scholarly journals USING POPULAR CULTURE�S MEDIA OF INDONESIAN - ENGLISH PICTUREBOOKS AS A WAY OF REACHING MORE VEGETABLE CONSUMING CHILDREN

2014 ◽  
Vol 14 (1) ◽  
pp. 36 ◽  
Author(s):  
Ekawati Marhaenny Dukut ◽  
Maya Putri Utami ◽  
Adi Nugroho ◽  
Novitai Ika Putri ◽  
Probo Y. Nugrahedi
Keyword(s):  
Popular Culture ◽  
Young Children ◽  
English Language ◽  
Picture Book ◽  
Visual Language ◽  
Food Technology ◽  
Main Character ◽  
Know How ◽  
Phonetic Transcription ◽  
Creative Media

A questionnaire and interview recently given to 5-8 year old children and their parents show that consumption of vegetables is low. One of the factors for the low consumption is due to the lack of creativity in making various menu and creative media to obtain children?s interest in wanting to consume vegetables. In Indonesia, if young children can be taught to actively use the English language, it will be a great advantage for their future?s education. Based on these backgrounds, through the various media available in today?s popular culture, picturebooks that can increase children?s ability to read English language texts in addition to consume vegetables is created. A picturebook project is regarded highly relevant for teachers who specialize in English language, visual communicative design and food technology. This article shares how with a bilingual picturebook, a reader will know how to pronounce the English language well because there is a phonetic transcription guide provided at the back of the book. Also at the back of the book is a menu for the vegetable that becomes the main character of the book. With this strategy, the book is projected to be popular to readers who want to also create attractive vegetable menus for children. The picturebook that is packed with simple yet interesting visual language is also a way to show how creative one can be in designing lovable vegetable characters. This article discusses the reasonings of creating the picture book.

A Musical Shared Book Experience for Little Excavator

2017 ◽  
Vol 31 (2) ◽  
pp. 40-46
Author(s):  
Audrey Berger Cardany
Keyword(s):  
Young Children ◽  
Common Core ◽  
English Language ◽  
Picture Book ◽  
First Grade ◽  
Reading Teachers ◽  
Common Core Standards ◽  
Group Setting ◽  
Music Learning ◽  
Music Standards

Little Excavator, a recent publication by Anna Dewdney, is a delightful picture book for young children and perfect for a musical shared book experience in a group setting for preschool and first-grade children. In this article, connections between music learning and the typical shared book experience are outlined. Musical ways to share the book and extension activities for pitch and rhythm concepts are provided. The author includes alignments to National Core Music Standards as well as English Language Common Core Standards for music and reading teachers.

Ethnic Identity in English Language Textbooks: Considerations for a Multicultural Society

2016 ◽  
Vol 13 (1) ◽  
pp. 77
Author(s):  
Puspalata C A/P Suppiah ◽  
Ramesh Nair
Keyword(s):  
Ethnic Identity ◽  
Content Analysis ◽  
Young Children ◽  
Identity Construction ◽  
Primary Schools ◽  
English Language ◽  
Multicultural Society ◽  
Verbal Language ◽  
Language Textbooks ◽  
Selection Of

There is evidence to suggest that young children more readily absorb the subtle messages that are encoded in any type of text and talk, and what they take away from these texts contributes in helping them develop their own identity in relation to their role in society. In this paper, we examine the construction of ethnic identity in a selection of English language textbooks targeted at young Malaysian children in primary schools. Based on a content analysis of visual and verbal language in two Primary Three English language textbooks, we report on the encoded messages that are transmitted to young Malaysian children about their place in society. The findings reveal significant imbalances in the way characters of different ethnic backgrounds are represented. This imbalance is a cause for concern as the message conveyed to young Malaysian children could be potentially damaging. Keywords: textbook, ethnicity, identity construction

scholarly journals The Long, Long Line by T. Ohmura

2014 ◽  
Vol 3 (4) ◽  
Author(s):  
Debbie Feisst
Keyword(s):  
Elementary Schools ◽  
Young Adult ◽  
Young Children ◽  
Picture Book ◽  
Young Adult Fiction ◽  
University Of Alberta ◽  
Young Readers ◽  
Long Line ◽  
Wide Range ◽  
The University

