scholarly journals English-Mediated Presentations in Pharmacy: Exploring Literacy Practices among Saudi Female Undergraduates

2020 ◽  
Author(s):  
Noura A. Alghamdi
Keyword(s):  
Language Learners ◽  
Language Use ◽  
Literacy Practices ◽  
Tertiary Education ◽  
Pedagogical Practices ◽  
Complex Nature ◽  
Written Discourse ◽  
The Social ◽  
Social Account ◽  
Oral Presentations

Despite the complex nature of language learners’ needs, researchers on language use in tertiary education tend to look at these needs through textual analyses associated with written discourse more than any other aspect of language use. Because learners’ needs, however, extend to include recognizing the challenges and situated nature of language use among learners (Hyland, 2006), this article adopts a social account of literacy (Barton, 1994; Barton and Hamilton, 1998; Street, 1984; Pahl & Rowsell, 2012) to explore the literacy practices surrounding how year-five female undergraduates engage with English-mediated oral presentations in pharmacy at a Saudi Arabian university. The article offers a situated understanding of these undergraduates’ views of English as a considerable challenge in this literacy event to provide a more in-depth understanding of how undergraduates address this challenge. The article concludes by offering some suggestions as to how knowledge of the social practices surrounding learners’ engagement with reading and writing can help to inform EAP pedagogical practices.

Leveraging Learner Experience

2021 ◽  
pp. 1342-1369
Author(s):  
Raichle Farrelly ◽  
Iuliia Fakhrutdinova
Keyword(s):  
Language Learners ◽  
Lived Experiences ◽  
Formal Education ◽  
Literacy Practices ◽  
Learning Opportunities ◽  
Pedagogical Practices ◽  
Oral Traditions ◽  
Language And Literacy ◽  
Sociocultural Perspective ◽  
Adult Language Learners

This chapter builds on the pedagogical knowledge base of educators who work with refugee-background adult language learners. The chapter introduces refugee-background adults who have experienced interruptions in their formal education. The authors present a framework for pedagogical scaffolding that emerges from a sociocultural perspective on learning. An overview of research underscores the benefits of recognizing and building upon learners' strengths, lived experiences, and oral traditions. Classroom-based approaches that integrate pedagogical scaffolding into meaningful learning opportunities to enhance the language and literacy practices of adult learners are highlighted. The chapter sustains innovation and conversation among educators working with refugee-background adults, ideally in collaboration with the learners themselves, to cultivate pedagogical practices that foster learner success in the classroom and beyond.

scholarly journals Identity, Literacy, and English-Language Teaching

2010 ◽  
Vol 28 (1) ◽  
pp. 1 ◽  
Author(s):  
Bonny Norton
Keyword(s):  
Language Learners ◽  
English Language ◽  
Literacy Practices ◽  
Meaning Making ◽  
Language Teaching ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Community Practice ◽  
Teachers And Students ◽  
Language Classrooms

In the field of English-language teaching, there has been increasing interest in how literacy development is influenced by institutional and community practice and how power is implicated in language-learners’ engagement with text. In this article, I trace the trajectory of my research on identity, literacy, and English-language teaching informed by theories of investment and imagined communities. Data from English-language classrooms in Canada, Pakistan, and Uganda suggest that if learners have a sense of ownership over meaning-making, they will have enhanced identities as learners and participate more actively in literacy practices. The research challenges English teachers to consider which pedagogical practices are both appropriate and desirable in the teaching of literacy and which will help students develop the capacity for imagining a wider range of identities across time and space. Such practices, the research suggests, will necessitate changes in both teachers’ and students’ identity.

