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What leads to national progress? The growing consensus in the social sciences is that neither capital flows, nor the savings rate, nor diffuse values are the key, but that it lies in the quality of a nation's institutions. This book is the first comparative study of how real institutions affect national development. It seeks to examine and deepen this insight through a systematic study of institutions in five Latin American countries and how they differ within and across nations. Postal systems, stock exchanges, public health services and others were included in the sample, all studied with th

Aktuelle Schulbücher erzählen eine Erfolgsgeschichte der »Sozialen Marktwirtschaft«, welche die Forschung der letzten 40 Jahre kaum berücksichtigt und seit Jahren als überholt gilt. Anhand der Darstellung des »Wirtschaftswunders« und der Planwirtschaft liefert Kai Krüger nicht nur einen Überblick der Wirtschaftsgeschichte von BRD und DDR für die Jahre 1945-1973, sondern zeigt auch auf, dass zeitgenössische Quellen für Schulbücher gezielt verändert werden, damit sie in die deutsche Erfolgsgeschichte passen. Seine Schulbuchanalyse schließt aber nicht bloß auf bewusste Ideologieproduktion oder fehlendes Wissen, sondern auch auf den Konkurrenzkampf unter den Verlagen.

Die Sicherung sozialer Dienstleistungen hat in fragilen Staaten einen zentralen Stellenwert. Für die wirtschaftlichen und sozialen Transformationsprozesse sind sowohl der Erwerb von individuellen Kompetenzen als auch die Entwicklung von institutionellen und organisatorischen Kapazitäten erforderlich. Aus der aktuellen Debatte zur Bildungsförderung in fragilen Staaten werden zentrale Aspekte skizziert. Dabei geht es in erster Linie um Merkmale eines krisensensiblen Bildungssytems. Dies wird am Beispiel von Sierra Leone konkretisiert. (DIPF/Orig.) ; Securing social services has central importance in fragile states. The acquisition of individual competence as well as the development of institutional and organisational capacities are essential for the economic and social transfer processes. Central aspects are outlined from the current debate on the furtherance of education in fragile states. First and foremost, it's about criteria of a crisis sensitive educational system. This will be concretised with the example of Sierra Leone. (DIPF/Orig.)

This paper reviews some of the present challenges facing learning in the 21. century and the concern for "glocal" issues in the Mediterranean region. It stresses that global education can be translated into various focal themes such as development, environment, human rights, intercultural relations, peace. However, such a translation should retain a common "broad" methodological approach centred on conflict transformation. A sociology of "translation" is needed for enhanced co-operation among practitioners in the region. (DIPF/Orig.) ; Der Autor betrachtet einige der Herausforderungen an das Lernen im 21. Jahrhundert und das Bemühen um "globale Themen" im Mittelmeerraum. Er postuliert, dass Globales Lernen sich in verschiedene Schwerpunkte übersetzen lässt (Umwelt, Menschenrechte, Frieden, interkulturelle Beziehungen). Eine solche Themenumsetzung bedarf aber eines größeren methodologischen Rahmens, der sich auf die Transformation von Konflikten fokussiert. Eine solche "Soziologie der Übersetzung" ist in der Region für die praktische Umsetzung von Bildungszielen erforderlich. (DIPF/GS.)