Ohmura, Tomoko. The Long, Long Line. Toronto, ON: OwlKids Books, 2013. Print."Thank you for waiting, and welcome aboard! One at a time, please!" mentions the bird, who is the ride guide on this mysterious ride for which 50 different animals have patiently lined up. As they wait, the bird flies amongst them, offering reassuring words as they guess as to what they may be in line for and play word games to pass the time.  The anticipation builds, and finally they start boarding the ride, which turns out to be a very large whale on which the animals ride while the whale performs somersaults, dives and sprays. Children will be delighted by all 50 animals represented on the large gatefold spread in the center of the book, from the smallest frog to the largest elephant.Children will love the small details such as the tail of the next animal in line ‘peeking’ around the corner of the page and the size of the animals increasing as they get closer to the ride giving perspective of size. A list of all 50 animals is included at the back for easy reference when young readers get stumped by a species. While this is indeed a picture book aimed at young children it is no quick read – children will want to hear every word of the animals’ conversations as they wait and will want to count as they go, and likely once all the animals are aboard the whale they will want to confirm there are indeed 50 animals present, perhaps multiple times.The colourful illustrations by the author are cute and engaging and show a wide range of expressions and interplay between the animals.  The language felt slightly unnatural but this may be a result of this edition being a translation of the original Japanese work Nanno Gyoretsu? A fun book for public and elementary schools as well as a nice addition to science or math based storytime in lower elementary grades.The Long, Long Line was selected as one of the best children’s books of 2013 by Kirkus Reviews.Recommended: 3 out of 4 stars Reviewer: Debbie FeisstDebbie is a Public Services Librarian at the H.T. Coutts Education Library at the University of Alberta.  When not renovating, she enjoys travel, fitness and young adult fiction.

scholarly journals Bahasa Visual , Gambar Anak, dan Ilustrasi Pada Buku Cergam Anak

2018 ◽  
Vol 1 (1) ◽  
pp. 63
Author(s):  
Febrina Hanisha ◽  
Yusuf Affendi Djalari
Keyword(s):  
Picture Book ◽  
Visual Language ◽  
Children's Drawings ◽  
Children’S Drawings ◽  
Visual Approach

<em>Abstract</em><br />Visual Language, Children’s Drawing, and Illustration of Children’s Picture Book. To create illustrations that can encourage children to interact with books is by applying visual approach appropriate to the children’s imagination and development. To understand the children’s imagination can be done by observing their drawings. Children’s drawing is the result of senses what they felt. This phenomenon is called the children’s visual language. The application of children’s visual language to illustrations can be found in contemporary children’s picture book. For example, the series of picture book “Kerlip Bintang di Langit”. Through a study of children’s drawings and illustrations of “Kerlip Bintang di Langit”, this paper is intended to analyze how the visual language correlates between children’s drawings and illustrations of children’s picture book. Also, its appropriateness to the psychology development of contemporary-children based on the periodic development of children’s visual language.<br />Keywords: visual language, children’s drawing, illustration, picture book<br />Abstrak<br />Bahasa Visual, Gambar Anak, dan Ilustrasi pada Buku Cergam Anak. Salah satu cara untuk menciptakan ilustrasi yang mampu mendorong anak berinteraksi terhadap buku adalah dengan menerapkan pendekatan visual yang sesuai dengan imajinasi dan perkembangan usia anak. Cara memahami imajinasi anak dapat dilakukan dengan mengamati hasil gambarnya. Apa yang digambar oleh anak merupakan hasil kerjasama indera-indera yang mereka rasakan. Fenomena ini disebut dengan bahasa visual anak. Penerapan bahasa visual anak pada ilustrasi dapat ditemui pada buku cergam anak kontemporer. Contohnya, buku cergam “Kerlip Bintang di Langit”. Melalui kajian terhadap hasil gambar anak dan ilustrasi pada buku cergam “Kerlip Bintang di Langit”, penulisan ini dimaksudkan untuk menganalisis bagaimana korelasi bahasa visual antara gambar anak dan ilustrasi buku cergam anak. Serta, kesesuaiannya terhadap perkembangan psikologi anak-anak kontemporer berdasarkan periodesasi perkembangan bahasa visual ana

scholarly journals Kahoot Apps in ELT Context: An alternative Learning Strategy

2019 ◽  
Vol 1 (1) ◽  
pp. 11-15
Author(s):  
Nunung Susilo
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
English Language Teaching ◽  
Online Application ◽  
Know How ◽  
English Classrooms ◽  
Quality Of Teaching

This research was designed in descriptive qualitative research to ensure there are triangulations data regarding Kahoot apps in English Language Teaching (ELT) context. The data was collected from several related literature on the application of Kahoot online application in English classrooms including online forum. The analysis of the study sees teaching English using media such as Kahoot is one effective strategy that makes students enjoy the teaching and learning process around the globe. Many studies have proven the effectiveness of using video as a learning medium for students, especially in EFL classes. Kahoot seems not only gives students pleasure to learn but also can make students more active and comfortable in the learning process. Therefore, taking a cue from many studies around the world underline the significant findings the teacher as a model must know how to deliver good material using Information system i.e., Kahoot online application. This study also would like to suggest before using this online application as a medium for teaching, teachers must have a step by step plan of what the teacher must do during teaching and learning to ensure the quality of teaching.

