scholarly journals INDONESIAN EFL TEACHERS’ CONCEPTUALIZATION OF CULTURE IN THE 21ST CENTURY EFL CLASSROOM (Konseptualisasi yang Dimiliki Guru Bahasa Inggris Indonesia Terkait dengan Kultur dalam Pembelajaran Bahasa Inggris sebagai Bahasa Asing pada Abad XXI)

SUAR BETANG ◽  
2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Ruly Morganna ◽  
Sakut Anshori
Keyword(s):  
21St Century ◽  
Knowledge Construction ◽  
Language Use ◽  
Learning Culture ◽  
Linguistic Competence ◽  
Teaching Principles ◽  
Efl Teachers ◽  
Per Se ◽  
The Way ◽  
Efl Learning

In dealing with the 21st century EFL pedagogy where interculturality and multiculturality are promoted to be the crucial aspects of EFL learning, this study is oriented towards investigating Indonesian EFL teachers’ conceptualization of culture in EFL classroom. The conceptualization in this sense is emphasized on their knowledge construction underlying their teaching principles. This study was conducted qualitatively by engaging three Indonesian EFL teachers selected purposively. The data of this study were garnered from open-ended questionnaires and interview. Regarding the teachers’ conceptualization, this study revealed that culture referred to the way of living becoming the framework of language use since language per se referred to a social semiotic, and the framework of learning going on inter and intra-individually. In EFL learning, culture was viewed from its interculturality. Interculturality was supported although two teachers stayed in native-speakerism specifically for linguistic competence. This study is meaningful since it serves a set of contributive knowledge vis-a-vis culture in EFL learning for EFL teachers and curriculum developers. However, this study is still delimited on cultural conception. Further studies are expected to work on the practice of cultural conception to deal with the 21st century EFL learning in Indonesia.

scholarly journals Exploring the Teaching of Communicative Grammar in EFL Classes in Benin to Promote Language Use in CBA Context

2018 ◽  
Vol 8 (6) ◽  
pp. 58
Author(s):  
Estelle Bancolé-Minaflinou
Keyword(s):  
Language Use ◽  
Language Practice ◽  
Communicative Strategies ◽  
Efl Teachers ◽  
Real Language ◽  
Effective Use ◽  
Efl Learning

This paper sets out to investigate how communicative grammar can effectively be used in EFL classes in Benin topromote real language practice. To collect data, instruments such as questionnaires, interview and class observationwere used. The sample of the study consists of twenty purposively chosen secondary EFL teachers (ten of them teachtraditional grammar and ten, communicative grammar) and twenty six students ranging from beginners to advancedlevel. The data were analyzed using the SPSS tools, the goal of which is to verify the effectiveness of this approachover the traditional one.The findings of the investigation have revealed the following: (i) not many teachers teach communicative grammarin Benin and those who claim they teach it still have a hazy idea of what it is supposed to be; (ii) communicativegrammar teaching is what is needed to make EFL learning a rewarding experience for students’ effective use of thelanguage; (iii) both approaches are not mutually exclusive for they can become perfect complements.The study concluded with some strategies for implementation illustrated by some suggested activities that candevelop students’ communicative strategies and interactional skills.

Linguistic Competence in Aphasia

2008 ◽  
Vol 17 (3) ◽  
pp. 87-92
Author(s):  
Leonard L. LaPointe
Keyword(s):  
Language Use ◽  
Linguistic Competence ◽  
Careful Study ◽  
Feral Children ◽  
Performance Factors ◽  
Performance Loss ◽  
Linguistic Rules ◽  
Communication Goals ◽  
Aphasia Treatment ◽  
And Performance

Abstract Loss of implicit linguistic competence assumes a loss of linguistic rules, necessary linguistic computations, or representations. In aphasia, the inherent neurological damage is frequently assumed by some to be a loss of implicit linguistic competence that has damaged or wiped out neural centers or pathways that are necessary for maintenance of the language rules and representations needed to communicate. Not everyone agrees with this view of language use in aphasia. The measurement of implicit language competence, although apparently necessary and satisfying for theoretic linguistics, is complexly interwoven with performance factors. Transience, stimulability, and variability in aphasia language use provide evidence for an access deficit model that supports performance loss. Advances in understanding linguistic competence and performance may be informed by careful study of bilingual language acquisition and loss, the language of savants, the language of feral children, and advances in neuroimaging. Social models of aphasia treatment, coupled with an access deficit view of aphasia, can salve our restless minds and allow pursuit of maximum interactive communication goals even without a comfortable explanation of implicit linguistic competence in aphasia.