Alan C. Acock's A Gentle Introduction to Stata, Revised Sixth Edition is aimed at new Stata users who want to become proficient in Stata. After reading this introductory text, new users will be able to not only use Stata well but also learn new aspects of Stata.Acock assumes that the user is not familiar with any statistical software. This assumption of a blank slate is central to the structure and contents of the book. Acock starts with the basics; for example, the part of the book that deals with data management begins with a careful and detailed example of turning survey data on paper into a Stata-ready dataset. When explaining how to go about basic exploratory statistical procedures, Acock includes notes that will help the reader develop good work habits. This mixture of explaining good Stata habits and explaining good statistical habits continues throughout the book.Acock is quite careful to teach the reader all aspects of using Stata. He covers data management, good work habits (including the use of basic do-files), basic exploratory statistics (including graphical displays), and analyses using the standard array of basic statistical tools (correlation, linear and logistic regression, and parametric and nonparametric tests of location and dispersion). He also successfully introduces some more advanced topics such as multiple imputation and multilevel modeling in a very approachable manner. Acock teaches Stata commands by using the menus and dialog boxes while still stressing the value of Stata commands and do-files. In this way, he ensures that all types of users can build good work habits. Each chapter has exercises that the motivated reader can use to reinforce the material.The tone of the book is friendly and conversational without ever being glib or condescending. Important asides and notes about terminology are set off in boxes, which makes the text easy to read without any convoluted twists or forward referencing. Rather than splitting topics by their Stata implementation, Acock arranges the topics as they would appear in a basic statistics textbook; graphics and postestimation are woven into the material naturally. Real datasets, such as the General Social Surveys from 2002, 2006, and 2016, are used throughout the book.The focus of the book is especially helpful for those in the behavioral and social sciences because the presentation of basic statistical modeling is supplemented with discussions of effect sizes and standardized coefficients. Various selection criteria, such as semipartial correlations, are discussed for model selection. Acock also covers a variety of commands available for evaluating reliability and validity of measurements.The revised sixth edition is fully up to date for Stata 17, including updated discussion and images of Stata's interface and modern command syntax. In addition, examples include new features such as the table command and collect suite for creating and exporting customized tables as well as the option for creating graphs with transparency

This textbook, aimed at undergraduate and postgraduate real estate programmes, provides an overview of real estate investment and pricing in a global context with special attention to the diversification of asset types in three parts. Designed as a successor to Will Fraser's successful student-led investment book, Principles of Property Investment and Pricing, it encompasses the microeconomics of real estate markets and context alongside pricing failures of real estate highlighted by the impact of the global financial crisis, especially with regard to irrationality and risk. Part 1 focuses on the microeconomics of the real estate sector, covering the complex nature of real estate and the consequences for economic analysis and the operation of the market, the underlying essential processes and principles of real estate investment decision making, including a pricing model, and the significance of real estate cycles and why they occur. Part 2 begins with the characteristics of real estate as an investment, differentiated between direct and indirect investment, and making comparisons with alternative stock market assets, then examines real estate investors and their objectives, including financial institutions, REITs and other indirect vehicles. Additionally, it sets out the frameworks within which real estate investment decisions are made in relation to other investments and focuses on decision-making processes and the practicalities of performance measurement. Emerging real estate debates are discussed in Part 3. These chapters are primarily forward-looking to the implications and challenges for real estate investment, including the consequences of recent aspects of regulation, changes to occupier demand, partly driven by technology but also sustainability pressures, the logic and difficulties of international investment, with a particular focus on emerging markets. Colin Jones is an economist who has been a professor at Heriot-Watt University since 1998. He formerly worked at the Universities of Manchester, Glasgow and the West of Scotland. His research interests span commercial, industrial and housing market economics, investment and policy together with the macroeconomy and local economic development. He has also taken an interest in the property markets of developing countries. Colin has a long experience of teaching real estate investment at undergraduate and postgraduate levels, and formerly designed and been director of the Heriot-Watt real estate postgraduate programmes. Edward Trevillion is Honorary Professor of Real Estate Investment and Finance at Heriot-Watt University in Edinburgh. He has had wide experience of both academic and market-based research and has held posts as Head of Real Estate Research and Strategy at Scottish Widows Investment Partnership (SWIP, now part of abdrn, formerly Standard Life Aberdeen plc) and Head of Property Research for GVA in Scotland. He is particularly interested in developing adaptive models that take account of changing property market structures. Until recently he was course leader for Heriot-Watt's Real Estate Investment Analysis course -- part of the Master's real estate programme.

