Suchergebnisse

The purpose of this study was to determine the readiness of language education institutions outside of school in the context of developing tourism human resources, as well as how the government and private parties support these educational institutions. The results of the study indicate that the Out-of-school Language Education Institution Program in Polewali Mandar Regency can be said to have increased, but the government has not carried out socialization. as well as the state of facilities and infrastructure that still needs to be developed, and also instructions for the location of the course location are not yet available, so it is rather difficult to get information about the location of the English language training place. With the location of the English village, it can be said that there is already a readiness of out-of-school educational institutions in Kab. Polewali Mandar, in order to train human resources to speak English well, so that activities in the tourism sector. can take place well, because communication is established smoothly, especially to foreign tourists.

Onomastics as a branch of linguistics and sociolinguistics has been recognized as being important in disclosing interesting features of the language and culture of a community. This research aims to identify the features of female names in the two language systems of English and Vietnamese. After investigating the names of 12,879 female students attending two universities in England and 12,936 attending three universities in Vietnam, the study reveals interesting results concerning the linguistic features, meanings and cultural characteristics of female names in English and Vietnamese. In relation to those contents, the research provides in-depth analyses on the social and historical development of the two countries.

This essay examines the nature and role of mythical histories in English medieval towns. Myths concerning the origins and special destinies of particular cities were widespread and long-lasting. For contemporaries they acquired meaning through their interaction with changing historical circumstances. Evidence for their circulation in both elite and popular domains is reviewed. Their significance was not unambiguous; they were, rather, contested territory, a means through which townspeople articulated their particular views about the nature and purpose of urban society. Their effect, therefore, could be to assist both in the formation and in the transformation of that society. Issue is taken with the argument that the early modern period saw a weakening of the potential force of such myths.

It has often been argued that parliamentary enclosure decisively increased the wage dependence of English agricultural laborers, primarily by extinguishing their rights to keep cows on common land. Yet the extent to which laborers had in fact enjoyed common pasture rights has never been demonstrated. This article fills that gap, by documenting the extent of laborers' common rights for ten settlements in the south and east Midlands. It finds that most laborers in these villages did not have common rights prior to enclosure and cannot, therefore, have been proletarianized by their loss.

English is spoken at various intercommunication settings and levels. Thus, speakers have to master pragmatic aspects to avoid misunderstandings during communication. As a result, Pragmatic competence can help EFL speakers. The purpose of this study is to look into EFL teachers' perspectives on how to help students build pragmatic competence. The qualitative research approach was used in this study, utilizing descriptive qualitative as the framework. In order to collect the data, this study used teachers' responses on a questionnaire derived from five features in sources of teacher beliefs. Three teachers from varied backgrounds participated in this study as respondents. Teachers' beliefs in pragmatic competence development are taken from five sources: teachers' experience as language learners; experience from teaching; teachers' own personality; experience from the school, parents, government, and local society; education-based or research-based principles. This study will, ideally, add to the body of knowledge in the field of education, allowing English teachers to better understand, discover, and enhance their teaching in the area of pragmatic competence development.

As the U.S. population grows more varied, public schools are faced with the challenge of meeting the needs of an increasing population of culturally and linguistically diverse students. Schools in the United States are often the first point of contact for new immigrant students as they work to facilitate their integration and socialization into American society. Aiding these immigrants in learning English has become one of the primary focuses of schools and is a major challenge for principals. The authors discuss programmatic models for ELL students that are currently being used in schools and relate factors that principals need to consider when selecting a model to use to help ELL students. The characteristics of effective ELL models are presented in order to give principals an upper hand in addressing the growing number of students needing English Language Learning support. The authors also point out that for any ELL program to be effective, the school must have a quality professional development program coupled with strong immigrant parent involvement.

In this extraordinary collection of her writings, June Jordan gives us a manifesto of hope, anger and visionary power. She writes about police brutality; the poverty of educational opportunity offered to black children in the ghettos; witnessing in Mississippi a white man's casual murder of another human being; her mother's death; the viability of black English; Nicaragua and South Africa; child abuse; the silences of friendship - all summonn up Jordan's clear voice and unwavering commitment.

This article reports a quantitative study that investigated academic achievement in English medium instruction (EMI) courses at a public university in Turkey. Student test score data on EMI and Turkish medium instruction (TMI) courses as well as general English proficiency scores were collected in two academic divisions: the mathematical, physical, and life sciences (MPLS, N = 357); and the social sciences (N = 359). Analysis conducted at the macro (academic division), meso (academic department), and micro levels (academic program) showed subtle differences at each level. Overall, results were consistent: English language proficiency was a strong predictor of academic achievement of social science participants, whereas success in TMI courses predicted EMI success of MPLS participants. These results reinforce the notion that more language support should be given to social science students, whereas learning some content through TMI should be prioritized for MPLS students. Implications for language professionals and EMI practitioners are discussed, and suggestions are made for further research.