Bridging Activities

2020 ◽  
Vol 10 (3) ◽  
pp. 48-66
Author(s):  
Ellen Yeh ◽  
Svetlana Mitric
Keyword(s):  
English Language Learners ◽  
Learning Outcomes ◽  
Language Learners ◽  
English Language ◽  
Literacy Practices ◽  
Pedagogical Practices ◽  
Project Design ◽  
Cross Tabulation ◽  
Use Of Social Media

This study applied pedagogically-focused project design by using Instagram as a platform to investigate how the use of social media such as Instagram in a multimodal digital storytelling model could bridge the skills English language learners (ELLs) learn in the classroom to out-of-school literacy practices. The study applied the five learning objectives of the bridging-activities framework to investigate to what extent ELLs achieve these objectives. There were forty-two participants (female: n= 22; male: n= 17), international arts and media students. The study collected their main Instagram posts, questionnaires were given with a five-point Likert scale and open-ended questions, and individual follow-up interviews for content analysis. A cross-tabulation was conducted to investigate the relationships between ELLs' Instagram use and how they perceive Instagram as a meaningful way of communication for professional purposes. The findings revealed pedagogical practices of using Instagram as a tool for professional purposes and how ELLs achieved the bridging-activities learning outcomes.

scholarly journals Práticas de Linguagem na Amazônia Paraense

2021 ◽  
Vol 22 (2) ◽  
pp. 236-242
Author(s):  
Carlos Antônio De Andrade Silva ◽  
Miranilde Oliveira Neves
Keyword(s):  
Professional Education ◽  
Basic Education ◽  
Literacy Practices ◽  
Pedagogical Practices ◽  
Quantitative Methodology ◽  
Production Chain ◽  
Documentary Analysis ◽  
The Social ◽  
Rural Residences ◽  
Study Modality

Resumo Esta pesquisa apresenta a visão de estudantes, professores e coordenação sobre as práticas de linguagens de estudantes da Amazônia Paraense em cursos técnicos integrados ao Ensino Médio, a partir da Pedagogia da alternância. Os estudantes têm aulas em um período acadêmico e em outro período retornam às suas residências interioranas para unir os conhecimentos recebidos na escola, às práticas laborais de onde vivem. Esta investigação versa sobre jovens e adultos de cinco municípios paraenses: Abaetetuba, Castanhal, Magalhães Barata, Santa Isabel e São Domingos do Capim, que trabalham na cadeia produtiva da agricultura familiar, em especial, na produção de açaí, farinha, pesca, pecuária para corte e produção de leite. São estudantes do Curso de Agropecuária do PROEJA – Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos. Pretende-se demonstrar neste estudo, a construção dos letramentos durante este ensino. Selecionou-se autores que investigam pedagogia da alternância, educação do campo e letramentos para respaldar a parte teórica da pesquisa. Optou-se pela metodologia quali-quantitativa, na modalidade de estudo de caso e com a aplicação de questionários semiestruturados e análise documental. Os resultados obtidos revelaram que os professores trabalham os letramentos, entretanto, as práticas pedagógicas nem sempre acontecem de forma dialógica ao contexto sociocultural e laboral dos estudantes. Ao final da pesquisa, foi evidenciado que as práticas de letramentos devem ser pensadas para o desenvolvimento social, político e econômico dos estudantes em um ambiente que interligue os conhecimentos prévios dos estudantes a essas práticas. Palavras-chave: Linguagens. Pedagogia da Alternância. PROEJA. AbstractThis research present the students, teachers and coordination view on the language practices of students from the Paraense Amazon in technical courses integrated to High School, from the Pedagogy of alternation: students have classes in one academic period and in another period they return to their rural residences to combine the knowledge received at school, with the work practices where they live. This research is about young people and adults from five cities in Pará: Abaetetuba, Castanhal, Magalhães Barata, Santa Isabel and São Domingos do Capim, who work in the family agriculture production chain, especially in the production of açaí, flour, fishing, livestock for cutting and milk production. They are students of the Agricultural Course of PROEJA - National Program for the Integration of Professional Education with Basic Education in the Modality of Education of Youth and Adults. It is intended to demonstrate in this study, the construction of literacies during this teaching. Authors were selected who investigate alternation pedagogy, rural education and literacies to support the theoretical part of the research. We opted for the qualitative and quantitative methodology, in the case study modality and with the application of semi-structured questionnaires and documentary analysis. The results obtained revealed that the teachers work the literacies, however, the pedagogical practices do not always happen in a dialogical way to the students' socio-cultural and work context. At the end of the research, it was evidenced that literacy practices should be designed for the social, political and economic development of students in an environment that links students' prior knowledge to these practices. Keywords: Languages, Alternation Pedagogy, PROEJA.       