Chapter 1: Introduction – Artistic and Cultural Responses to War; Martin Kerby, Margaret Baguley and Janet McDonald.- Part One: Loss, Grief and Resilience.- Chapter 2: No Agency: Iraq and Afghanistan at War. The Perspective of Commissioned War Artists; Charles Green and Lyndell Brown.- Chapter 3: Megan Leavey and the Popular Visual Culture of the War-on-Terror; Paul Duncum.- Chapter 4: Tommy Talk: War Hospital Magazines and the Literature of Resilience and Healing; Alice Brumby.- Chapter 5: Wirral and The Great War; Stephen Roberts.- Chapter 6: Touring the battlefields of the Somme with the Michelin and Somme Tourisme guidebooks; Caroline Winter.- Chapter 7: Pro patria mori – A Memorial in Music; Phillip Gearing.- Chapter 8: The Stamps-Baxter GI School of Music; Jeanette Fresne.- Chapter 9: Witnesses to Death – Soldiers on the Western Front; Natasha Silk.- Chapter 10: The Soldier as Artist – Memories of War; Michael Armstrong.- Chapter 11: Icons of Horror: Three enduring images from the Vietnam War; John M. Harris.- Part Two: Identity.- Chapter 12: The Weather in our Souls: Curating a national collection of Second World War art at the Imperial War Museum (IWM); Claire Brenard.- Chapter 13: Write propaganda, shut up or fight: Philip Gibbs and the Western Front; Martin Kerby, Margaret Baguley and Abbey MacDonald.- Chapter 14: A War on Two Fronts: British Morale, Cinema and Total War 1914-1958; Gerard Oram.- Chapter 15: (Re)writing World War Two: United States, Russian and German national history textbooks in the immediate aftermath of 1989; Susan Santoli.- Chapter 16: They Wandered Far and Wide: The Scottish Soldier in the A.I.F.; Chapter 17: Scottish War Resisters and Conscientious Objectors 1914-1919; William Kenefick.- Chapter 18: Australian not by blood, but by character: Soldiers and Refugees in Australian Children's Picturebooks; Martin Kerby, Margaret Baguley, Nathan Lowien and Kay Ayre.- Section 3: Commemoration.- Chapter 19: War began in nineteen sixty-three: Poetic responses to the 50th anniversary; Martin Malone.- Chapter 20: 'Heroes and their Consequences:' 9/11, The War on Terror, and the Marvel Cinematic Universe; Inga Meier.- Chapter 21: 'Re-membering' the past; eye-witness and post-battle artistic accounts of the Falklands War; Paul Gough.- Chapter 22: The Imagined Memorial Gallery: Britain's aspiration to commemorate the Great War through art; Alexandra Walton.- Chapter 23: Rectifying an Old Injustice: The Korean War Memorial in Washington, D.C.; Christine Knauer.- Chapter 24: Lest They Forget: Exploring Commemoration and Rembrance through Games and Digital Technologies; Iain Donald.- Chapter 25 : Combat Cinematography: Interpreting the cinematographic form of combat realism; Daniel Maddock.- Chapter 26: Conflict and Compromise: Australia's Official War Artists and the 'War on Terror'; Kit Messham-Muir.- Chapter 27: Angels, Tanks and Minerva: Reading the memorials to the Great War in Welsh chapels; Gethin Matthews.- Chapter 28: 'The nest kept warm': Heaney and the Irish soldier-poets; Martin Malone.- Chapter 29: The Theatre of War: Rememoration and the Horse; Janet McDonald.-Chapter 30: Australian War Memorials: A nation re-imagined; Martin Kerby, Malcom Bywaters and Margaret Baguley.- Chapter 31: Conclusion; Martin Kerby, Margaret Baguley and Janet McDonald.- Index.

