Introducing cultural studies [[electronic resource] ] : learning through practice / / David Walton

• Record Nr.: UNINA9910454314803321
• Autore: Walton David <1955->
• Pubbl/distr/stampa: Los Angeles, [Calif.] ; ; London, : SAGE, 2008
• ISBN: 1-282-11915-X; 1-84920-497-7
• Descrizione fisica: 1 online resource (337 p.)
• Disciplina: 306; 306.071
• Soggetti: Culture - Study and teaching; Culture; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Contents; Introduction; Part I: High Cultural Gladiators: Some Influential Early Models of Cultural Analysis; Chapter One: Culture and Anarchy in the UK: a dialogue with Matthew Arnold; Chapter Two: The Leavisites and T.S. Eliot Combat Mass Urban Culture; Chapter Three: Adorno, the Frankfurt School and the 'Culture Industry'; Part II: The Transformative Power of Working-Class Culture; Chapter Four: From A Day Out at the Seasside to the Milk Bar: Richard Hoggart and Working-Class Culture; Chapter Five: E.P. Thompson and Working-Class Culture as a Site of Conflict, Consciousness and Resistance; Chapter Six: Towards a Recognizable Theory of Culture: Raymond WilliamsPart III: Consolidating Cultural Studies: Subcultures, the Popular, Ideology and Hegemony; Chapter Seven: Introducing Stuart Hall: The Importance and Re-evaluation of Popular Mass Culture; Chapter Eight: Youth Subcultures and Resistance: a Dialogue with Quadrophenia; Chapter Nine: Subcultures and Widening Horizons: Further Strategies for Practice; Chapter Ten: How to Dominate the Masses without Resorting to the Inquisition: Antonio Gramsci and Hegemony Theory; Chapter Eleven: A Few Ways you might Adapt Louis Althusser's Ideas to ; Cultural Studies: A Dialogue with Dr Jekyll and Mr HydePart IV: Probing the Margins, Remembering the Forgotten: Representation, Subordination and Identity; Chapter Twelve: Crying Woolf! Thinking with Feminism; Chapter Thirteen: Adapting Theory to Explore Race, Ethnicity and Sexuality: the Case of East is East; Part V: Honing Your Skills, Conclusions and 'Begin-endings'; Chapter Fourteen: Heuristic Thinking, Creative Cri-tickle Acts and Further Research; Index
• Sommario/riassunto: The fundamental task facing students of cultural studies is the application of theory into critical practice, and this book offers its readers the conceptual tools to practice cultural analysis for themselves. It includes pedagogical features, such as dialogues, graphs, images, and recommended readings.

Ab Initio Language Teaching in British Higher Education : The Case of German / / Ulrike Bavendiek [and three others]