Remembering the Past in Nineteenth-Century Scotland

2014 ◽  
Author(s):  
James J. Coleman
Keyword(s):  
Nineteenth Century ◽  
National Identity ◽  
19Th Century ◽  
21St Century ◽  
Collective Memories ◽  
The Past ◽  
Prevailing View ◽  
The Way

At a time when the Union between Scotland and England is once again under the spotlight, Remembering the Past in Nineteenth-Century Scotland examines the way in which Scotland’s national heroes were once remembered as champions of both Scottish and British patriotism. Whereas 19th-century Scotland is popularly depicted as a mire of sentimental Jacobitism and kow-towing unionism, this book shows how Scotland’s national heroes were once the embodiment of a consistent, expressive and robust view of Scottish nationality. Whether celebrating the legacy of William Wallace and Robert Bruce, the reformer John Knox, the Covenanters, 19th-century Scots rooted their national heroes in a Presbyterian and unionist view of Scotland’s past. Examined through the prism of commemoration, this book uncovers collective memories of Scotland’s past entirely opposed to 21st-century assumptions of medieval proto-nationalism and Calvinist misery. Detailed studies of 19th-century commemoration of Scotland’s national heroes Uncovers an all but forgotten interpretation of these ‘great Scots’ Shines a new light on the mindset of nineteenth-century Scottish national identity as being comfortably Scottish and British Overturns the prevailing view of Victorian Scottishness as parochial, sentimental tartanry

Space cooperation — paving the way to the 21st century

Space Policy ◽  
1988 ◽  
Vol 4 (2) ◽  
pp. 95-96
Author(s):  
Alain Dupas
Keyword(s):  
21St Century ◽  
The Way

The image of a modern shaman. A literary example of Ida Brzezińska

2021 ◽  
Vol 37 (2) ◽  
pp. 117-134
Author(s):  
Angelika Moskal
Keyword(s):  
21St Century ◽  
Popular Literature ◽  
The Other ◽  
The World ◽  
Evil Spirits ◽  
The Dead ◽  
The Way

Abstract: The shaman figure is most often associated with primitive communities, inhabiting, among others Siberia. The shaman plays one of the most important roles in them - he is an intermediary between the world of people and the world of spirits. Responds to, among others for the safe passage of souls to the other side and protects her from evil spirits. However, is there room for representatives of this institution in contemporary Polish popular literature? How would they find themselves in the 21st century? The article aims to show the interpretation of the shaman on the example of Ida Brzezińska, the heroine of the books of Martyna Raduchowska. I intend to introduce the role and functions of the „shaman from the dead”, juxtaposing the way Ida works (including reading sleepy margins from a rather unusual dream catcher, carrying out souls and the consequences that await in the event of failure or making contact with the dead) with the methods described by scholars shamans. The purpose of the work is to show how much Raduchowska tried to adapt shamanism in her work by modernizing it, and how many elements she added from herself to make the story more attractive.

School Reform and Parental Engagement Learning in the United Kingdom

2021 ◽  
Author(s):  
Janet Goodall
Keyword(s):  
United Kingdom ◽  
School Improvement ◽  
School Reform ◽  
21St Century ◽  
Parental Engagement ◽  
Reform Movements ◽  
Early 21St Century ◽  
The United Kingdom ◽  
Wide Range ◽  
Per Se

Parental engagement in children and young people’s learning has been shown to be an important lever for school improvement and young people’s outcomes. However, parents are rarely involved in school reform movements. These reform movements are generally centered on the school rather than on improvement of learning per se. Shifting the focus away from the school and to learning as an overarching aim requires the inclusion of and partnership with parents. This is a new way of understanding school reform but has the best chance of supporting all students, including those not best served by the schooling systems in the early 21st century. The reforms here are chiefly concerned with U.K. schooling systems, but could be more widely applicable, and call on a wide range of evidence, from the United Kingdom and beyond.