Until researchers and theorists account for the complex relationship between resilience and culture, explanations of why some individuals prevail in the face of adversity will remain incomplete. This edited volume addresses this crucial issue by bringing together emerging discussions of the ways in which culture shapes resilience, the theory that informs these various studies, and important considerations for researchers as they continue to investigate resilience. Using research from majority and minority world contexts, 'Youth Resilience and Culture: Commonalities and Complexities' highlights that non-stereotypical, critical appreciation of the cultural systems in which youth are embedded, and/or affiliate with, is pivotal to understanding why particular resilience processes matter for particular youth in a particular life-world at a particular point in time. In doing so, this book sensitizes readers to the importance of accounting for the influence of cultural contexts on resilience processes, and to the danger of conceptualising and/or operationalising resilience, culture, and their interplay, simplistically or idealistically. In short, the progressive contents of 'Youth Resilience and Culture: Commonalities and Complexities' make it an essential read for resilience-focused scholars, students, academics, and researchers, as well as policy makers, practitioners, and humanitarian workers engaged with high-risk populations. Linda Theron, D.Ed. (Educational Psychology), is professor in the Faculty of Humanities, North-West University, South Africa. Her research explores why, and how, some South African youth adjust well to poverty, orphanhood, and/or learning difficulties, and how sociocultural contexts shape their processes of resilience (see www.Lindatheron.org / www.optentia.co.za). She is an associate editor of the South African Journal of Education and School Psychology International. In 2013, the Education Association of South Africa awarded her a research medal for her contributions to a richer understanding of resilience processes in South African youth. Linda Liebenberg, D.Phil., is Co-Director of the Resilience Research Centre, and Adjunct Professor, Faculty of Graduate Studies, Dalhousie University. Her work focuses on the use of elicitation methods and mixed-methods designs in understanding the lives of children and youth living in challenging contexts, with a focus on resilience processes. Her work also includes the design of measurement instruments used with children and youth. She has published and presented internationally on resilience related themes relevant to the understanding of youth across cultures and contexts. Her publications include the two co-edited volumes (with Michael Ungar, Ph.D.) Researching Resilienceand Resilience in Action.Michael Ungar, Ph.D.,is the Killam Professor of Social Work at Dalhousie University, Network Director, CYCC Network, and Co-Director of the Resilience Research Centre. He has published over 100 peer-reviewed articles and chapters and 11 books on the topic of resilience and its application to clinical and community work with children and families with complex needs (the Social Ecological Approach to counseling). His latest work includes a clinical textbook Counseling in Challenging Contexts, an edited volume of international papers, The Social Ecology of Resilience: A Handbook of Theory and Practice, and a novel The Social Worker.

In the long history of warfare and cultural and ethnic violence, the twentieth century was exceptional for producing institutions charged with seeking accountability or redress for violent offenses and human rights abuses across the globe, often forcing nations to confront the consequences of past atrocities. The Holocaust ended with trials at Nuremberg, apartheid in South Africa concluded with the Truth and Reconciliation Commission, and the Gacaca courts continue to strive for closure in the wake of the Rwandan genocide. Despite this global trend towards accountability, American collective memory appears distinct in that it tends to glorify the nation s past, celebrating triumphs while eliding darker episodes in its history. In American Memories, sociologists Joachim Savelsberg and Ryan King rigorously examine how the United States remembers its own and others atrocities and how institutional responses to such crimes, including trials and tribunals, may help shape memories and perhaps impede future violence. American Memories uses historical and media accounts, court records, and survey research to examine a number of atrocities from the nation s past, including the massacres of civilians by U.S. military in My Lai, Vietnam, and Haditha, Iraq. The book shows that when states initiate responses to such violence via criminal trials, tribunals, or reconciliation hearings they lay important groundwork for how such atrocities are viewed in the future. Trials can serve to delegitimize violence even by a nation s military by creating a public record of grave offenses. But the law is filtered by and must also compete with other institutions, such as the media and historical texts, in shaping American memory. Savelsberg and King show, for example, how the My Lai slayings of women, children, and elderly men by U.S. soldiers have been largely eliminated from or misrepresented in American textbooks, and the army s reputation survived the episode untarnished. The American media nevertheless evoked the killings at My Lai in response to the murder of twenty-four civilian Iraqis in Haditha, during the war in Iraq. Since only one conviction was obtained for the My Lai massacre, and convictions for the killings in Haditha seem increasingly unlikely, Savelsberg and King argue that Haditha in the near past is now bound inextricably to My Lai in the distant past. With virtually no criminal convictions, and none of higher ranks for either massacre, both events will continue to be misrepresented in American memory. In contrast, the book examines American representations of atrocities committed by foreign powers during the Balkan wars, which entailed the prosecution of ranking military and political leaders. The authors analyze news accounts of the war s events and show how articles based on diplomatic sources initially cast Serbian President Slobodan Milosevic in a less negative light, but court-based accounts increasingly portrayed Milosevic as a criminal, solidifying his image for the public record ... -- Book Description.