Machine generated contents note: 1.taxonomy of political violence in South Asia / Ali Riaz -- 2.Towards a relational view of political violence / David Jackman -- 3.Representation of political violence in South Asian English fiction / Fahmida Zaman -- 4.Explaining political violence in contemporary Bangladesh (2001-2017) / Saimum Parvez -- 5.State violence and the everyday: the ecology of suspicion and distrust / Zobaida Nasreen -- 6.Communal violence in India: strategies for prevention / Maya Chadda -- 7.politics of Muzaffarnagar violence in 2013, Uttar Pradesh, India / Mujibur Rehman -- 8.State violence and youth resistance: perspectives from Indian-held Kashmir / Hafsa Kanjwal -- 9.Maoism and political violence of the People's War in Nepal / Subho Basu -- 10.Strategic logic of political violence in Pakistan / Farhat Haq -- 11.Island of violence: Sinhalese Buddhist majoritarianism and ethno-religious conflict in Sri Lanka / Neil DeVotta -- 12.Political violence and post-colonial state building in Sri Lanka / Nirmal Ranjith Dewasiri.

AbstractA growing percentage of low‐income children in the United States come from Spanish‐speaking homes and are dual language learners (DLLs). Recent research shows that bilingual children, compared to monolinguals, have enhanced executive functioning (EF), a set of foundational cognitive skills that predict higher social‐emotional competence and academic achievement in preschool and beyond. Although this association has been found among children of different backgrounds, no study to date has assessed whether bilingual Latino preschoolers from low‐income backgrounds have higher EF than their monolingual peers and their emerging bilingual peers, respectively. The current study assessed 303 predominantly Latino Head Start preschoolers (83.5% Latino and 13.5% African American) to examine this relationship. Using a language screener, three groups were formed (148 Spanish‐English bilinguals, 83 English monolinguals, and 72 Spanish‐dominant emerging bilinguals) and subsequently compared on a latent factor of EF. As predicted, results indicated that the bilingual group outperformed the monolingual English group on EF. Implications for the findings of the lack of EF differences between the Spanish‐dominant emerging bilinguals and the other two groups are also discussed. This study advances our understanding of the intersection between language and cognitive development for young low‐income Latino DLLs growing up in the United States and highlights bilingualism as a potential advantage in this population. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=J2Eq_MwLRfQ

This study provides a review of the literature on sporting production functions with an emphasis on different input‐output specifications and alternative estimation procedures. Empirical evidence is reported for English association football on the robustness of estimates of coaching efficiency to changes in estimation methods and the definition of team performance and playing talent inputs. A measure of player quality based on predicted start‐of‐season transfer values is developed. It is found that the estimation of coaching efficiency is sensitive to the choice of time‐invariant efficiency models versus time‐varying and inefficiency effects models. It is also found that the results are little affected by different measures of team performance but are highly sensitive to the use of an ex post financial expenditure input measure. Ex ante input measures based on start‐of‐season player characteristics or predicted transfer values are recommended as more appropriate on both theoretical and empirical grounds.

The ideas of the New Left and the recently emerged alter-globalisation movements are marginal within current policy debates concerning the English education system. Here I seek to demonstrate the interconnections between the New Left and the alter-globalisation movement and suggest that these ideas contain a powerful corrective to the increasingly authoritarian present. The next part of the article considers the development of neoliberalism both in a theoretical context and since the arrival of the new Conservative–Liberal government in the UK. Here I outline the rapid transformation of English schools under the academies programme and look at how it has been explicitly linked to ideas of 'moral collapse' evident in the popular discourse of 'Broken Britain'. Especially significant in this respect has been the labelling of comprehensive schools as 'failures' and the explicit imposition of more authoritarian understandings of pedagogy. I seek to explore both the rapidity of this transformation in the context of the dissatisfaction with the idea of comprehensive schools shown by the political Right and the Third Way's reworking of socialism. Finally I briefly consider more progressive alternatives for schools and education by returning to the idea of the democratic commons. In this respect, the cultural Left needs to explore more radical alternatives beyond the defence of comprehensive schooling which sounds both nostalgic and misplaced within our global times.

The authors argue that the gender composition of party gatekeepers -- those responsible for candidate recruitment -- plays a crucial role in either encouraging or discouraging women candidates to run for office. Using an original data set that includes constituency-level information for all parties and candidates in the 2004 and 2006 Canadian national elections, the authors find support for this proposition. Women candidates are more likely to be nominated when the gatekeeper -- the local party president -- is a woman rather than a man. The results underline the importance of informal factors for understanding women's political underrepresentation. Adapted from the source document.