Teaching English in the World: Poetry and Pop Culture: Exploring America and Norway

2006 ◽  
Vol 96 (1) ◽  
pp. 105
Author(s):  
Donna L. Pasternak
Keyword(s):  
Pop Culture ◽  
Teaching English ◽  
The World

scholarly journals “If English Was Good Enough for Jesus, It’s Good Enough for Me”

Paideusis ◽  
2020 ◽  
Vol 17 (1) ◽  
pp. 25-34
Author(s):  
Peter Kovacs
Keyword(s):  
World War Ii ◽  
Foreign Language ◽  
English Language ◽  
Endangered Languages ◽  
Teaching English ◽  
World War ◽  
Philosophical Discussion ◽  
Lingua Franca ◽  
The World ◽  
Harmful Effects

Since the end of World War II, English has become the virtual lingua franca of the planet. However, this development carries significant ethical and educational questions: What are the consequences of the worldwide dominance of the English language? How has it affected and how will it affect the fortunes of other languages? What can and should we as educators to do to minimize or eliminate the harmful effects on some of the endangered languages of the world? This paper will invite educators into a philosophical discussion of the ethical complexities of teaching English as a Second or Foreign Language.

scholarly journals A contribuição de Rubem Alves para o estudo da teologia na arte sequencial: anotações de um fragmento de mosaico misturadas com biografia

2015 ◽  
Vol 8 (12) ◽  
pp. 155
Author(s):  
Iuri Andréas Reblin
Keyword(s):  
Daily Life ◽  
Pop Culture ◽  
Human Dimension ◽  
Human Being ◽  
Sequential Art ◽  
Cultural Goods ◽  
Creation Process ◽  
The World ◽  
Theological Study ◽  
Symbolic World

Resumo: O estudo apresenta duas ideias cruciais de Rubem Alves para o estudo teológico dos bens artístico-culturais da cultura pop: as estórias como invocações da vida e a teologia como atividade inerente ao ser humano. A primeira ideia remete à centralidade da narrativa no processo de constituição do mundo humano e na manutenção e contínua reinvenção deste, influindo na própria identidade do ser humano, em sua interpretação do mundo e das relações, na partilha de um universo simbólico-cultural, enfim, em sua própria biografia. A segunda ideia remete à atividade teológica enquanto faculdade inerente ao ser humano. Nessa perspectiva, Rubem Alves amplia a compreensão de teologia – usualmente entendida como estudo (acadêmico) sobre a divindade, para a dimensão humana existencial profunda da busca por sentido. Ao final, o texto reitera a importância do pensamento de Rubem Alves para a teologia e seu papel particular nos estudos dos bens artístico-culturais da cultura pop. Palavras-chave: Rubem Alves. Estudos Culturais. Teologia do Cotidiano. Arte Sequencial. Cultura Pop. Abstract: The study presents Rubem Alves’ two central ideas for the theological study of artistic cultural goods of pop culture: stories as invocation of life and theology as an inherent activity of human being. The first idea refers to the centrality of storytelling in the creation process of the human symbolic world, its maintenance and its continuous reinvention, influencing in human’s identity, their interpretation of the world and the relations in it, the sharing of a symbolic cultural universe, finally, his own biography. The second idea refers to the theological activity while a faculty inherent to the human being. In this perspective, Rubem Alves expands his understanding of theology – usually understood as (academic) study on the deity, to a deeper existential human dimension of the seek for meaning. At the end, the text reiterates the importance of Rubem Alves’ thought to theology and his particular role in the study of artistic cultural goods of pop culture. Keywords: Rubem Alves. Cultural Studies. Theology of Daily Life. Sequential Art. Pop Culture.

scholarly journals Book Review: Beauty around the World: A Cultural Encyclopedia

2018 ◽  
Vol 57 (4) ◽  
pp. 301
Author(s):  
Stacey Marien
Keyword(s):  
Latin American ◽  
Pop Culture ◽  
Assistant Professor ◽  
The Body ◽  
Identity Performance ◽  
State University ◽  
Research Experience ◽  
The World ◽  
The Caribbean

Kenny is an assistant professor of anthropology at Missouri State University with research experience in East and West Africa. Nichols is a professor of Spanish at Drury University with her research specializing in cultures of Latin America. Nichols has also co-written Pop Culture in Latin American and the Caribbean (ABC-CLIO, 2015) and authored a chapter on beauty in Venezuela for the book The Body Beautiful? Identity, Performance, Fashion and the Contemporary Female Body (Inter-Disciplinary Press, 2015). Both authors have taught extensively on the topic of beauty and bodies (xi). 

scholarly journals When the Author Owns the World

2014 ◽  
Vol 1 (4) ◽  
pp. 959-978
Author(s):  
Steven D. Jamar ◽  
Christen B’anca Glenn
Keyword(s):  
Pop Culture ◽  
Fan Fiction ◽  
Television Series ◽  
The World ◽  
Original Works

Fan fiction is amateur writing that imaginatively reinvents a work in pop culture while maintaining the identifiable aspects of the preexisting work. Fans of various books, films, and television series write their own versions of the stories and post them online in fan fiction communities. Fan fiction as practiced today is a way for fans to creatively express themselves and become integrated into the story and world they love. The stories range from highly derivative works, where relatively few plot points are changed, to entirely new plot lines using the same world and characters of the original, underlying work. Some provide backstories about existing characters, and some are more in the nature of sequels. Some are quite original works more in the nature of “inspired by” than “derived from.”