• Record Nr.: UNINA9910637744003321
• Autore: Bavendiek Ulrike
• Pubbl/distr/stampa: London : , : UCL Press, , 2022
• Descrizione fisica: 1 online resource (244 pages)
• Disciplina: 418.0071
• Soggetti: Language and languages - Study and teaching
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: Foreword by Martin Durrell -- Editors' introduction -- SECTION 1: TRENDS AND DEVELOPMENTS -- 1 Beginners German: Ja, bitte! Development and status quo of German ab initio education in degree programmes and language centres at UK universities Martina Wallner and Elisabeth Wielander -- 2 German ab initio in Languages for All programmes: Student profiles and course design Sabina Barczyk-Wozniak -- 3 Preparing Generation Z students for a world of volatility, uncertainty, complexity, and ambiguity (VUCA) through language learning Kasia Łanucha and Alexander Bleistein -- SECTION 2: PEDAGOGY AND TEACHING METHODS -- 4 Reading literature in the ab ; initio classroom Daniela Dora and Katharina Forster -- 5 Using music in ab initio courses Kirsten Mericka -- 6 Grammar teaching and learning in the German ab initio classroom Birgit Smith -- 7 Selecting the right resources for beginners level: A textbook evaluation Christian Mossmann -- 8 Intercultural awareness in the teaching and learning of German: The case of -- ab initio - Eva Gossner and Dagmar Paulus -- SECTION 3: INNOVATIVE APPROACHES -- 9 The 'flipped classroom' approach in the German beginner context Mandy Poetzsch -- 10 New approaches to feedback in ab initio language classes: a case study Ruth Winter -- 11 Two for the price of one: Using a cognitive theory of metaphors for vocabulary -- teaching and learning Silke Mentchen -- 12 Effective vocabulary learning apps: What should they look like? An evaluation -- with a particular view to German language acquisition Annemarie Künzl-Snodgrass, Theresa Lentfort and Maren de Vincent-Humphreys -- SECTION 4: LEARNER FOCUS -- 13 Developing learner autonomy in German ab initio programmes Thomas Jochum-Critchley -- 14 Individual Differences in ab initio language learning: Working with learners' strengths Ulrike Bavendiek -- List of figures and tables List of contributors -- Glossary and list of abbreviations -- Foreword by Martin Durrell Acknowledgements -- Editors' introduction Ulrike Bavendiek, Silke Mentchen, Christian Mossmann and Dagmar Paulus -- Part I Trends and Developments 1 Beginners' German Ja, bitte! Development and status quo of German ab initio education in degree programmes and language centres at UK universities Martina Wallner and Elisabeth Wielander -- 2 German ab initio in Languages for All programmes: student profiles and course design Sabina Barczyk-Wozniak -- 3 Preparing Generation Z students for a world of volatility, uncertainty, complexity, and ambiguity (VUCA) through language learning Kasia Łanucha and Alexander Bleistein -- Part II Pedagogy and teaching methods 4 Reading literature in the ab initio classroom Daniela Dora and Katharina Forster -- 5 Using music in ab initio courses Kirsten Mericka -- 6 Grammar teaching and learning in the German ab initio classroom Birgit Smith -- 7 Selecting the right resources for beginners' level: a textbook evaluation Christian Mossmann -- 8 Intercultural awareness in the teaching and learning of German: The case of ab initio Eva Gossner and Dagmar Paulus -- 9 The 'flipped classroom' approach in the German beginner context Mandy Poetzsch -- 10 New approaches to feedback in ab initio language classes: a case study Ruth R. Winter -- 11 Two for the price of one: Using a cognitive theory of metaphors for vocabulary teaching and learning Silke Mentchen -- 12 Effective vocabulary learning apps: what should they look like? An evaluation with a particular view to German language acquisition Annemarie Künzl-Snodgrass, Theresa Lentfort and Maren de Vincent-Humphreys -- Part IV Learner Focus 13 Developing learner autonomy in German ab initio programmes Thomas Jochum-Critchley -- 14 Individual differences in ab initio language learning: working with learners' strengths Ulrike Bavendiek -- Index.
• Sommario/riassunto: Drawing extensively on the expertise of teachers of German in universities across the UK, this volume offers an overview of recent trends, new pedagogical approaches and practical guidance for teaching at beginners level in the higher education classroom. At a time when entries for UK school exams in modern foreign languages are decreasing, this book serves the urgent need for research and guidance on ab initio learning and teaching in HE. Using the example of teaching German, it offers theoretical reflections on teaching ab initio and practice-oriented approaches that will be useful for teachers of both German and other languages in higher education. The first chapters assess the role of ab initio provision within the wider context of ; modern languages departments and language centres. They are followed by sections on teaching methods and innovative approaches in the ab initio classroom that include chapters on the use of music, textbook evaluation, the effective use of a flipped classroom and the contribution of language apps. Finally, the book focuses on the learner in the ab initio context and explores issues around autonomy and learner strengths. The whole builds into a theoretically grounded guide that sketches out perspectives for teaching and learning ab initio languages that will benefit current and future generations of students.