Designing Applied Linguistics Course for a Postgraduate Class: A Case Study in Literature Major

The present research aims at designing an applied linguistics course for the students of literature at the post-graduate level. The inclines of English linguistics and literature are: One is related to the immaculate hypothetical evidence, while the other is related to culture, society, and art, and the various results it can envision, which brings it under a specific arrangement. In this study, the researcher refines different hypotheses and theories instead of the issue of further developing exercises and instruction modules. Content Analysis by Harold Lasswell has been used as a tool for data collection and the framework applied for this study is Syllabus Designing by David Nunan because to design a course, syllabus designers animate the feelings, needs, and musings of their students by engaging them in different activities. This can occur if instructors separately investigate standards and examinations with abilities. They, at that point, then made an English Literature class that would be met with a course in building hypotheses, methods, and theories about their experience and the discoveries of their associates (e.g., Nunan, Widdowson, Candlin, Carter, etc.) in attempting to concentrate in this new era. By then, they are associated and adjusted to the English (literature) courses of consenting to the writer's experience and consenting to the requests of certain researchers (e.g. Pennycook in Critical applied Linguistics). The purpose of the researcher is to give direction on how this is accomplished. The study is limited to the students of English Literature at the postgraduate level only. The result shows that a teacher who knows about the reasoning for the plan of the schedule can show what, why, when, where, and how much for the class to instruct much better and all the more proficiently. The research is intended to direct teachers to a basic appraisal of thoughts and the educated application regarding their study halls.

“THANK YOU, IT REALLY MAKES MY DAY”: COMPLIMENT RESPONSES REVISITED

Complimenting is a typical speaking act and the method in which it is responded to can vary based on the culture of the speakers as well as the influence of other circumstances. The purpose of this study was to provide a more in-depth knowledge of compliment response research based on how it is used by university students learning EFL in everyday life. Furthermore, this study also aims at finding out if exposure to another culture affects university students learning English as a second language while responding to compliments. The data were garnered using data elicitation method by complimenting the participants’ look, possession, character, or aptitude. The finding found that the participants used ten types of responses; listed from the most frequently used type of compliment responses to the least used type of compliment responses: Comment Acceptance (8), Appreciation Token (2), Comment History (2), Question (2), Praise Upgrade (1), Reassignment (1), Return (1), Scale Down (1), Disagreement (1), and Qualification (1). According to the data, the majority of students in an international English literature class at Brawijaya University are likely to accept the compliments. Students tend to take compliments by thanking them and then making related comments. English-speaking countries consider a simple "thank you" to be an adequate response to a praise. This present study also confirms that short term encounterance with foreign culture exposure slightly affect EFL learners’ way of responding to compliments. This shows that the students learn the English language culture in terms of compliment.

Always Flipped? A Peer-Centred Cycle for Teaching and Learning in the English Literature Class

In English departments, the default literary pedagogy of ‘read and discuss’ renders student performance particularly vulnerable to shortfalls in the area of deep reading. Where students rely on online content resources before reading literary texts, they effectively flip the class, decreasing rather than increasing active learning. This article presents a blended model for mitigating this trend by means of a reciprocal peer learning feedback loop. The Peer-Centred Cycle minimises direct instruction online or in class, and uses an online-to-classroom feedback loop to shift the majority of classroom activity to reciprocal peer learning, distinguishing it from both flipped classroom pedagogies, as well as from RPL as an occasional classroom strategy.

Students’ View on Germany Literature Class by Video Assignment Project During Pandemic Covid-19

Online learning during the COVID-19 pandemic requires technological media that can be used to achieve learning goals. The use of learning media must also be adapted to the needs of students and the current learning environment. The purpose of this study was to obtain student views on the German Literature class through a video assignment project. This study used a qualitative approach to examine the phenomena that occur in the field. Data were collected through questionnaires, observations, documents, and interviews. The data analysis technique used data reduction, data presentation and concluding. The results of the study concluded that students showed a positive attitude towards the use of video assignments for the Literature class, students have a high and stable level of concentration, and students can improve communication skills because the learning process can be done out of online class. It gave implications for the understanding of teaching staff about the appropriate technology media used for each course that is by the student's background and learning environment