Because religion is so central to the lives and experience of the vast majority of people throughout the world, it figures very prominently in a variety of ways in interhuman relations. Unfortunately, 'religion' often appears to be one of the potent sources of mistrust, discord and strife between and among individuals, groups and cultures. What frequently lies at the root of such suspicion and dissension is general ignorance concerning the religious other, a lack of knowledge about his or her beliefs, aspirations and views of the good and morally honorable life. And even if people have some factual knowledge about other religions, they regularly display little understanding of them and their adherents. Learning both to know and understand people of other faiths and their religions is absolutely requisite to the realization of paradigms of coherent and intelligent 'convivance,' that is, living together in sensible, peaceable and cooperative harmony. An effective agency for fostering such knowledge and understanding is the discipline of theology of religions, which examines how religions have and ought to view other religions. And it is particularly the practice of comparative theology of religions which bears the most promise in this regard. The present symposium consists of precisely this kind of comparative exercise and may be viewed as an important contribution to the development of a new project which endeavors to enlarge the horizon and broaden the focus and reflection of theology of religions as that has been gradually developed during the last few decades, a new enterprise, in other words, which seeks to universalize and mutualize theology-of-religions discourse. One of the important things this volume shows is that the views religions have of other religions differ from one another in very substantial ways, which is explained by the fact that they derive from diverging paradigms of faith, belief and ritual and specific cultural and social contexts. This textbook demonstrates how strongly different Hindu, Buddhist, Shinto and Confucian views are from those of Islam, Judaism and Christianity, which latter in turn also exhibit considerable differences among themselves. These differences are greater than people immersed in their own cultures often realize or expect. It is becoming ever more clear that ignorance of or disinclination to acknowledge or refusal to accept these real differences constitute major root causes of serious conflicts in the world. The essays in this book, written by representatives of the major world religions, offer descriptive and/or prescriptive appraisals of other religions in general or one other religion in particular from the perspective of the religion of the author concerned. It is hoped that this unique exercise in intercultural theology of religions will generate insights and new forms of understanding which can be used by religious leaders and other educators to help correct the disposition toward religious haughtiness, insularity and communalism and the dangerous leanings toward interreligious suspicion, antipathy and animosity which are all too often evident in our contemporary societies

Despite the long history of Chinese-Arab interactions since the seventh century, modern Chinese scholarship on the Arab world has a much shorter story. The global historical context that led to such a situation is the Western dominance in knowledge production. Most Chinese scholars research on issues related to the West and/or China-Western interactions. Only a small proportion of researchers cast their eyes on the "other East"—the Arab world. Consequently, Arab/Arabic studies occupies a marginal space in Chinese academies. In addition, although Edward Said had fiercely argued more than forty years ago in Orientalism that subtle but persistent Eurocentric prejudice against Arab-Islamic peoples and their culture perpetrates Western misunderstanding about the region, such biased representations were sometimes uncritically transferred by Chinese scholars when they were acquiring knowledge about the region via translations of Orientalist accounts written in English. Another major obstacle is the inherent linguistic and orthographic difficulties involved. Although some researchers have made great endeavors to overcome such challenges, most publish only in Chinese. As a result, their findings are not widely known. This article, therefore, scrutinizes and contextualizes modern Chinese scholarship on the Arab world in order to introduce it to a wider international audience, especially for those who are keenly observing the increasing Chinese-Arab engagements in the twenty-first century. In addition to providing synoptic overviews of major institutions, scholars, and their representative works, the article also critically analyzes the historical contexts that led to the initial formation, subsequent divergent developments in Chinese-language academies on both sides of the Taiwan Strait, and the present challenges of the respective state of the fields.
I argue that due to bigger population, larger geographical size, and more government funding, Arab/Arabic studies in mainland China is more developed than that in Taiwan, though scholars based on the mainland are facing more pressure on censorship and self-censorship. Both fields, however, were pioneered by the same group of Chinese Hui Muslim scholars who went to study at al-Azhar University in Egypt in the 1930s and the 1940s, not unlike cosmopolitan Muslims around the world at the time who traveled to Cairo for multiple and complex reasons. When they returned, institutionalizing Arab/Arabic-Islamic studies in Chinese academies became one of their most visible and long-lasting legacies. Contingencies in their lives, mainly job opportunities upon graduation, played an important role in their later bifurcated career trajectories. The process during which these Hui Azharites ceased to be "cosmopolitan Muslims" and instead became "Chinese Arabists" reflects an important transformation in Chinese-Arab interactions during the Cold War politics. Later generations of scholars developed systematic pedagogies on teaching Arabic to native Chinese speakers by publishing Arabic-Chinese dictionaries as well as textbooks and grammar books. Their role as cross-cultural intermediaries is significant and widely impactful. These little-known scholars deserve to be recognized for their intellectual pursuits.

