Composing Baudelaire for contemporary times

2021 ◽  
Vol 21 (3) ◽  
pp. 323-350
Author(s):  
Helen Abbott
Keyword(s):  
Common Ground ◽  
Systematic Approach ◽  
Digital Tools ◽  
Song Analysis

Sustained interactions with a poet’s work by musicians produce interpretative gaps. Through analysis of contemporary settings of five Baudelaire poems by Nicolas Chevereau, this article proposes a ‘thick method’ of song analysis which accounts for words and music as a conjoined ‘work’ and as a song ‘event’, using a systematic approach underpinned by digital tools including Excel, Sonic Visualiser, and Voyant. A consistent framework for song analysis enables us to rove around inside songs, and to draw in materials from outside the song. A highly individualized response to Baudelaire poems that are less commonly set to music, as in the case of Chevereau’s 2016 Cinq poèmes de Baudelaire, reveals significant common ground in terms of multi-perspective approaches that are now possible with intermedial works. Chevereau’s settings of Baudelaire shine important light on a series of complex sensory events which open up the poetic landscape to fresh interrogation and new interpretations.

scholarly journals The importance of situated language use for aphasia rehabilitation

2018 ◽  
Author(s):  
Willemijn Josefien Doedens ◽  
Lotte Meteyard
Keyword(s):  
Language Impairment ◽  
Language Use ◽  
Common Ground ◽  
Systematic Approach ◽  
Traditional Approach ◽  
Behaviour Therapy ◽  
The Past ◽  
Communicative Ability ◽  
Definition Of ◽  
Linguistic Phenomenon

There is a growing realization that the traditional approach to studying language, i.e. as a decontextualized,linguistic phenomenon, does not allow us to fully understand communication in the real world. Bystudying the way people process words and sentences in isolation, a wealth of variables that play a role innaturalistic communication are missed. In the study of aphasia, a language impairment caused by acquiredbrain damage such as stroke, a thorough understanding of the mechanisms of naturalistic communicationis imperative, as this is the behaviour therapy aims to improve. The field of aphasiology currently lacksa comprehensive, theoretically founded definition of communication. This lack of understanding, we willargue, makes it nearly impossible to accurately describe a person’s level of communicative ability in everydaylife as well as to predict with certainty what kind of intervention will lead to a change at the levelof communication. In this article we propose a model of situated language use borrowed from sociology,psychology, communication sciences and psycholinguistics, which covers both internal (e.g. individual) andexternal (e.g. environmental) factors that influence communication, including the traditional linguisticskills that have been extensively researched in the past. The model defines language use as: (1) interactive,(2) multimodal, and (3) based on context (common ground). An extensive review of existing researchon each component of the model in non-brain damaged adults and people with aphasia is provided. Theconsequences of adopting this approach to diagnosis and therapy for aphasia are discussed. The aim of thisarticle is to encourage a more systematic approach to the study of situated language use in aphasia.

scholarly journals Preschool Teachers’ Role in Establishing Joint Action During Children’s Free Inquiry in STEM

2019 ◽  
Vol 5 (2) ◽  
pp. 151-169
Author(s):  
Marie Fridberg ◽  
Andreas Redfors
Keyword(s):  
Joint Action ◽  
Common Ground ◽  
Action Theory ◽  
Preschool Teachers ◽  
Digital Tools ◽  
Preschool Curriculum ◽  
Free Inquiry ◽  
Coaching Strategies ◽  
Hands On ◽  
Action Strategies

With science and digitalization emphasized further in the new Swedish preschool curriculum, there is a need to clarify teachers’ role in educating children in and about these areas. In the present study, the Joint Action Theory of Didactics has been used to analyze the didactic game taking place between teachers and children in two preschools during inquiry-based STEM activities, with and without the use of robots during programming. The results highlight different coaching strategies used by the teachers and how these strategies promote the joint actions during children’s STEM inquiry integrating programming and science. Interestingly, the joint action-strategies used by the teachers are similar and independent of whether the programming involves digital tools or not. Such strategies involve establishing a common ground of knowledge in the group and hands-on teaching. Both teachers start with teacher-scaffolded activities that develop into free inquiry and exploration through the children’s own ideas, coached by the teachers on both individual and collaborative levels. The findings add to the discussion about how teachers can coach preschool children’s learning and inquiry of programming and STEM – implications for preschool practice are discussed.

Prerequisites and Barriers to the Use of Digital Tools for Organising Mentoring in a Teaching Team

2021 ◽  
pp. 34-46
Author(s):  
Natalia Anatol’evna Patutina ◽  
Keyword(s):  
Interdisciplinary Research ◽  
Systematic Approach ◽  
Swot Analysis ◽  
External Environment ◽  
Interdisciplinary Approach ◽  
Digital Tools ◽  
Teaching Staff ◽  
Economic Aspects ◽  
Learning Tasks ◽  
Teaching Team

There is currently an increased research vector related to exploring the application of digital tools in personnel management and a growing research interest in mentoring in educational organisations. The purpose of the article is to identify and justify the factors that facilitate or limit the use of digital tools in the organization of mentoring in a teaching team. Methodology. The methodology of the study is based on the provisions of the systematic approach and on the ideas of interdisciplinary approach to the study of pedagogical phenomena. Theoretical analysis of normative legal acts, results of interdisciplinary research and SWOT-analysis methods are used to solve the problems set. Results. The study showed that the prerequisites for the application of digital tools of mentoring organisation in the pedagogical team to a greater extent are the digital tools used by the educational organisation to solve managerial and learning tasks, as well as the RF policy aimed at developing digitalisation and innovative activities of educational organisations. The barriers to the use of digital tools for mentoring in the teaching staff lie in the properties of the educational organisation’s teaching staff. The economic aspects of the external environment, associated with the imperfect mechanism for calculating teachers’ salaries, also have an unfavourable impact. Conclusion. The results obtained are the basis for the development of strategic alternatives that define, for a particular case, options for the optimization of digital support for the organization of mentoring in the pedagogical team.

Talking Across Cultures in Early Intervention: Finding Common Ground to Meet Children's Communication Needs

2009 ◽  
Vol 16 (3) ◽  
pp. 79-85 ◽  
Author(s):  
Elizabeth D. Peña ◽  
Christine Fiestas
Keyword(s):  
Early Intervention ◽  
Cultural Values ◽  
Common Ground ◽  
Service Providers ◽  
Cultural Orientation ◽  
Speech Language Pathology ◽  
Provider Perspectives ◽  
Language Pathology ◽  
Communication Needs ◽  
Caregiver Role

Abstract In this paper, we explore cultural values and expectations that might vary among different groups. Using the collectivist-individualist framework, we discuss differences in beliefs about the caregiver role in teaching and interacting with young children. Differences in these beliefs can lead to dissatisfaction with services on the part of caregivers and with frustration in service delivery on the part of service providers. We propose that variation in caregiver and service provider perspectives arise from cultural values, some of which are instilled through our own training as speech-language pathologists. Understanding where these differences in cultural orientation originate can help to bridge these differences. These can lead to positive adaptations in the ways that speech-language pathology services are provided within an early intervention setting that will contribute to effective intervention.

Reading Longer Words: Insights Into Multisyllabic Word Reading

2017 ◽  
Vol 2 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Lindsay Heggie ◽  
Lesly Wade-Woolley
Keyword(s):  
Systematic Approach ◽  
Word Reading ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Reading Difficulties ◽  
Instructional Programs ◽  
Morphological Knowledge ◽  
Morphological Complexity ◽  
Reading Accuracy ◽  
Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

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