Grammar and variation in the classroom

2022 ◽  
Author(s):  
Vít Dovalil ◽  
Adriana Hanulíková
Keyword(s):  
Language Use ◽  
Linguistic Competence ◽  
Classroom Setting ◽  
Social Forces ◽  
Teacher Interviews ◽  
Important Place ◽  
Successful Communication ◽  
Reference Corpus ◽  
Grammar Knowledge ◽  
Model Texts

Abstract Grammar is the structural foundation of successful communication, language use, and literacy development. Grammar is therefore sometimes viewed as the heart of language with an important place in language teaching. In a classroom setting, regulation of grammar knowledge through teachers is strongly influenced by teachers’ linguistic competence and beliefs. In this paper, we will first show the diversity in this knowledge by means of teacher interviews and speeded grammatical-acceptability data from pupils and students. We will then sketch a socio- and psycholinguistic perspective on several selected morphosyntactic variables in German. These will be discussed with reference to social forces that determine what is standard in a language (language norm authorities, language experts, model texts, and codifiers). Finally, we will draw a roadmap for teachers, language practitioners and editors looking for a qualified solution to grammatical cases of doubt in contemporary German and provide practical examples by drawing upon the German reference corpus.

TECHNOLOGICAL TRANSFORMATION AND DIGITALIZATION OF HOTEL BUSINESS: OPPORTUNITIES AND PERSPECTIVES

2020 ◽  
Author(s):  
Iliya Ivanov ◽  
Keyword(s):  
21St Century ◽  
Hotel Industry ◽  
Digital Technologies ◽  
Digital Transformation ◽  
Technological Transformation ◽  
The World ◽  
Business Opportunities ◽  
Digital Generation ◽  
Scientific Report ◽  
The Way

At the advent of the 21st century, digital technologies have changed the way that hotel industry brings value to tourists around the world. The aim of this scientific report is to present the opportunities and perspectives for hotel business for digital transformation, as a crucial instrument for the growth of the industry and for meeting the needs of the new digital generation of consumers. With its potential, digital transformation is reshaping the industry, giving strategic advantages to companies focused on digital transformation of the business.

scholarly journals The Ethical Experience of Nature: Aristotle and the Roots of Ecological Phenomenology

2010 ◽  
Vol 4 (1) ◽  
Author(s):  
Dylan B. Van der Schyff
Keyword(s):  
21St Century ◽  
Subjective Experience ◽  
Natural World ◽  
Human Experience ◽  
Deep Ecology ◽  
Scientific Culture ◽  
Environmental Challenges ◽  
Moral Meaning ◽  
Ethical Experience ◽  
The Way

I demonstrate here how Aristotle's teleological conception of nature has been largely misunderstood in the scientific age and I consider what his view might offer us with regard to the environmental challenges we face in the 21st century. I suggest that in terms of coming to an ethical understanding of the creatures and things that constitute the ecosystem, Aristotle offers a welcome alternative to the rather instrumental conception of the natural world and low estimation of subjective experience our contemporary techno-scientific culture espouses. Among other things, I consider how his conception of orexis and eudaimonia (happiness or, as I prefer here, "the flourishing life") might be extended to include the eco-system itself, thus allowing us to better understand the moral meaning of nature. I conclude with a look at the way in which modern phenomenology re-addresses the fundamental Greek concern with ontology, meaning and human authenticity. I consider the ways in which phenomenology reasserts the value of direct human experience that was so important to Aristotle; and I consider how this view, and that of Deep ecology, may help us to experience nature - and all of Being for that matter - in a more authentic, meaningful and altogether ethical light.

scholarly journals Task Based Learning (TBL) in EFL Classroom: from theory to practice

2020 ◽  
Vol 3 (4) ◽  
pp. 139-144
Author(s):  
Muhammad Badrus Sholeh ◽  
Sahril Nur ◽  
Kisman Salija
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Language Use ◽  
Language Education ◽  
Target Language ◽  
Learning Goals ◽  
Efl Learners ◽  
Learning Framework ◽  
Theory To Practice ◽  
Efl Teachers

Task-Based Learning (TBL) is one of the contemporary approaches, which has attracted a great deal of study in recent decades. It is a language education approach that offers students the opportunity to use authentic target language use by tasks. Task-Based Learning drives skill-based teaching and learning, engages students in the learning process, motivates and enhances student imagination. This paper focuses on some fundamental aspects of TBL in literature: (1) the task-based learning definition, (2) the task-based learning characteristics, (3) the task-based learning framework, (4) the task-based learning benefits, and (5) a proposed task-based learning practice for EFL learners. The paper gives useful suggestions to EFL teachers who have similar teaching strategies to help students meet such learning goals in their classrooms and continue positive TBL patterns in teaching and learning.

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