scholarly journals Teaching of the Japanese and Chinese Language in Extracurricular Courses for Children, Adolescents and Adults in Slovenia

2018 ◽  
Vol 8 (1) ◽  
pp. 113-118
Author(s):  
Karmen FEHER MALAČIČ

The presentation includes a brief history of Japanese and Chinese teaching and learning at Pionirski dom and the current trends. On the one hand, it explores the reasons why so many youngsters decide to learn Japanese or Chinese, what is their main interest and what is they want to achieve. On the other hand, it tackles the points of view of teachers of the Japanese and Chinese language towards language teaching and the issues raised while teaching. Pionirski dom is probably the only institution in Slovenia with so many young learners and teenagers enrolled in Japanese courses and with a decade of experience in the area. Much attention is, therefore, put on quality programmes and the choice of suitable teachers.

Author(s):  
Giuseppe Catturi ◽  
Daniela Sorrentino

In every city community, there always exist social, economic and political- administrative bodies, whose activities and organisational structures delineate and convey the historical and cultural periods experienced by that community.The city community we aim at investigating is the Sienese one. Siena is universally recognised for its medieval reminders, as well as for those of the Renaissance, distinctly appreciable in its current urban patterns, painting pieces, and cultural goods, of which it is plenty and rightly proud.The organisation we identified as one traditionally characterising –at least in the last century and a half- and still characterising the Sienese history and culture, is the Ricovero di Mendicità, later named Casa di riposo in Campansi per anziani, unanimously known as “Campansi”.Undoubtedly, the Campansi one is not the only institution whose structural and operational evolution contributed – and keeps on contributing- to shape the history of Siena, from the social, political and institutional points of view. Nevertheless, it is surely one of the most peculiar ones, in that it has been involved in those charitable activities, which exalted Siena since the second millennium, at the time of the restoring and propitiatory journeys to the main religious destinations: Rome, Jerusalem, and Saint James of Compostela.In this study we adopt a business administration perspective, with particular reference to the structure of the accounting system and its related documentation, which the organisation had been producing in order to memorise, summarise and communicate its administrative events, these latter occurring from the exercise of its institutional function. Moreover, we acknowledge the related governance structure, selected with the purpose of making operational decisions, verifying their execution, and controlling the deriving effects. As a matter of fact, there is a tight interdependency between the governance structure and the accounting system of whichever organisation. Particularly, the investigation refers to the period we considered the most significant and interesting, the one comprised between the issuing of the law “Sull'Amministrazione delle Opere pie” (3rd August 1862) and law “Istituzioni pubbliche di beneficenza”, in 1890, respectively known as Rattazzi and Crispi law, from the Prime Ministers in charge at the time of their enactment.


Author(s):  
C. Edward Watson ◽  
Marc Zaldivar ◽  
Teggin Summers

ePortfolios are becoming increasingly popular as a means to address a variety of challenges in higher education, such as academic assessment requirements, specific teaching and learning goals, and emerging student professional development needs. This chapter explores these three applications of ePortfolios to provide administrators and faculty the information they need to make informed decisions regarding ePortfolios in academic settings. The relevant history of portfolios, assessment, and associated pedagogies sets a context for this discussion. Current trends in ePortfolio usage are outlined, including a survey of available technologies. This chapter concludes with a primer regarding the management of ePortfolio campus implementations as well as a brief examination of the key questions regarding the future of ePortfolios.


MANUSYA ◽  
2004 ◽  
Vol 7 (3) ◽  
pp. 12-24 ◽  
Author(s):  
Prapin Manomaiviboon

This article is about the present day teaching and learning of Chinese in Thailand, particularly over the past seven to eight years. However, before dealing with the state of current teaching and learning, this article will present a concise historical version of Chinese language education in Thailand, so that readers will get a perspective and will be aware of diverse factors affecting Chinese teaching in the country.