Статья посвящена вопросу обучения диалогу на занятиях по иностранному языку с помощью комиксов. Изучение средств, приемов и технологий обучения диалогической речи на иностранном языке является одной из приоритетных задач современной методики обучения иностранным языкам, так как предполагает формирование и развитие умений и навыков иноязычного говорения, без чего невозможно достижение конечной цели обучения языку – формирования коммуникативной компетенции. Авторы статьи раскрывают основные теоретические аспекты обучения диалогической речи как форме иноязычного говорения: рассмотрены особенности диалогической речи как вида говорения, охарактеризованы этапы работы с диалогом-образцом. В статье также приводятся преимущества комикса как средства обучения иноязычному диалогу. На основе анализа УМК по английскому языку на предмет обучения англоязычной диалогической речи авторы определяют критерии отбора комиксов как средства обучения диалогу на уроке иностранного языка. В статье представлена авторская поэтапная методика работы с диалогом на основе комиксов. Приводятся результаты апробации разработанного комплекса упражнений по обучению англоязычной диалогической речи средствами комиксов. Делается вывод о преимуществах обучения диалогу с помощью комикса по сравнению с традиционным обучением:происходят лучшее понимание и запоминание сюжета диалога благодаря визуализации его сюжета в комиксе; обеспечивается снятие у обучаемых смысловых, лексических, грамматических трудностей; появляется больше возможностей для создания творческих речевых упражнений для обучения диалогической речи на основе комикса.
The article is devoted to the issue of teaching dialogue with the help of comics. The study of the means and techniques of teaching dialogic speech in a foreign language remains one of the priority tasks of modern methods of teaching foreign languages, since it involves the formation and development of foreign language speaking skills. The authors of the article reveal the main theoretical aspects of teaching dialogic speech as a form of foreign language speaking: the features of dialectical speech, the main stages of working with a sample dialogue. The article presents the main advantages of comics as a means of teaching foreign-language dialogue. Based on the analysis of the English textbooks, the authors determine the criteria for the selection of comics as a means of teaching dialogue at a foreign language lesson. The article presents the authors' method of working with dialogue based on comics. The approbation results of the set of exercises for teaching dialogic speech by means of comics are presented. The authors conclude about the advantages of teaching dialogue with the help of a comics in comparison with traditional teaching: there is a better understanding and memorization of the plot of the dialogue due to the visualization of its plot in the comic book; the removal of semantic, lexical, grammatical difficulties with the help of the comic book is ensured; there are more opportunities to create speech exercises for teaching dialogic speech based on the comic book. Keywords: teaching dialogic speech in a foreign language class, teaching dialogue, developing dialogic speech skills, teaching speaking, comics as a means of teaching, teaching foreign languages

