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English As an International Language Education : Critical Intercultural Literacy Perspectives / / Ahmed Sahlane and Rosalind Pritchard, editors
| English As an International Language Education : Critical Intercultural Literacy Perspectives / / Ahmed Sahlane and Rosalind Pritchard, editors |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer Nature Switzerland AG, , [2023] |
| Descrizione fisica | 1 online resource (538 pages) |
| Disciplina | 428.0071 |
| Collana | English Language Education Series |
| Soggetto topico |
English language - Study and teaching
English language - Globalization Anglès Ensenyament de llengües estrangeres Globalització |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-34702-1 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- References -- Acknowledgements -- Contents -- About the Editors -- Abbreviations -- List of Boxes -- List of Figures -- (De)Coloniality, Indigeneity and the Cultural Politics of English as an International Language: A Quest for the 'Third Space' -- 1 The De-territorialisation of English as an International Language -- 2 Global Coloniality and the Colonial Power Matrix -- 3 Decoloniality as Epistemic Interculturality -- 4 Decoloniality, Interculturality and Teacher Education -- 5 Barriers to Intercultural Dialogue: Essentialism, Othering & -- Eurocentrism -- 6 The Scope of the Present Volume -- References -- Part I: Intercultural Literacy in EIL Education: Towards a Post-Native-Speakerist Approach -- Reference -- Critical Intercultural Language Teaching: Moving from Beliefs to Instructional Practices in EFL Classrooms -- 1 Introduction -- 1.1 Critical Intercultural Competence -- 1.2 Critical Intercultural Pedagogy (CIP) -- 2 An Empirical Study -- 2.1 Method -- 2.1.1 Participants and Setting -- 2.1.2 Data Collection and Analysis -- 2.2 Findings -- 2.2.1 Teachers' Beliefs Regarding CICLT -- 2.2.2 Teachers' Practices of CICLT -- 2.3 Discussion -- 3 Implications for Interculturally Oriented Teacher Education -- 4 Conclusion and Directions for Further Research -- References -- Promoting Intercultural Critical Literacy among Moroccan University Students Through Online International Collaborative Education -- 1 Introduction -- 2 A Theoretical Framework -- 2.1 Background of Technology-Mediated TBL -- 2.2 Technology-Mediated TBL and Intercultural Learning -- 3 Method -- 3.1 The Research Context -- 3.2 Sampling Technique -- 3.3 Data Gathering and Analysis Method -- 3.3.1 The Sampled Data -- 4 Discussion -- 5 Conclusion -- References -- The Transformation of an English User into an Intercultural English User -- 1 Introduction.
2 Theoretical Framework -- 3 Critical Analysis -- 3.1 Intellectual Work -- 3.2 Engagement Strategies -- 3.3 Student Talk -- 4 Discussion -- 5 Conclusion -- References -- Part II: Fostering a Culturally Responsive Pedagogy in Teacher Education -- (En)Countering the 'White' Gaze: Native-Speakerist Rhetorics and the Raciolinguistics of Hegemony -- 1 Introduction -- 2 Critical Autoethnographic Narrative as a Decolonial Research Method -- 3 Teacher Education in a Post-truth and Reconciliation Canada -- 3.1 White Settler Colonialism and the Legacy of Residential Schooling -- 3.2 Highway of Tears: Missing and Murdered Indigenous Women and Girls -- 3.3 (Re)politicising Pedagogy and Decolonial Learning -- 4 Racialisation and Hierarchical Positioning of Foreign-Trained Educators -- 5 Discursive (Re)Construction of Self Through Storied Transformative Agency -- 5.1 Critical Media Pedagogy and Decolonial Learning -- 5.2 Creating Educational Spaces for Inclusive Pedagogy -- 6 Conclusion -- References -- "I Wasn't Good Enough Through Their Eyes": White Dominance and Conceptions of the "Good Teacher" in Teacher Education in Canada -- 1 Introduction -- 2 Methodological Note -- 3 Findings -- 3.1 "You Have to be More Enthusiastic": The Cultural Specificity of Teaching Dispositions -- 3.2 "Parents Sacrifice … for Their Kids so They can get a Good Life": Neoliberal Influences on Education -- 3.3 "There's no Place to Share": The Devaluation of International and Intercultural Experience -- 3.4 "How Many Hoops do I Have to Jump Through?" Barriers to the Diversification of the Teaching Profession -- 4 Concluding Thoughts -- References -- Sensitising Teachers to Prejudices in Representations of Indigenous Peoples in EFL Textbooks -- 1 Introduction -- 2 Theoretical Background -- 2.1 Intercultural Competence, Pluriculturalism and Inclusion of Diversities. 