Suchergebnisse

Bringing together the voices of a diverse group of scholars and language professionals, this edited collection builds on the theory and practice of linguistic and cultural mediation to advocate for mediation as a learning element across the curriculum for collaborative communication in multilingual educational settings.

As networked learning becomes familiar at all levels and in all sectors of education, cross-fertilisation of innovative methods can usefully inform the lifelong learning agenda. Development of the pedagogical architectures and social processes, which afford learning, is a major challenge for educators as they strive to address the varied needs of a wide range of learners. One area in which this challenge is taken very seriously is that of trade unions, where recent large-scale projects have aimed to address many of these issues at a European level. This paper describes one such project, which targeted not only online courses, but also the wider political potential of virtual communities of practice. By analysing findings in relation to Wengers learning architecture, the paper investigates further the relationships between communities of practice and communities of learners in the trade union context. The findings suggest that a focus on these relationships rather than on the technologies that support them should inform future developments.

The so-called refugee crisis presents a field of discursive struggle over meanings in politics. In Austria, mediatized politics in 2015 and 2016 was dominated by metadiscursive negotiation of terminology related to building a border fence and setting a maximum limit on refugees. Both issues raised serious ideological and legal concerns and were thus largely euphemized; as responses to ever-increasing pressure from the political right, however, they were also intended as signals to voters. This article presents a discourse-historical study of the normalization of restrictive policies in the theoretical framework of border and body politics, otherness, and mediatization.

This article asserts the importance of examining gender barriers in the deliberative processes of the public sphere. The purpose of a participatory democracy is not feasible without the equal inclusion of women's voices under similar conditions to their male peers. In the past, various studies have shown that women in the media are either rendered invisible or described according to stereotyped characteristics, which results in their "symbolic annihilation". Arguing that television remains an important mass medium in the delivery of news to the general public, a qualitative study has been developed aiming to understand how gender meanings in the evening news are negotiated by televiewers. Within this context, a sequence of focus group discussions has been organized in order to examine several gender perceptions of the news that shall contribute to the development of a critical perspective on media structures and contents ; Fundação para a Ciência e a Tecnologia ...