2019 ◽  
Vol 1 (1) ◽  
pp. 6-23
Author(s):  
Giorgio Graffi

Abstract The question of monogenesis vs. polygenesis of human languages was essentially neglected by contemporary linguistics until the appearance of the research on the genetics of human populations by L. L. Cavalli-Sforza and his collaborators, which brought to light very exciting parallels between the distribution of human populations and that of language families. The present paper highlights some aspects of the history of the problem and some points of the contemporary discussion. We first outline the “Biblical paradigm”, which persisted until the 18th century even in scientific milieus. Then, we outline some aspects of the 19th century debate about monogenesis vs. polygenesis of languages and about the relationships between languages and human populations: in particular, we will discuss the views of Darwin on the one hand and of some linguists on the other (Schleicher, M. Müller, Whitney and Trombetti). It will be seen that their positions only partly coincide; at any rate, it will be shown that Darwin was partly inspired by the problems of the genealogy of languages and that the linguists, for their part, took account of Darwin’s views. Turning to today’s debate, we first present the positions of the linguists arguing for monogenesis, namely J. Greenberg and M. Ruhlen, as well as the criticisms raised against their methods by the majority of linguists. Other scholars, such as D. Bickerton or N. Chomsky, essentially argue, from different points of view, that the problem of monogenesis vs. polygenesis of languages is a “pseudo-problem”. We however think that, although the question cannot be reasonably solved by linguistic means, it cannot be discarded as meaningless: it is an anthropological rather than a linguistic problem. We present some reflections and suggestions, in the light of which the monogenetic hypothesis appears as more tenable than the polygenetic one.


Author(s):  
Koji Matsunobu ◽  
Liora Bresler

From rites of passage to closer community bonding, the practice, enjoyment, exchange, and transmission of music—regardless of the setting—is an integral element of the history of human civilization. While the field of music education research has long focused on school music and institutional teaching, it is increasingly reaching out to the wider community, in the process involving people at different life stages who are operating in a variety of societal contexts. Consequently, research in music education explores a broad spectrum of musical engagements (including composition and improvisation, in addition to singing, playing, and listening) and a wide-ranging repertoire (including jazz, popular music, folk, and world music), together with diverse pedagogies both inspired by and borrowed from these genres. This process reveals how these forms of musical transmission can, on the one hand, create new meanings and experiences at individual levels, and, on the other, shape collective identity formation through the facilitation of cultural sustainability and transformation. By means of quantitative, qualitative, historical, and philosophical methods, and typically drawing on the fields of—among others—psychology, sociology, and anthropology, music education researchers have addressed social, cultural, pedagogical, and ethical issues of music teaching and learning.


2020 ◽  
Vol 60 (1) ◽  
pp. 37-55
Author(s):  
Alexander Earl ◽  

Current trends in scholarship—epitomized in the works of, inter alia, Lewis Ayres, Adrian Pabst, and Rowan Williams—argue for a metaphysics of relationality at the heart of Christian thought that is at its root Platonic. This metaphysic is in turn typified by its commitment to divine simplicity and its corresponding apophatic grammar, which serve as useful points of contact with Plotinus’s own thought. Examination of key texts in Plotinus’s Enneads demonstrates a shared trinitarian grammar when speaking about the first principle. These connections prompt a need to articulate trinitarian dogma as an important step in the history of philosophy, and not just theology, especially for resolving the perennial problem of the one and the many. This “Christian Platonism” has been in a necessary process of recovery and re-articulation, of which the above is put forward as a contribution.