2.2 Textbook Representations of Indigenous Peoples -- 2.3 Approaches to Teaching about Indigenous Peoples -- 3 Methodology -- 4 Analysis and Discussion -- 4.1 Analysis and Discussion of Texts -- 4.2 Analysis and Discussion of Tasks -- 5 Implications for Teacher Education Programmes -- 6 Conclusion -- References -- Building on and Sustaining Multilingual Children's Cultural and Linguistic Assets in Superdiverse Early Childhood Education -- 1 Introduction -- 1.1 Super-Linguistic Diversity -- 1.2 Super-Diversity and Equity -- 1.3 Deficit Theories and Assumptions About Children from Super-Diverse Backgrounds -- 2 Theoretical Frameworks -- 2.1 Critical Interculturalism -- 2.2 Cultural Literacy -- 2.3 Critical Intercultural Literacies -- 3 Methodological Approach of Study 1 and Study 2 -- 4 Study 1: Diversity and Difference in the Lives of Children and Families -- 4.1 Findings and Discussion -- 4.2 Persistence of Deficit and White Australia Narratives -- 4.3 They Didn't Feel That They Connected -- 4.4 Deficit Discourses Applied to CALD Families in Their Approach to (Dis)ability -- 5 Study 2: Supporting and Extending Children's Home Languages -- 5.1 Findings and Discussion -- 5.2 Supporting Multilingual Families in Raising Multilingual Children -- 5.3 The Role of Multilingual Educators in Pedagogies of Cultural and Linguistic Responsiveness -- 6 Conclusion -- References -- Challenging Invisibility in a Privileged Discourse Space: Culturally and Linguistically Inclusive University Teaching -- 1 Introduction -- 2 Interculturality, Linguistic Privileging and Internationalization -- 2.1 Interculturality -- 2.2 Linguistic Privileging -- 2.3 Internationalisation -- 3 Pedagogical Response: Valuing and Recognising Cultures and Languages on Campus -- 4 Ensuring a Culturally and Linguistically Inclusive Approach at Course Level. 5 Adopting Approaches that Are Inclusive of Culture and Language at Unit of Study Level -- 5.1 Workshop Level -- 5.2 Inclusivity as Storytelling -- 5.3 Inclusivity: Re-imagining Students as 'Partners' -- 5.4 Inclusivity as Message Abundancy -- 6 Concluding Remarks -- References -- Teacher - Culture - Pluri: An International Initiative to Develop Open Educational Resources for Pluralistic Teaching in FL Teacher Education -- 1 Introduction -- 2 Plurilingualism and Pluriculturalism as Educational Goals: Pluralistic Approaches -- 3 Plurilingualism and Pluriculturalism in Foreign Language Teacher Education: Demands and Challenges -- 4 Teacher - Culture - Pluri (TEACUP): An Attempt to Integrate Plurilingualism into Teacher Education -- 5 Testing TEACUP: Reception of the Materials -- 5.1 Description/Reporting -- 5.2 Relating -- 5.3 Feelings/Responding -- 5.4 Analysis/Evaluation -- 6 Conclusion and Discussion -- References -- Teachers' Perceptions of Cultural Otherness in Sri Lanka: Bridging the Gap in ELT Interculturality -- 1 Introduction -- 2 Research Context -- 2.1 The Sample -- 2.2 Research Design -- 2.3 Mixed Method Approach -- 2.4 Attitudinal -- 2.5 Observation -- 2.6 Student Diaries, Observer Field Notes and Researcher's Reflective Journal -- 2.7 Intervention -- 3 Data Analysis -- 3.1 The Analysis of Data from the Attitudinal Scale -- 3.2 Findings of the Attitudinal Scale -- 4 Analysis of Student Diaries, Observer Field Notes and Researcher's Reflective Journal -- 5 Findings of Student Diaries, Observer Field Notes and Researcher's Reflective Journal -- 6 Conclusion:(Re)defining 'Intercultural Competence' -- References -- Pre-service Teachers' Difficulty Understanding English as a Lingua Franca for Intercultural Awareness Development -- 1 Introduction: Communication in English as a Lingua Franca. 