TEZ12960 ; Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2020. ; Kaynakça (s. 95-111) var. ; XV, 132 s. :_res. (bzs. rnk.), tablo ;_29 cm. ; Son yıllarda, İngilizce'nin ortak bir dil olarak (ODİ/ELF-English as a lingua franca) kullanımının yaygınlaşması ile birlikte, ODİ farkındalığı ve ilgili konuların İngiliz dili eğitimi pedagojisine entegrasyonu, ODİ araştırmacıları arasında gittikçe dikkat çekmektedir. Bu bağlamda, öğretmen eğitimi üzerine bugüne kadar çok sayıda ampirik ve teorik çalışma yapılmıştır. Ancak, bir programın temel dayanağı olan ve öğretmenler ile öğrenciler arasında köprü görevi gören İngilizce ders kitaplarına oldukça az yer verilmiştir. ODİ ile ilgili konuların İngilizce ders kitaplarına entegrasyonu ve bu ders kitaplarının ODİ pedagojisini nasıl ele aldığının daha iyi kavranabilmesi için daha fazla araştırmaya ihtiyaç duyulmaktadır. Bu nedenle, bu nitel çalışma esas olarak anlam müzakeresi stratejilerinin Türkiye'de bir üniversitenin İngilizce hazırlık sınıflarında kullanılan uluslarası yaygın İngilizce ders kitaplarında nasıl ele alındığını, güncel literatürdeki ampirik çalışmaların tanımladığı ODİ iletişimini referans alarak incelemeyi amaçlamaktadır. Çalışmanın birinci aşamasında, öğretim elemanlarının algı ve uygulamalarına ilişkin veriler açık uçlu bir anket aracılığıyla elde edilmiş ve tematik analiz ile incelenmiştir. İkinci aşamada ise, İngilizce ders kitapları kontrol listeleri ile değerlendirilmiş ve bulgular içerik analizi ile incelenmiştir. Çalışmanın bulguları, öğretim elemanlarının çoğunun anlam müzakeresi stratejilerinin öğretiminin öneminin farkında olduğunu ortaya koymuştur. Ancak, Anadil konuşmacısı'nın üstün görüldüğü kökleşmiş kurumsal bir politikanın benimsendiği bir ortamda, öğrencilerinin gerçek iletişimsel ihtiyaçlarına yönelik nasıl ders tasarlayacakları ve gerekli stratejileri nasıl öğretecekleri konusunda bazı endişelerinin olduğu görülmüştür. Aynı zamanda bulgular, Cambridge English Empower kitap serisinin bütün seviyelerinde monolitik bir dil kullanımının olduğunu ve İngiliz kültürüne dayanan stereotiplerin teşvik edildiğini ortaya çıkarmıştır. Bulgularda, ders kitaplarındaki işitsel ve görsel-işitsel materyallerde, dinamik, değişken ve çoğulcu tarzda bir İngilizce kullanımının görülmemesi, anadili İngilizce olmayan konuşmacı iletişiminin büyük ölçüde yoksayıldığını göstermiştir. Dahası, ders kitaplarındaki iletişim odaklı görev ve aktiviteler Anadil konuşmacısı ve Standart İngilizce (SE) modeline dayanan İkinci dil edinimi (SLA) bakış açısıyla tasarlanmıştır. Yetkili kişiler, İngilizce ders materyallerinin ODİ farkındalıklı pedagoji içeriğiyle yeniden düzenlenmesi adına cesur adımlar atmalıdır. Bu çalışmanın, ODİ çerçevesinde İngiliz dili eğitiminde materyal geliştirme ve değerlendirmeye, politika tasarımı ve planlanmasına katkı sağlaması beklenmektedir. ; In recent years, with the exponential growth of English as a lingua franca (ELF), the integration of ELF-related issues into English language teaching (ELT) pedagogy has been attracting an increasing amount of attention among ELF researchers. In this respect, a good number of empirical and theoretical studies have been conducted concerning teacher education and training so far. However, considered as a core of a particular program and the main medium between teachers and students, ELT materials are given little attention. More research is needed to gain a better understanding of the integration of ELF-related issues into ELT materials, and how ELT coursebooks deal with ELF-aware pedagogy. Thus, the present qualitative study aims to investigate how negotiation of meaning (NoM) strategies are dealt with in an international ELT course-book series used in the English preparatory classes of a university in Turkey with reference to ELF communication defined by existing empirical research in the field. In the first phase, the data about the perceptions and practices of the instructors obtained through an open-ended questionnaire were analyzed via thematic analysis. In the second phase, the course-book series were evaluated through checklists and analyzed via content analysis. The findings of the study revealed that the majority of the instructors are aware of the significance of teaching NoM strategies. However, they have some concerns about how to plan their lessons and to teach essential strategies based on their students' needs in the context of established native-speakerist institutional policies. Findings also revealed that the monolithic form of English and British-bound stereotypes are promoted in all levels of the Cambridge English Empower course-book series. A lack of pluricentric, dynamic, and variable use of English in audio and audio-visual materials indicates that authentic ELF interaction is to a great extent ignored. Moreover, communicative tasks and activities in the course-books are designed within Second Language Acquisition (SLA) framework which relies on native-speaker and Standard English (SE) norms. It is recommended that stakeholders should take brave actions to reconceptualize the content of ELT materials and appropriately design them by taking into account the implications of ELF-aware pedagogy. This study is expected to contribute specifically to materials development and evaluation, policy design, and planning in ELT within the framework of ELF.

It is argued that the medium & paradigm for international negotiation cannot be taken for granted, especially where international negotiators with different mother tongues may not proceed from a common set of meanings. This argument is supported by a comparative analysis of the semantics of negotiation in two dissimilar languages -- English & Hebrew -- in particular, the meanings of the negotiating phrase "territories for peace." These two languages differ in their connotative principles, referents, shades of meaning, & concept coverage. In addition, themes & metaphors are culturally distinctive. It is recommended that negotiators within the common English-language paradigm for international negotiation recognize, learn, & understand other-language negotiating discourses. M. Pflum