Reading History Against Fascism in the Age of Trump

2021 ◽  
Keyword(s):  
Reading History

Reading History with the Essenes of Elmira

2018 ◽  
Vol 9 (1) ◽  
pp. 5-31
Author(s):  
Anne Kreps
Keyword(s):  
United States ◽  
New Age ◽  
The United States ◽  
Ancient History ◽  
Reading History ◽  
Christian Fundamentalism

This article studies a modern Essene movement based in the United States for its unusual merging of New Age practice with Christian fundamentalism with ancient history. By harkening back to the mystical religions of the ancient Mediterranean, these modern Essenes are able to engage in syncretistic practices while claiming to preserve the traditions of the ancient Essenes.

Reading “History, Rhetoric, Law”

1997 ◽  
Vol 42 (2) ◽  
pp. 439-456
Author(s):  
William J. Curran
Keyword(s):  
Reading History

scholarly journals Listening Skill Requires a Further Look into Second/Foreign Language Learning

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Hossein Bozorgian
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Strongly Correlated ◽  
High Stakes ◽  
Reading And Writing ◽  
Listening Skill ◽  
Reading History

Current English-as-a-second and foreign-language (ESL/EFL) research has encouraged to treat each communicative macroskill separately due to space constraint, but the interrelationship among these skills (listening, speaking, reading, and writing) is not paid due attention. This study attempts to examine first the existing relationship among the four dominant skills, second the potential impact of reading background on the overall language proficiency, and finally the relationship between listening and overall language proficiency as listening is considered an overlooked/passive skill in the pedagogy of the second/foreign language classroom. However, the literature in language learning has revealed that listening skill has salient importance in both first and second language learning. The purpose of this study is to investigate the role of each of four skills in EFL learning and their existing interrelationships in an EFL setting. The outcome of 701 Iranian applicants undertaking International English Language Testing System (IELTS) in Tehran demonstrates that all communicative macroskills have varied correlations from moderate (reading and writing) to high (listening and reading). The findings also show that the applicants’ reading history assisted them in better performing at high stakes tests, and what is more, listening skill was strongly correlated with the overall language proficiency.

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