2 Background of the Intervention: Linguistic Diversity as Language Teacher Knowledge -- 3 ELT and Teacher Education in Japan -- 3.1 School English Education Reform -- 3.2 Teacher Education Reform -- 4 The Present Study -- 4.1 The Intervention -- 4.2 Research Participants and Data Collection -- 5 Findings -- 5.1 The Pre-intervention Questionnaire: Standard English Is the Target Language -- 5.2 Lectures 1 and 2: NESs and WE -- 5.2.1 Findings in Lectures 1 and 2: Diversity Should Be Celebrated -- 5.3 Lectures 3 and 4: ELF and ICC -- 5.3.1 Findings in Lectures 3 and 4: Positive Attitudes Can Solve Problems in ICC -- 6 Discussion and Conclusion -- References -- Re-envisioning EIL-Informed TESOL Teacher-Education Curriculum -- 1 Introduction -- 2 The EIL Paradigm -- 3 Implications of EIL for TESOL Teacher Education -- 4 Goals of an EIL-Informed TESOL Teacher-Education Curriculum -- 5 Re-envisioned Curriculum Content -- 5.1 Exploration of the Nature of Language Variation -- 5.2 The Global Expansion of the English Language -- 5.3 The Politics of Differences -- 6 Re-envisioned Curriculum: The Action Phase - "So What?" and "So How?" -- 6.1 The Planning Stage -- 6.2 The Implementing Stage -- 6.3 The Evaluating and Future Goal-Setting Stage -- 7 Conclusion -- References -- Part III: Intercultural Communication, EIL Education and Diversity Management -- Health Communication in Pakistan: Establishing Trust in Networked Multilingualism -- 1 Introduction -- 2 Theoretical Framework -- 2.1 Social Capital in Online Health Communities -- 2.2 Plurilingual or Translingual Norms in Online Communities -- 2.3 Discourse/discourse, Context, Language-in-Use -- 3 Methodological Framework -- 3.1 The Present Framework -- 3.2 Data -- 4 Analysis -- 4.1 Assumptions and Inferences in Alternate Language-in-Use Preferences -- 4.2 The Cognitive Dimension in Information Exchange. 4.2.1 Informational Posts. |
| Record Nr. | UNINA-9910746288403321 |
| Cham, Switzerland : , : Springer Nature Switzerland AG, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English bilingual project : exploring the pedagogical function of mentalese / / Mathew Varghese
| English bilingual project : exploring the pedagogical function of mentalese / / Mathew Varghese |
| Autore | Vargīs Mātyu |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (302 pages) |
| Disciplina | 428.0071 |
| Soggetto topico |
English language - Study and teaching - Foreign speakers
Anglès Ensenyament de llengües estrangeres |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9789811947780
9789811947773 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910624310103321 |
Vargīs Mātyu
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| Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English Language Teaching [[electronic resource] ] : Policy and Practice across the European Union / / edited by Lee McCallum
| English Language Teaching [[electronic resource] ] : Policy and Practice across the European Union / / edited by Lee McCallum |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (356 pages) |
| Disciplina | 428.0071 |
| Collana | English Language Teaching: Theory, Research and Pedagogy |
| Soggetto topico |
Language and languages - Study and teaching
Education and state Professional education Vocational education Language Education Educational Policy and Politics Professional and Vocational Education Anglès Ensenyament de llengües estrangeres |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9789811921520