On Teaching Im/Migration in an Undergraduate Classroom

This article examines the urgencies, challenges, and rewards of teaching about migration, emigration, and immigration in our time of massive human movement across the globe. I describe and analyse the beginnings, structure, and takeaways from my undergraduate course on the literature of human movements (whether for reasons of refuge, asylum, choice, adventure, exploration, survival). I argue that despite growing collective acknowledgment of increasing human mobility across our planet, it is the power and wisdom of stories through which we best engage with the specific and multifaceted realities of persons losing home, making home, making other, and making own. I also suggest, from my classroom experience, that a slow, reflective, and immersed sharing of stories of those who have been displaced, misplaced, replaced, and strangely-placed is a key pedagogical aspect of discussing im/migration in the twenty-first century, and that especially in the United States, we owe it to ourselves and our students to know and interrogate the longer vocabularies and histories of othering and belonging in the English language. Through my discussion of the class activities and conversations, I show, similarly, the ways in which a literature class on the topic of im/migration functions also as a generative venue for intersectional considerations of race, gender, ethnicity, class, caste, disability, sexuality, nationality, and un/documented status. I also include reflections about future iterations of this course as I draw on summative comments from my students. Finally: although my pedagogy is informed by my own migrant status in the US, I offer means for pedagogues from a range of backgrounds and instructional levels to engage with and further this conversation in different parts of the world.

Imagined innocence meets lived experience

Purpose The purpose of this study was to challenge pre-service teachers’ (PSTs) assumptions about youth readers, the researcher in this study invited a group of three seventh-grade students to attend a multicultural young adult (YA) literature class designed for PSTs at a large mid-western university. Design/methodology/approach Using qualitative methodology, the researcher strove to answer the following question: How can instructors use youth literature and teaching practices to shift the way that youth readers are perceived – especially marginalized youth – within educational institutions? Data sources included participant observation and field notes, semi-structured interviews with participating seventh-grade students, discussion artifacts, lesson plans and discussion transcripts. Findings The author found that the seventh-grade students in this study shared intertextual connections and offered critical readings of text and the world that had the potential to challenge PSTs’ notions of how YA literature can, and should, be used in classrooms. Importantly, the adolescent students were also able to see themselves as competent participants in collegiate dialogue around texts. Originality/value Much research has been done on the value of giving PSTs experiences in school field experiences, but this research highlights the power of interactions between adolescents and PSTs in a university classroom.

Challenges and Opportunities of Teaching Literature in Kurdistan Region of Iraq

This study aims to investigate the challenges literature teachers in Kurdistan Region of Iraq (KRI) face and the factors underlying the challenges while teaching literature. This paper is based on a questionnaire which consists of twenty items; 17 items are statements that require the participants’ responses on a five-point scale and the other three items are open-answer questions about literature in general. The study implemented a mixed approach: a quantitative approach to analyse the responses of the participants to the 17 on a five-point scale and a qualitative approach to analyse the responses to the remaining three open-answer questions. The results of the study showed that method of teaching is the most challenging component of literature teaching. The material taught is the second highest contributing factor to literature teaching challenges in KRI. Then, the external factors and the students are medium challenges respectively. Teachers are the least contributing factors in this regard. Analysis of the open-answer questions revealed that teaching literature is rewarding intellectually, philosophically, aesthetically and socially. It also exposed the concerns of a few respondents on how a literature class should be if they are given a choice to be in one.

Engaging the Social Imagination in the College Classroom Through Radiant Readings of Global Picturebooks

Building on Kelly Wissman’s (2019) work, the article describes and analyzes artifacts from the author’s college children’s literature class, during which students read radiantly: in ways that may take them outside of themselves, their realities, and points of view, “like rays emitting from the sun, to seek out alternative perspectives, new directions, and unique pathways” (p. 16). The analysis of these collected student artifacts is guided by Wissman’s understanding of the social imagination as the capacity of a reader to imagine “the thoughts, feelings, and experiences of others” as well as “to invent visions of what should be and what might be” (p. 15). It also builds on the theoretical framework developed by Kathy Short (2019) in relation to the social responsibility that needs to be practiced and cultivated by those involved in the creating, teaching, and reading of global children’s literature. Nurturing reading as an act of creativity and fostering dialogic inquiry around global picturebooks is shown to be quite effective in engaging college students’ social imagination. The author brings evidence from the prompts and artifacts that supports this effectiveness, demonstrating the different ways in which students were able to read Two White Rabbits (2015) and The Arrival (2007) radiantly. The prompts that were designed for these immigration-themed picturebooks were successful in nurturing reading as an act of creativity and fostering dialogic inquiry, and thus succeeded in engaging the students’ social imagination. A main reason behind their success was that, by design, they required readers to use their imagination and creativity as well as pay close attention to the picturebooks’ visual aesthetics in order to fill in the gaps. Another important reason behind the students’ radiant readings was the selection of these specific picturebooks, which fit Jessica Whitelaw’s (2017) definition of disquieting picturebooks as they encourage their readers to embrace unfamiliarity and discomfort.