Content and Language Integrated Learning (CLIL) has been deemed to be a promising and innovative approach to teaching foreign languages and has received unanimous endorsement by virtually all educational authorities in the European Union. Yet, notwithstanding the numerous benefits the programme offers, it is not free from difficulties. Thus, the main objective of this qualitative study was to examine the teachers' perceptions of CLIL implementation with the major focus on the shortcomings detected and outlined in the previous studies. Data were obtained from an ad hoc online questionnaire filled out by 203 in-service teachers from bilingual English primary schools in the eight provinces of Andalusia (i.e., Almería, Cádiz, Córdoba, Granada, Huelva, Jaén, Málaga and Sevilla) in the year 2020. The picture emerging from the results of the study is not positive as it reflects growing concern over the paucity of teacher training programmes, insufficient coordination, lack of attention to diversity, inadequate textbook design, and above all, students' low English proficiency and class size, factors which might impede the proper development of the programme. Moreover, content teachers as well as those with lower language competence and less experience in teaching appear to be in dire need of more training and support. These findings merit further consideration and should govern educational decisions in order to ensure the feasibility of the project. ; El Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) se ha considerado un enfoque eficaz e innovador para la enseñanza de lenguas extranjeras y ha recibido el respaldo unánime de prácticamente todas las autoridades educativas de la Unión Europea. Sin embargo, a pesar de las numerosas ventajas que ofrece el programa, no está exento de dificultades. Por eso, el objetivo principal de este estudio cualitativo fue examinar las percepciones de los profesores sobre la aplicación del AICLE, centrándose principalmente en las deficiencias detectadas en los estudios anteriores. Los datos se obtuvieron a partir de un cuestionario ad hoc online que cumplimentaron 203 profesores de centros bilingües de inglés de Educación Primaria en las ocho provincias de Andalucía (Almería, Cádiz, Córdoba, Granada, Huelva, Jaén, Málaga y Sevilla) en el año 2020. En cuanto a los resultados, el panorama que se desprende del estudio no es positivo, ya que existe una creciente preocupación por la escasez de programas de formación del profesorado, la insuficiente coordinación, la falta de atención a la diversidad, el inadecuado diseño de los libros de texto y, sobre todo, la escasa aptitud lingüística de los alumnos y el tamaño de los grupos, factores que podrían impedir el correcto desarrollo del programa. Además, los profesores de área no lingüística, así como los de menor competencia lingüística y experiencia en la enseñanza, parecen necesitar urgentemente más formación y apoyo. Estas conclusiones merecen una mayor consideración y deberían regir las decisiones educativas para garantizar la viabilidad del proyecto.

Статья представляет структуру нового учебного пособия для тренировки навыков чтения на классическом китайском языке, вэньяне, которое одновременно является тематической антологией об отношении китайцев к иньским духам гуй. Главным образом используются законченные произведения во временном диапазоне III-XIX вв. н.э. в жанре бицзи сяошо, то есть неформальной сюжетной прозы малых форм. В текстах этого неизменно популярного жанра содержательная и языковая простота обычно сочетается с хорошим стилем, что делает их идеальным аутентичным материалом для чтения на вэньяне. Пособие строится на подробном разборе отдельных аспектов каждого текста по схеме: (1) справка об источнике; (2) текст в современном виде: полные иероглифы, абзацы, знаки препинания); (3) текст с пометами: упрощенные иероглифы, разбивка по предложениям, знаки препинания, имена собственные, служебные слова и т.д.; (4) подстрочник с лексико-грамматическим комментарием; (5) иероглифы с разделением на служебные или полнозначные, а также на более или менее частые; (6) основные типы словосочетаний с примерами из текста, (7) структура отдельных фраз, вызывающих затруднения; (8) грамматические замечания; (9) литературный перевод; (10) текст как в традиционной рукописной или печатной книге: вертикально слева направо, полная иероглифика, без знаков препинания (для проверки себя). Подробный разбор текста нацелен на конкретные навыки, необходимые для самостоятельного чтения на вэньяне: понимание культурно-исторического контекста, внимание к структурным аспектам текста, умение определить для себя подробность освоения материала; одновременное восприятие двух текстов (основной и комментирующий).
The article describes a new reader in Classical Chinese, wenyanwen. It is both textbook materials for developing reading skills and a thematic collection of stories about dealing with the yin spirits, gui . The stories presented in this reader are very short, they range between the 3d and the 19th centuries, mostly in the genre of biji xiaoshuo , informal narrative prose of small forms. Straightforward content and mainly plain language of this ever-popular genre, often combined with good writing style, make these texts perfect authentic wenyanwen reading material. The analysis focuses on the specific aspects of each text as categorized in the following sections: 1) literary source information; (2) contemporary text: traditional characters, paragraphs, punctuation marks; (3) text with various marks: simplified characters, separate sentences, punctuation marks, proper names, function words etc.; (4) interlinear translation with lexical and grammatical notes; (5) characters, divided in function and content words, as well as more and less frequent words; (6) the main types of collocations and their examples from the text; (7) sentence breakdown for difficult cases; (8) grammatical notes; (9) literary translation; (10) text presented as in traditional handwritten or printed books: vertically from left to right, traditional characters, unpunctuated. This type of close text reading allows students to enhance the skills necessary for reading classical Chinese texts on their own, including understanding cultural and historical context, attention to the structural aspects of the text, the ability to choose what to study and to what extent; simultaneous reading of two texts (the original text and its commentaries of any kind).