9789811921513 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | English Language Teaching in the EU: An introduction -- Teaching and Learning English in the European Union: A Research Review -- Current Perspectives in the Multilingual EFL Classroom: A Portuguese Case Study -- Language Planning, Linguistic Imperialism, and English Language Teacher Education in Post-Soviet Poland: A Literature Review -- Mother Tongue Support as a Scaffold to English Language Proficiency: An Ideological Analysis of a Belgian International School’s Language Policy -- “British English” or “American English”? Investigating Austrian English Language Students’ Choice of a Model Accent -- How Discourses Shape Teacher Identity: Evidence from EFL Teachers in Spain. Lee -- Benefits and Challenges of Learning and Teaching English: The Case of Student Teachers in France -- How Do ADHD-type Behaviours Affect Language Learning? Voices of In-service EFL Teachers in Poland -- Building Young Learners’ Plurilingual and Pluricultural Repertoire: An Analysis of EFL Textbooks’ Speaking Activities -- Supplementing Reading in EFL at Primary School Level in the Czech Republic. |
| Record Nr. | UNINA-9910586581503321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English Language Teaching in Pakistan [[electronic resource] /] / edited by Naziha Ali Raza, Christine Coombe
| English Language Teaching in Pakistan [[electronic resource] /] / edited by Naziha Ali Raza, Christine Coombe |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (369 pages) |
| Disciplina | 428.0071 |
| Collana | English Language Teaching: Theory, Research and Pedagogy |
| Soggetto topico |
Language and languages - Study and teaching
Education Language Education Anglès Ensenyament de llengües estrangeres |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
981-16-7826-X
981-16-7825-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Teacher Development through Outreach Programmes -- ELT, Teacher Education, and the EMI context in Pakistan -- Foreign Professional Development Programmes in Pakistan -- Identity Construction among Tertiary Teachers in Pakistan -- Non-Native Teacher Identity in Saudi Universities -- English in Pakistani Universities: An Analysis of Linguistic Features -- Pakistan’s English in Education Policy: A Study of Drawbacks -- Issues and Challenges in Legitimizing Localized English: A Critical Reappraisal of Native Speakerism in Pakistan -- English Language Curriculum Development in Pakistani Universities -- The Reality of Change: Teachers’ Perceptions about Curriculum Reform in Pakistan -- ESL Writing Courses: Perspectives of Pakistani Graduates at a University in the United States -- The Impact of Written Corrective Feedback on Second Language Composition in English. Prepositional Errors among Undergraduate ESL Learners in Pakistan -- Using Portfolios to Formatively Assess the Writing Skills of Undergraduate ESL/EFL Students -- English Language Learning Strategies in Higher Secondary Education -- Mediated Learning in an Exam-oriented Environment -- Improving ELT through Process Enneagram – A Design Research Project -- EFL Teaching and CALL in Higher Education in Pakistan -- The Eclectic Approach in Teaching English for Communication -- Language Pedagogy: An Evaluation of Oral Communication Skills Materials in Secondary School ELT Books in Pakistan. |
| Record Nr. | UNINA-9910743220403321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English Medium Instruction as a Local Practice : Language, culture and pedagogy / / by Jinghe Han
| English Medium Instruction as a Local Practice : Language, culture and pedagogy / / by Jinghe Han |
| Autore | Han Jinghe |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (XV, 126 p. 1 illus.) |
| Disciplina | 370.711 |
| Collana | SpringerBriefs in Education |
| Soggetto topico |
Teachers - Training of
