Comparison between the Literary Characteristics of Sangam Period and Pre Islamic Era – An Introductory Study

Each communities involves in literary field to reflect their origin and uniqueness. Sangam Period on behalf of Tamil language and Pre Islamic Era on behalf of Arabic language are the mostly involvement periods in literary field. Both periods are still talked about in the field of literature that shows theirs antiquity and literary excellence. Literary discussion of these two different language literatures is an essential nowadays. According to this, the significant of this research indicates that each period has been analyzed separately in many views. But comparative analysis is deficiency. Therefore, this research uses comparative descriptive methodology to analysis literary characteristics among them. This paper aims to increase comparative literature discussions among the periods. Understanding the literature through another literature is the important. Therefore, this research will promote comparative studies among Tamil and Arabic literatures in the future.

CLINICAL AND ELECTROMYOGRAPHIC PREDICTION OF FACIAL NERVE NEUROPATHY IN CHILDREN

In modern medical literature, discussions continue about neuropathies of the facial nerve in children,disease factors, clinical and neurological features, the severity of the course, the difficulties of diagnosis and prognosis of the disease. The work is devoted to the analysis of the neuropathy of the facial nerve in children and adolescents, depending on the clinical forms of the disease, using electroneurosympathetic indicators, the latency period, the blinking reflex and thenatureof the lesion of the facial nerve accompanied by pain syndrome

Reflections on Discussions of Literature: A Language Learning Environment to Promote Speaking Skills

Classroom discussions of literature create a pedagogically sound platform in the ELT classroom for language acquisition to take place. The pedagogic rationale for embracing literature discussions lies in the claim that they lend the necessary guidance language learners need to construct meaning, promote comprehension and seek ways to articulate their ideas, opinions and interpretations. This article discusses benefits of implementing literature discussions with undergraduate ELT students to empower their growth in oral communication. The data revealed favorable responses toward using literature discussions in language learning with regard to their benefits in building a solid foundation for learners to experiment with language by means of dialogic exchanges for the development of speaking skills.

Reflections on Discussions of Literature: A Language Learning Environment to Promote Speaking Skills

Classroom discussions of literature create a pedagogically sound platform in the ELT classroom for language acquisition to take place. The pedagogic rationale for embracing literature discussions lies in the claim that they lend the necessary guidance language learners need to construct meaning, promote comprehension and seek ways to articulate their ideas, opinions and interpretations. This article discusses benefits of implementing literature discussions with undergraduate ELT students to empower their growth in oral communication. The data revealed favorable responses toward using literature discussions in language learning with regard to their benefits in building a solid foundation for learners to experiment with language by means of dialogic exchanges for the development of speaking skills.

The Vulnerable Teacher: Working Towards Critical Consciousness in a Second Grade Bilingual Classroom

Telling your students that you are divorced and your two sons no longer live with their father is not the typical kind of conversation you would expect in a classroom, but in my second-grade Spanish–English bilingual classroom, it was the norm. I had decided to implement literature discussion around Latinx children’s literature. I found that in order for my students and I to develop a relationship built on trust and respect, I had to be vulnerable and willing to share some personal narratives. In the following article, I share how I, the teacher, was vulnerable with my students during our literature discussions around Latinx children’s literature in order to have conversations about critical topics, such as, immigration, bilingualism, and family. My ultimate goal was for my students to develop critical consciousness.