Teaching English to the World

English Today ◽  
1985 ◽  
Vol 1 (2) ◽  
pp. 13-18
Author(s):  
Hugh Howse
Keyword(s):  
Second Language ◽  
British Broadcasting Corporation ◽  
Teaching English ◽  
Big Business ◽  
English Teaching ◽  
The World

Teaching English as a foreign or second language is big business these days. The British Broadcasting Corporation is in the forefront, teaching English to millions throughout the world. Its English by Radio and Television Department is almost literally ‘the world's largest English-teaching classroom’. How has this come about, and what do its courses look and sound like?

Teaching of English as an International Language in Various Contexts: Nothing is as Practical as Good Theory

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 74-87 ◽  
Author(s):  
Seran Dogancay-Aktuna ◽  
Joel Hardman
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Good Theory ◽  
Teaching English ◽  
Lingua Franca ◽  
International Language ◽  
Pedagogical Decisions ◽  
The World ◽  
Language Classrooms ◽  
English Language Classrooms

Despite the proliferation of publications on teaching English as an international language (EIL) or a Lingua Franca (ELF), the diffusion of these concepts into the world of English Language Teaching has been slow and incomplete. There is some wariness among educators about the teaching of ELF and EIL, with no consensus regarding appropriate pedagogy. In this article we look at some of the research on the integration of global Englishes into English language classrooms and discuss issues concerning a model of language to guide pedagogy when there are multiple Englishes. We maintain that it is by relying on theoretical understandings of concepts underlying the development and use of global Englishes and basing pedagogical decisions on contextual needs, rather than on prescriptions for practice, that teachers can make realistic decisions about integrating Englishes into their own classroom pedagogy. We refer to a model of teaching English that is based on a vision of situated teacher praxis and show how one component of this model, meta-culture, can be used to teach language-culture connection in the era of global Englishes.

TV Series in Turkish Foreign Policy: Aspects of Hegemony and Resistance

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Constantinos Constantinou ◽  
Zenonas Tziarras
Keyword(s):  
Foreign Policy ◽  
Popular Culture ◽  
North Africa ◽  
Pop Culture ◽  
Soap Operas ◽  
The Balkans ◽  
Turkish Foreign Policy ◽  
The World ◽  
Tv Shows ◽  
The Impact

This article examines the ways in which (pop or) popular culture may fall within the context of foreign policy. More specifically, it situates our analysis against such backdrop by delving into how Turkey effectively exports pop culture, propaganda and positive images of itself via the use of television (TV) shows. To that end, notable Turkish soap operas market its ancient glorious past. Admittedly, these telenovelas form a salient cultural product export for Turkey as they reach diverse and far-away audiences – from Latin America to Russia, Central Asia, North Africa, the Middle East, and the Balkans, to merely name a few. Paradoxically, the frenzy has even reached places like Greece. Not to mention, Serbia or Israel, with the latter’s phenomenal success accompanied also with some backlash. Therefore, the current study seeks to better understand the magnitude alongside the impact of Turkey’s achievement given how it comprises a multi-million-dollar industry, by partially unearthing what makes Turkish TV series so powerful the world over. Further, this research firstly presents an analysis of the hegemonic efforts before presenting the limitations to its success by thoroughly covering the empirical data while, theoretically framing it.  

Crowdsourcing as a Tool for Improving Learning in Tertiary Institutions in Developing Countries

2018 ◽  
pp. 164-186
Author(s):  
Indo Benna
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Higher Education Institutions ◽  
Teaching English ◽  
Tertiary Institutions ◽  
Material Development ◽  
The World ◽  
Collaborative Efforts ◽  
Different Parts

Higher education in many developing countries faces the triple challenges of inadequate funding, need to improve quality of learning outcomes, and the pressure to increase quality of graduates. Crowdsourcing offers opportunity for institutions to face these problems with little resource expenditure. The chapter describes/analyzes how crowdsourcing can be applied in curriculum and teaching material development activities through collaborative efforts of higher education institutions from different parts of the world to develop suitable curriculum for teaching English for specific purpose. The chapter analyzes the process and the evaluates the outcome of the crowdsourcing tool and suggests that its application can keep higher education institutions in developing countries in forefront of education and research innovation, and prepares members in these institutions for innovative problem solving and for the challenges of the online world.

scholarly journals Language Practitioners’ Reflections on Method-based and Post-method Pedagogies

2017 ◽  
Vol 10 (5) ◽  
pp. 234 ◽  
Author(s):  
Abdul Fattah Soomro ◽  
Mansoor S. Almalki
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
English Language ◽  
Small Scale ◽  
Teaching English ◽  
Strategic Framework ◽  
Learning And Teaching ◽  
The World

Method-based pedagogies are commonly applied in teaching English as a foreign language all over the world. However, in the last quarter of the 20th century, the concept of such pedagogies based on the application of a single best method in EFL started to be viewed with concerns by some scholars. In response to the growing concern against the concept of a method, some scholars started to offer alternatives to a method in different forms. Kumaravadivelu is one of the scholars who offers his post-method macro-strategic framework as an alternative to method-based pedagogies. This small-scale study explores English language practitioners’ experience and their views about applying method-based and post-method pedagogies. Semi-structured pre- and post-interviews were conducted from eight participants. The pre-interviews investigated the teacher-participants’ views about the method-based pedagogies in practice and the post-interviews aimed at knowing the prospects and concerns in the application of post-method pedagogies in their context. Although participants were skeptical of the concept of methods, they considered them useful in making contribution towards learning and teaching English. They found post-method pedagogies as more preferable option to method-based pedagogies in ELT on the ground; the post-method pedagogies, according to them, give broad directions while specific methods make teachers to work within narrow guidelines. However, they showed certain concerns in the application of such pedagogies in their context.

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