scholarly journals SOCIAL RELATIONS OF THE LANGUAGE USED IN THE WORLD STATESMAN AWARD TO PRESIDENT SUSILO BAMBANG YUDHOYONO

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Anisa Mufidah ◽  
Rohmani Nur Indah
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Social Relations ◽  
Language Use ◽  
Social Relation ◽  
Critical Discourse ◽  
Written Discourse ◽  
The Social ◽  
The World ◽  
Local Meaning

This study analyzes the written discourse which contains social relation in Tempo newspaper on The World Statesman Award through multidisciplinary Critical Discourse Analysis (CDA) proposed by van Dijk (1998). It concerns with how the discourse of the news has particular purpose in relation to the readers. Employing the theory, this study aims to answer two main questions: (1) What are the social relations of the language use in online Tempo news related to World Statesman Award to President Susilo Bambang Yudhoyono from Appeal of Conscience Foundation2013? (2) How are the social relations of the language use in online Tempo newspaper to World Statesman Award from Appeal of Conscience Foundation 2013? The data analysis covers first, analysis on the context of news followed by drawing semantic macrostructure. Then, identifying the local meaning of the text as well as the social relation is done. The findings show that the social relations reflected in the social cognition of the news cover the knowledge of shared belief, attitude, or shared opinion, and ideology in both shared knowledge and attitude.Keywords: social relation, multidisciplinary Critical Discourse Analysis (CDA)

Language workers and the challenge of digitalisation

AILA Review ◽  
2021 ◽  
Vol 34 (1) ◽  
pp. 122-144
Author(s):  
Steven Breunig
Keyword(s):  
Social Media ◽  
Language Learners ◽  
Language Use ◽  
Media Companies ◽  
Us Military ◽  
The Social ◽  
Military Members ◽  
The Us ◽  
Academic Researchers ◽  
Senior Officers

Abstract The increasing digitalisation of communication has not gone unnoticed by the US military. The teaching of communication takes place at the Defense Information School (DINFOS), providing professional instruction to US military members, civilian personnel and allies from around the world. With the emergence of social media and the increasing significance of user-generated content, the teaching of communication, even more so than previously, prioritises the collaboration of academic researchers, practitioners and industry leaders in digitalised media for professional development. Viewing the collaboration as an example of transdisciplinary practice (McGregor, 2014), this paper seeks to gain insight into their thoughts on social media messaging and management for developing themes (Perrin & Kramsch, 2018) for research and practice, as well as for teaching language learners to be language workers (Koller, 2018) in a digitalised mediated world. The analysis of the social media workshop from 2017 is inspired by content analysis (Krippendorff, 2004). Through the analysis, the themes of “Community”, “Content” and “Conduct” are created based on a series of 23 lectures for practitioners by senior officers, academic researchers and persons from social media companies like Twitter and Instagram. The analysis shows, among other things, that the technological dimension of social media may constrain and enable language use in unpredictable ways. For research, practice and learning, the themes may function as a “shared language” for more effective language use towards the increasing digitalisation of communication. The paper concludes by reflecting on two concerns within transdisciplinarity, specifically transdisciplinary identity (Augsburg, 2014) and the link between process and impact (Hansson & Polk, 2018).

Leveraging Learner Experience

2020 ◽  
pp. 615-642
Author(s):  
Raichle Farrelly ◽  
Iuliia Fakhrutdinova
Keyword(s):  
Language Learners ◽  
Lived Experiences ◽  
Formal Education ◽  
Literacy Practices ◽  
Learning Opportunities ◽  
Pedagogical Practices ◽  
Oral Traditions ◽  
Language And Literacy ◽  
Sociocultural Perspective ◽  
Adult Language Learners

