scholarly journals Public engagement with a twist

2016 ◽  
pp. 12-15
Author(s):  
Elizabeth Stevenson ◽  
Tony Lynch ◽  
John Palfrey
Keyword(s):  
Public Engagement ◽  
Science Communication ◽  
English Language ◽  
First Language ◽  
Science And Engineering ◽  
Language Studies ◽  
University Of Edinburgh ◽  
Scientists And Engineers ◽  
The University

An increasing number of post-graduate students and post-doctoral researchers in the College of Science and Engineering at the University of Edinburgh do not have English as their first language. Indeed some researchers have barely acquired the minimum standard of English required by the College. This hinders their own development as scientists and engineers and also has implications for undergraduate tutoring and laboratory demonstrating in their science and engineering disciplines. To address this issue, an English Language Skills course was developed in collaboration with the Institute for Applied Language Studies (University of Edinburgh). The course uses the techniques and activities of science communication training for Public Engagement in sessions dedicated to learning English. Part of the rationale was that students would find comfort and confidence in their scientific knowledge, and would therefore feel empowered to speak out and improve their English skills. This case study outlines the development and implementation of the course, includes feedback from the participants and observations on the course.

scholarly journals An interview with Jamie Davies

Development ◽  
2021 ◽  
Vol 148 (15) ◽  
Author(s):  
Seema Grewal
Keyword(s):  
Tissue Engineering ◽  
Developmental Biology ◽  
Public Engagement ◽  
Science Communication ◽  
Significant Contribution ◽  
British Society ◽  
University Of Edinburgh ◽  
The Uk ◽  
The University ◽  
Young Researchers

Jamie Davies is Professor of Experimental Anatomy at the University of Edinburgh. Spanning the fields of developmental biology, tissue engineering and synthetic biology, his research aims to understand the mechanisms by which cells organise themselves into tissues, focussing on the kidney. In addition to his research, Jamie is involved in science communication and public engagement, having written several books for specialist and non-specialist readers, and having given numerous public lectures and broadcasts. In April 2021, Jamie was awarded the inaugural Wolpert Medal from the British Society for Developmental Biology (BSDB), which is presented to outstanding developmental biologists who have made a significant contribution to teaching and communicating developmental biology in the UK. We spoke to Jamie to ask him about his cross-disciplinary research interests, his thoughts on public engagement and his advice for young researchers.

Teaching Computer Based Historical Data Analysis

1994 ◽  
Vol 6 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Charles Anderson ◽  
Robert J. Morris
Keyword(s):  
Data Analysis ◽  
Social History ◽  
Historical Data ◽  
Good Practice ◽  
Computer Assisted ◽  
Historical Data Analysis ◽  
University Of Edinburgh ◽  
Computer Based ◽  
The University

A case study ofa third year course in the Department of Economic and Social History in the University of Edinburgh isusedto considerandhighlightaspects of good practice in the teaching of computer-assisted historical data analysis.

More Christian Apocrypha

2012 ◽  
Vol 41 (3) ◽  
pp. 16-21
Author(s):  
Tony Burke
Keyword(s):  
New Testament ◽  
Old Testament ◽  
North American ◽  
English Language ◽  
Primary Sources ◽  
University Of Edinburgh ◽  
The University ◽  
First Time ◽  
Medieval Christianity

Scholars interested in the Christian Apocrypha (CA) typically appeal to CA collections when in need of primary sources. But many of these collections limit themselves to material believed to have been written within the first to fourth centuries CE. As a result a large amount of non-canonical Christian texts important for the study of ancient and medieval Christianity have been neglected. The More Christian Apocrypha Project will address this neglect by providing a collection of new editions (some for the first time) of these texts for English readers. The project is inspired by the More Old Testament Pseudepigrapha Project headed by Richard Bauckham and Jim Davila from the University of Edinburgh. Like the MOTP, the MCAP is envisioned as a supplement to an earlier collection of texts—in this case J. K. Elliott’s The Apocryphal New Testament (Oxford 1991), the most recent English-language CA collection (but now almost two decades old). The texts to be included are either absent in Elliott or require significant revision. Many of the texts have scarcely been examined in over a century and are in dire need of new examination. One of the goals of the project is to spotlight the abilities and achievements of English (i.e., British and North American) scholars of the CA, so that English readers have access to material that has achieved some exposure in French, German, and Italian collections.

scholarly journals Post-Graduation Plans of International Science and Engineering Doctoral Students Attending U.S. Universities

2017 ◽  
Vol 7 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Dorothy N. Ugwu ◽  
Maria Adamuti-Trache
Keyword(s):  
Doctoral Students ◽  
English Language ◽  
Academic Support ◽  
School Experiences ◽  
Science And Engineering ◽  
Integration Model ◽  
Model Study ◽  
Language Difficulties ◽  
Scientists And Engineers ◽  
Institutional Initiatives

