Programs at Canadian Post-Secondary Institutions

1994 ◽  
Vol 24 (3) ◽  
pp. 237-250 ◽  
Author(s):  
Roger Graves ◽  
Jack McFadden ◽  
Shirley Moore
Keyword(s):  
Technical Communication ◽  
English Language ◽  
Technical Writing ◽  
Colleges And Universities ◽  
Writing Programs ◽  
Language Programs ◽  
Post Secondary ◽  
Communication Programs ◽  
English Language Programs

The location, extent, and focus of technical writing programs at Canadian colleges and universities is largely unknown, as least in a systematic way. This article reports the results of one survey of English-language programs. These programs are identified and representative ones are described in more detail. In the light of these findings, we discuss the need for more programs and the focus of these programs.

Teaching the History of Technical Communication: A Lesson with Franklin and Hoover

2003 ◽  
Vol 33 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Jeff Todd
Keyword(s):  
Technical Communication ◽  
English Language ◽  
Industrial Revolution ◽  
Technical Writing ◽  
Benjamin Franklin ◽  
Teaching History ◽  
Before And After ◽  
History Of ◽  
The Difference ◽  
The University

The first part of this article shows that research in the history of technical communication has increased in quantity and sophistication over the last 20 years. Scholarship that describes how to teach with that information, however, has not followed, even though teaching the history of the field is a need recognized by several scholars. The article provides and defends four guidelines as a foundation to study ways to incorporate history into classroom lessons: 1) maintain a continued research interest in teaching history; 2) limit to technical rather than scientific discourse; 3) focus on English-language texts; and 4) focus on American texts, authors, and practices. The second part of the essay works within the guidelines to show a lesson that contrasts technical texts by Benjamin Franklin and Herbert Hoover. The lesson can help students see the difference in technical writing before and after the Industrial Revolution, a difference that mirrors their own transition from the university to the workforce.

The Drama of Broadcast History after May 1968

2017 ◽  
Author(s):  
Derek W. Vaillant
Keyword(s):  
English Language ◽  
French Society ◽  
Language Programs ◽  
Commercial Radio ◽  
May 1968 ◽  
Broadcast History ◽  
English Language Programs

This chapter explores selected English-language programs of the Direction des affaires extérieures et de la coopération (DAEC), an affiliate of French broadcasting’s Office de radiodiffusion-télévision française (ORTF). The DAEC supplied historical and cultural radio dramas to U.S. listeners from 1968 until 1973. The DAEC’s dramas used experimental aesthetic techniques and topical provocations to engage a contemporary American audience seeking alternatives to commercial radio. Irreverence, satire, and a willingness to critique French society imbued these exports with a mildly subversive quality rarely heard on U.S.–French radio. DAEC brought non-U.S. radio content to select public stations and marked a final burst of U.S.–French connectivity in the waning days of France’s state broadcast monopoly, which dissolved in 1974.

Building Better English Language Programs: Perspectives on Evaluation in ESL

1992 ◽  
Vol 26 (2) ◽  
pp. 378
Author(s):  
Daniel L. Robertson ◽  
Martha C. Pennington
Keyword(s):  
English Language ◽  
Language Programs ◽  
English Language Programs

scholarly journals Pesantren readiness for the English programs

2021 ◽  
Vol 12 (2) ◽  
pp. 218-235
Author(s):  
Mawardi Muhammad Nur ◽  
Sofyan Abdul Gani ◽  
Iskandar Abdul Samad ◽  
Wardani Muhammad Nur
Keyword(s):  
Second Language ◽  
Data Collection ◽  
Foreign Language ◽  
English Language ◽  
Educational Institution ◽  
Foreign Languages ◽  
Language Programs ◽  
Research Objects ◽  
English Language Programs

Indonesia does not guarantee legitimately English as a second language. However, numerous Indonesian schools officially teach English, including pesantren (Mawardi, Maulidiansyah, Kamal, Nasai, 2019). Historically, the pesantren is an Islamic educational institution that teaches students through classical Islamic books (Fadhilah, 2011). Now, pesantren has been teaching modern lessons, including foreign languages such as English (Tahir, 2015). This study was designed to investigate the pesantren's readiness for English programs. Data collection was done by interview, observation, and documentation. Participants are people who are closely related to the object of research. A total of two English language coordinators were interviewed to obtain data on the pesantren's readiness for the English programs. The researchers also did observation and documentation to obtain supporting data from the research objects. The findings reveal that the pesantren's readiness for English language programs is outstanding in terms of the kinds of English programs, teachers' contributions, supporting facilities, and the pesantren environment itself. These findings are in line with previous researchers' findings, such as Insan (2019), Yulistiya (2020), and Setiawati (2018), stating that there are excellent programs for the advancement of students a foreign language.

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