Author(s):  
Christian George Gregory

A review of Skidmore, D & K. Murakami (Eds). (2016). Dialogic pedagogy: The importance of dialogue in teaching and learning. Bristol, United Kingdom: Multilingual MattersSkidmore and Murakami’s collection of essays takes on a dual theoretical and empirical project: first, to define and advocate for dialogical classroom pedagogy; and second, to unearth such practice through microstudies of classroom dialogue. This project divides itself neatly in half: the first six chapters trace the theory of dialogic pedagogy, including the history of discourse, coding, and practices, while the remaining seven are devoted to empirical studies marked by a careful microanalysis of dialogue.The work distinguishes itself from scholarship on the dialogical the past 20 years, during which works have either been single-authored, deeply-researched, and theoretical (Matusov, 2009a; Wegerif, 2013) or vast collections of essays organized conceptually (Ball & Freedman, 2004; White & Peters, 2011; Ligorio & Cesar, 2013). While special journal editions have brought new focus to unexplored threads of the dialogical, such as the exploration of silence in the classroom or the history of the School of the Dialogue of Cultures (Matusov 2009b), this collection affords considerable latitude to its theoretical and historical frame. A comparable work of conceptual breadth is that of White (2016), whose publication frames classroom research of lower school learners with concepts from Bakhtin. Like White’s work, Skidmore and Murakami paint at once in broad strokes and miniature: on the one hand, the collection situates dialogical pedagogy into its historical context, interweaving the work of early Russian theorists; at the same time, it offers granular studies of classroom dialogue. Since Skidmore authors or co-authors seven of the 13 chapters, the collection somewhat serves as a project of singular intent, one that raises a persistent question as to whether the methodologies in the studies presented in the second half of the work, focused on Conversational Analysis (CA) and the Discourse Analysis (DA), cohere to the ambitions of dialogical pedagogy offered in the first. In the end, the promise that CA affords greater magnification of classroom moments does not overcome what may be a limitation of the methodology to unearth dialogic pedagogy.


2016 ◽  
Vol 8 (2) ◽  
pp. 37-38
Author(s):  
Wang Yuqin

Abstract In recent years, with the fast developing of Chinese economy and the bilateral exchanges between China and Romania, more and more Romanian students are willing to learn Chinese. In this context, to analysis how the Chinese teaching activities is taking in the Romanian Primary and Secondary schools, would be very helpful for making both Chinese teaching and learning process more effectively and efficiently.


Author(s):  
Marjorie K.M. Chan

Numerous interesting problems in the phonology of different dialects of Chinese tend to be buried in Chinese-language sources, or have not yet gained the attention of phonologists in general. One such case is the final glottal stop in modern Fuzhou, with respect to its behaviour synchronically and its historical origins. The final glottal stop came from two earlier sources, *-k and *-?. While *-k has completely merged with *-? in stressed syllables, evidences of the earlier contrast can still be found in the modern dialect — in how it behaves in more weakly stressed syllables in tone sandhi spans, and in its effect on adjacent consonants. It is proposed here that the continued relevance of the former phonological contrast can be accounted for by treating the final glottal stop from *-k as a prelinked glottal stop, and the one from *-? as a floating segment within the autosegmental approach. In this paper I will trace the history of these two codas, as well as address the implications that the differences in representation have with respect to subsequent changes in the language. I will conclude with a discussion of other languages for which a floating glottal stop solution has been offered.


1936 ◽  
Vol 16 (1) ◽  
pp. 29-50 ◽  
Author(s):  
J. G. D. Clark

The history of the invasive movements associated with the diffusion of Deverel-Rimbury pottery during the Late Bronze Age in Britain can be studied from two main points of view. We may seek to discover the continental sources of the various components of the general complex, and in this way arrive at the origins of the movement and its chronology in terms of continental cultures; or we may adopt the less spectacular, if no less interesting, course, and see what can be learnt of the impact of the alien on the indigenous culture of the period in Britain. As Dr. Curwen's work on the Plumpton Plain site in Sussex has demonstrated, in conjunction with Mr. Hawkes's analysis of the pottery, the continental affinities of the Deverel-Rimbury folk are best studied within an area of primary diffusion. The mutual relations of the invasive and the indigenous folk, can, on the contrary, be appreciated most easily by working on sites peripheral to the Deverel-Rimbury distribution, such as the one in Mildenhall Fen, West Suffolk, to which attention is drawn in this paper (fig. 1).


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