This study examines the post-graduation plans of international science and engineering doctoral students at a public research-intensive university, and the extent to which graduate school experiences influence post-graduation plans. The study is grounded in Tinto’s Integration Model as well as Berry’s Acculturation Model. Study findings highlight the variety of challenges international doctoral students go through such as adapting to a new culture, experiencing English language difficulties, and cultural, social, and academic adjustment barriers. Using survey data collected in 2013-2014, this study reveals the complexity of factors that affect post-graduation plans and need for institutional initiatives to provide socio-cultural and academic support, and recommends changes in immigration policies to sustain the retention of talented international scientists and engineers upon degree completion.

scholarly journals Pronunciation Of The English Voiceless Postalveolar Affricate /tʃ/ In Yemeni EFL Learners’ Production

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Najah Ahmad Khamis ◽  
Rohaiza Jupri
Keyword(s):  
English Language ◽  
First Language ◽  
Final Word ◽  
Sound System ◽  
Postgraduate Students ◽  
Efl Learners ◽  
Case Study Design ◽  
The Difference ◽  
Quantitative Case Study

<p>Achieving a near-native speaker’s pronunciation is so essential for EFL learners. However, many factors contribute to the challenges faced by EFL learners, mainly due to the difference in the sound system of English Language and that of their first language. For this reason, Arab learners of English Language may mispronounce some English sounds. This paper analyzed one of the few problematic sounds to the Arab Yemeni EFL learners - the pronunciation of the English voiceless postalveolar affricate /ʧ/. The study which has a quantitative case study design uses four Yemeni EFL postgraduate students as its participants. The participants’ pronunciations of /tʃ/ sound in the initial, middle and final word-positions were analyzed using Praat phonetic software. The findings of the study showed that Yemeni EFL learners have difficulties in producing the /tʃ/ sound, especially in the initial and final positions, and deaffrication of /tʃ/  occurred in the  pronunciation of the four participants. The current study is expected to be of value, particularly for EFL learners, teachers, as well as material writers.</p><p> </p>

Reading in Mandarin and English: Using Reading Miscue Inventory and Retrospective Miscue Analysis with Adult English Language Learners

2014 ◽  
Author(s):  
◽  
Yang Wang
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
English Language ◽  
Native Language ◽  
First Language ◽  
Case Analysis ◽  
Reading Process ◽  
Instructional Tool ◽  
Evaluation Tool

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This qualitative case study explored five college ELLs' reading processes in their native Mandarin language and the English language. The purpose of this case study is 1) to discover the reading process of five native-Mandarin-speaking adult ELLs at a large Midwestern university; 2) to learn their perceptions of reading; and 3) to learn about their strategy use in reading the selected materials in both Mandarin and English. I met with each participant individually. In the beginning I did the reading interests inventory and the Burke Reading Interview in Mandarin and in English to learn about their beliefs in the two languages. I surveyed their reading metacognition in both languages. Then I selected four pieces of texts (two in Mandarin and two in English) for RMI and RMA with each reader. At the end, I did post-interviews and post-surveys. Through the study, I kept a double entry journal. Then I conducted within-case analysis and cross-case analysis. This study found 1) by the end the participants believed reading was to know the meaning in both languages and helping them to examine their reading in their first language makes them more successful in their second language; 2) the readers used all linguistic and pragmatic language cueing systems to construct meaning in both languages, and they relied more on linguistic cueing systems in English; 3) they used all natural reading strategies and other similar strategies in both languages, and applied unique strategies to construct meaning in English; 4) the RMA sessions helped the participants build their confidence and revalue their reading, especially in English; 5) the participants became more metacognitive through the RMA sessions, and highly proficient readers may not be the most metacognitive ones. This study suggests RMI is an effective reading evaluation tool for the reading process of the first language as well as the second language. Reading teachers and ELL teachers could use RMI to understand their students' reading process and re-evaluate their students' reading comprehension. This study also suggests RMA is an effective instructional tool. The RMA sessions could build the students' confidence, focus more on meaning, and uncover their reading strategies, as well as their strengths and weaknesses. ELLs need to read actively and closely for meaning; use their successful native language reading strategies and unique strategies in their English reading; experience aesthetic reading for pleasure and read various genres and different topics; and read aloud as long as it is meaningful. ELL teachers need to help the learners establish their belief about reading; use RMI as an evaluation tool; use RMA as an instructional tool and help readers embrace their good reading strategies; encourage them to use their successful native language reading strategies and unique English language reading strategies; and encourage readers to read widely outside of classroom.