scholarly journals Where the Wild Things Are

2003 ◽  
Vol 48 (1-2) ◽  
pp. 128-141 ◽  
Author(s):  
Riitta Oittinen
Keyword(s):  
Picture Books ◽  
English Language ◽  
Picture Book ◽  
Target Language ◽  
Visual Images ◽  
Forthcoming Book ◽  
Starting Point ◽  
The Relationship ◽  
Classical Picture

Abstract Translating picture books is a many-splendored thing: it includes not only the relationship between the verbal and the visual (images and other elements) but also issues like reading aloud and child images. In the following, while mainly concentrating on the visual, I will deal with the other questions as well, as they all interact and influence each other. My starting point is translating as rewriting for target-language audiences – we always need to ask the crucial question: “For whom?” Hence, while writing children’s books is writing for children, translating children’s literature is translating for children. (See Hunt 1990:1, 60-64 and Oittinen 2000.) The reasons why I take such a special interest in translating picture books are twofold: cultural and national as well as individual. In Finland, we translate a lot: 70-80% of all the books published for children annually are translations. From the perspective of picture books, the number may be even higher (and 90% of the translations come from the English language; see Rättyä 2002:18-23). Moreover, being an artist and translator of picture books makes me especially keen on the visual as a translation scholar as well. As a case study, I have chosen Maurice Sendak’s classical picture book Where the Wild Things Are and its translations into German, Swedish and Finnish. At the background of my article is my book Translating for Children (2000) as well as my forthcoming book Kuvakirja kääntäjän kädessä on translating picture books. Due to copyright reasons, I only have picture examples from illustrations of my own.

scholarly journals Examining Factors Influencing the Viability of Automatic Acoustic Analysis of Child Speech

2018 ◽  
Vol 61 (10) ◽  
pp. 2487-2501 ◽  
Author(s):  
Thea Knowles ◽  
Meghan Clayards ◽  
Morgan Sonderegger
Keyword(s):  
Young Children ◽  
Acoustic Analysis ◽  
Center Of Gravity ◽  
Training Data ◽  
Alignment Accuracy ◽  
Older Children ◽  
Acoustic Characteristics ◽  
Phonetic Transcription ◽  
Very Young Children ◽  
Child Speech

Purpose Heterogeneous child speech was force-aligned to investigate whether (a) manipulating specific parameters could improve alignment accuracy and (b) forced alignment could be used to replicate published results on acoustic characteristics of /s/ production by children. Method In Part 1, child speech from 2 corpora was force-aligned with a trainable aligner (Prosodylab-Aligner) under different conditions that systematically manipulated input training data and the type of transcription used. Alignment accuracy was determined by comparing hand and automatic alignments as to how often they overlapped (%-Match) and absolute differences in duration and boundary placements. Using mixed-effects regression, accuracy was modeled as a function of alignment conditions, as well as segment and child age. In Part 2, forced alignments derived from a subset of the alignment conditions in Part 1 were used to extract spectral center of gravity of /s/ productions from young children. These findings were compared to published results that used manual alignments of the same data. Results Overall, the results of Part 1 demonstrated that using training data more similar to the data to be aligned as well as phonetic transcription led to improvements in alignment accuracy. Speech from older children was aligned more accurately than younger children. In Part 2, /s/ center of gravity extracted from force-aligned segments was found to diverge in the speech of male and female children, replicating the pattern found in previous work using manually aligned segments. This was true even for the least accurate forced alignment method. Conclusions Alignment accuracy of child speech can be improved by using more specific training and transcription. However, poor alignment accuracy was not found to impede acoustic analysis of /s/ produced by even very young children. Thus, forced alignment presents a useful tool for the analysis of child speech. Supplemental Material https://doi.org/10.23641/asha.7070105

People of the Picture Book

2017 ◽  
Author(s):  
Rachel B. Gross
Keyword(s):  
Popular Culture ◽  
Picture Book ◽  
Religious Activity ◽  
Children's Books ◽  
Children’S Books ◽  
American Jews ◽  
Staff Members ◽  
American Jewish ◽  
Reading To Children ◽  
Jewish Families

Since 2005, a philanthropic organization, PJ Books, has set out to influence American Jews by reaching them in one of their most tender, intimate family moments: parents reading to children. The program uses children's books to influence Jewish families' values and practices. This chapter argues that PJ Library demonstrates the burden that American Jewish institutions place on popular culture to shape their communities. Though staff members deny that PJ Library is engaged in religious activity, the organization does, in fact, use children's books as a tool to shape American Jewish religion. It uses children's books to introduce families to or reinforce their connection with sacred rituals and Jewish customs. More broadly, PJ Library seeks to persuade American Jewish families to make Judaism an important part of their lives and to connect them, one illustrated book at a time, to networks that will help them do so.

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