This chapter builds on the pedagogical knowledge base of educators who work with refugee-background adult language learners. The chapter introduces refugee-background adults who have experienced interruptions in their formal education. The authors present a framework for pedagogical scaffolding that emerges from a sociocultural perspective on learning. An overview of research underscores the benefits of recognizing and building upon learners' strengths, lived experiences, and oral traditions. Classroom-based approaches that integrate pedagogical scaffolding into meaningful learning opportunities to enhance the language and literacy practices of adult learners are highlighted. The chapter sustains innovation and conversation among educators working with refugee-background adults, ideally in collaboration with the learners themselves, to cultivate pedagogical practices that foster learner success in the classroom and beyond.

scholarly journals ILM AL LUGHAH AL IJTIMAI WA TALIM AL LUGHAH AL ARABIYYAH LI AL NATHIQINA BI GHAIRIHA

ALSINATUNA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 186
Author(s):  
Ahmad Ubaedillah Fathuddin
Keyword(s):  
Social Context ◽  
Language Learning ◽  
Language Learners ◽  
Language Use ◽  
Native Speakers ◽  
Arabic Language ◽  
Speech Community ◽  
Foreign Language Learners ◽  
The Social ◽  
The Relationship

Language learning cannot work without integrating other fields of knowledge such as psychology, anthropology, sociolinguistics, etc. Sociolinguistics is a branch of linguistics which discusses about language due to social factors. It has an important role in language learning especially in making it easily understandable for the language learners by understanding the language use of the native speakers. The contribution of sociolinguistics in Arabic language learning for foreign language learners can be seen from the relationship between language and social environment. In this case, it does not only learn about the elements or internal systems of Arabic language such as phonology, syntax, and morphology, but also the social context such as speech community, social class, language use and culture. It means sociolinguistics gives information about the definition and use of Arabic language based on the social context.

Language change across a lifetime: A historical micro-perspective

2021 ◽  
Vol 7 (s2) ◽  
Author(s):  
Alexander Bergs
Keyword(s):  
Communities Of Practice ◽  
Social Factors ◽  
Language Use ◽  
Language Change ◽  
Historical Data ◽  
Data Sets ◽  
The Social ◽  
Challenges And Opportunities ◽  
Linguistic Behavior ◽  
Micro Analysis

Abstract This paper focuses on the micro-analysis of historical data, which allows us to investigate language use across the lifetime of individual speakers. Certain concepts, such as social network analysis or communities of practice, put individual speakers and their social embeddedness and dynamicity at the center of attention. This means that intra-speaker variation can be described and analyzed in quite some detail in certain historical data sets. The paper presents some exemplary empirical analyses of the diachronic linguistic behavior of individual speakers/writers in fifteenth to seventeenth century England. It discusses the social factors that influence this behavior, with an emphasis on the methodological and theoretical challenges and opportunities when investigating intra-speaker variation and change.

Understanding and translating Confucian philosophy in the Analects: a sociosemiotic perspective

Semiotica ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Fan Min
Keyword(s):  
Cultural Values ◽  
Language Use ◽  
Descriptive Study ◽  
Cultural Norms ◽  
Original Text ◽  
Intercultural Understanding ◽  
Cultural Assumptions ◽  
The Social ◽  
Confucian Philosophy ◽  
The Analects

Abstract As the representative of Chinese classical works, the Analects represents a source of difficulty in both understanding and interpretation of Confucian philosophy. Confucian philosophy as a philosophy of creativity and otherness is closely related with the social and cultural values in society. Therefore, the study of Confucian philosophy in the Analects cannot be separated from the descriptive study of the effects of any and all aspects of society, including cultural norms, expectations, contexts, language use, and the effects of language use on society. This article attempts to explore how the meaning of Confucian philosophy in the Analects is interpreted and accepted by Western readers through complex social semiotic interactions. The article focuses on the interpretation of Confucian philosophy as a reflection of cultural assumptions, values and prohibitions, and the manipulation of the social semiotic resources in the process of understanding, translation, and acceptance of Confucian philosophy in the Analects through a discussion of its original text, different versions and the reasons behind the social semiotic activities. The article concludes with a consideration of significant social semiotic interactions that influence the translator’s interpretation and reader’s acceptance of Confucian philosophy so as to facilitate intercultural understanding.

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