scholarly journals Tom McArthur's English Today

English Today ◽  
2009 ◽  
Vol 25 (4) ◽  
pp. 3-8
Author(s):  
Kingsley Bolton ◽  
David Graddol ◽  
Rajend Mesthrie
Keyword(s):  
English Language ◽  
Academic Career ◽  
Teaching English ◽  
Cambridge University ◽  
Founding Editor ◽  
Language Studies ◽  
Wide Readership ◽  
Global Language ◽  
The Uk ◽  
The University

ABSTRACTAs English Today notches up a century, it's high time to acknowledge Tom McArthur's inimitable contribution to the study of English worldwide.Tom McArthur's contribution to English language studies has been immense, and has had a powerful impact at a number of levels. Tom started his life as an educator, gaining crucial exposure to English across the globe very early in his career, when in one of his first jobs teaching English at the Cathedral School in Bombay (Mumbai). After a varied academic career, which included a post at the University of Quebec, Tom returned to the UK to start a new journal for Cambridge University Press, English Today. Tom's brief at that time was to be the founding editor of a journal that would inform a wide readership about the highways and byways of the English language, during an era when English was becoming a global language at an unprecedented speed.

scholarly journals Promoting teacher–learner autonomy through and beyond initial language teacher education

2010 ◽  
Vol 44 (1) ◽  
pp. 118-121 ◽  
Author(s):  
Ema Ushioda ◽  
Richard Smith ◽  
Steve Mann ◽  
Peter Brown
Keyword(s):  
Teacher Education ◽  
Curriculum Design ◽  
English Language ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Research And Practice ◽  
Language Studies ◽  
The University

With the growing international market for pre-experience MA in ELT/TESOL programmes, a key curriculum design issue is how to help students develop as learners of teaching through and beyond their formal academic studies. We report here on our attempts at the University of Warwick to address this issue, and consider wider implications for research and practice in initial language teacher education. At the Centre for Applied Linguistics at the University of Warwick, we run a suite of MA programmes for English language teaching professionals from around the world. Most of these courses are for students with prior teaching experience, but our MA in English Language Studies and Methods (ELSM) programme is designed for students with less than two years’ experience and, in fact, the majority enrol straight after completing their undergraduate studies in their home countries.

Authoring tools: a comparative study

ReCALL ◽  
1998 ◽  
Vol 10 (2) ◽  
pp. 12-17 ◽  
Author(s):  
Sandy Tippett ◽  
Bridget Cook
Keyword(s):  
Authoring Tools ◽  
Authentic Material ◽  
Advantages And Disadvantages ◽  
Language Studies ◽  
Multimedia Environment ◽  
Common Problems ◽  
Second Year ◽  
The University ◽  
Source Materials

This article will demonstrate the methodology behind the way in which two quite different tools were used to complement each other. By using a variety of authentic source materials, and carefully integrating this material into a second year French course, the authors believe they have provided a rich source of material which other universities might well be able to exploit. The article will explain the advantages and disadvantages of some aspects of each of the tools, talk about the difficulty of overcoming common problems such as giving good feedback, adequately exploiting authentic material, and finish by presenting the results of their work on evaluating this material with students. Based on a case study in the Centre for Applied Language Studies at the University of Dundee, the article looks at the problems involved in producing CALL material using two separate authoring packages. It explores the exploitation of authentic material in a multimedia environment, looks at the advantages and disadvantages of the tools used by providing a comparative evaluation, and discusses the complex problems faced by teachers in developing CALL and integrating it into their courses.

scholarly journals Case Study: CUP between L1 and L2

2019 ◽  
Vol 2 (4) ◽  
pp. 32
Author(s):  
Sihong Wang
Keyword(s):  
Language Learning ◽  
English Language ◽  
First Language ◽  
Theoretical Concept ◽  
Related Factor ◽  
Positive Role ◽  
Study Process ◽  
L1 And L2 ◽  
Study Student

This case study project explores the English language learning process of a student named Abby*(name changed for confdentiality), an adult beginning learner studied at Abram Friedman Occupational Center (AFOC). The paper focuses on analyzing under the theoretical concept of Common Underlying Profciency model (CUP), especially the language transfer with the data collected from ten weeks of observation, interview with the case study student and her teacher, the chat with her classmates, and the samples of the student’s work. Data is acquired from the community, school, and classroom, to include all related factor that may influence and reflect the relationship between the student’s first language (L1) - Spanish and her second language (L2) - English. The paper intends to analyze the L1 of the case study student plays a positive role during the process of learning English via three sub-claims. Finally, the paper provides recommendations to support the student to use her L1 to promote English learning comprehensively and end with reflections on the case study process.

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