Language and languages - Study and teaching Education - Curricula International education Comparative education Teaching and Teacher Education Language Education Curriculum Studies International and Comparative Education Anglès Ensenyament de llengües estrangeres Professors de llengua |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-19904-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: English Medium Instruction: Expanding Notions of English Hegemony and Colonization -- Chapter 2: Conceptualization of English Medium Instruction -- Chapter 3: Pedagogical Position and Instructional Practice in EMI Teaching -- Chapter 4: Chinese EMI Lecturers’ Engagement Strategies -- Chapter 5: Cross-linguistic Influence: Bilingual EMI Lecturers’ English and Chinese Entwined -- Chapter 6: Pragmatic Transfer: Reflecting on the Use of EMI Lecturers’ Pragmatic Markers -- Chapter 7: When Structuralism and Post-structuralism Collide: EMI lecturers’ Monolingual Ideology and Translanguaging Practice -- Chapter 8: The Research on English Medium Instruction and a Proposed Constructivist EMI Teaching Framework. |
| Record Nr. | UNINA-9910632467503321 |
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Han Jinghe
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English Medium Instruction Practices in Vietnamese Universities [[electronic resource] ] : Institutional, Practitioner and Student Perspectives / / edited by Min Pham, Jenny Barnett
| English Medium Instruction Practices in Vietnamese Universities [[electronic resource] ] : Institutional, Practitioner and Student Perspectives / / edited by Min Pham, Jenny Barnett |
| Autore | Pham Min |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (259 pages) |
| Disciplina | 378 |
| Collana | Education in the Asia-Pacific Region: Issues, Concerns and Prospects |
| Soggetto topico |
Language and languages - Study and teaching
Education, Higher Professional education Vocational education Education - Curricula Education and state Language Education Higher Education Professional and Vocational Education Curriculum Studies Educational Policy and Politics Anglès Ensenyament de llengües estrangeres Educació superior |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-2169-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1: Institutional Perspectives on EMI Practices in Vietnamese Universities -- Chapter 1. Perspectives on English Medium Instruction Practices in Vietnamese Universities: Introduction -- Chapter 2. Road-Mapping English Medium Instruction in Vietnamese Universities: The Divergence of Agency -- Chapter 3. Faculty-Level Enhancement of English Medium Instruction at A Vietnamese University: Combining Non-Curricular, Curricular and Extra-Curricular Approaches -- Chapter 4. Mediating Job Satisfaction Among English Medium Instruction Teachers in Vietnamese Universities -- Part 2: Practitioner Perspectives on EMI Practices in Vietnamese Universities -- Chapter 5. English Medium Classroom Practices in Action: Facilitating Student Learning and Engagement in A Vietnamese University -- Chapter 6. Content and Language Integrated Learning (CLIL) Perspectives in A Vietnamese Undergraduate Electrical Engineering Course -- Chapter 7. Lecturers’ Perspectives on the Use of L1 In Vietnamese Undergraduate English Medium Courses: An Uneasy Acquiescence -- Chapter 8. Translanguaging in English Medium Instruction: Teacher Practices at A Vietnamese University -- Chapter 9. University Assessment Practices in English Medium Education in Vietnam: Maintaining Learning Engagement and Encouraging Student Enrolment -- Part 3: Student Perspectives on EMI Practices in Vietnamese Universities -- Chapter 10. Student Experiences of Institutional and Practitioner Decision Making in Vietnamese Undergraduate English Medium Programs: Agency at the Intersection Of Policy, Curriculum and Pedagogy -- Chapter 11. English as Medium of Instruction in Vietnamese Teacher Education: Students’ Learning Experiences -- Chapter 12. Student Strategies in an Undergraduate English Medium Business Course: A Vietnamese Case Study -- Chapter 13. From English Medium Instruction to English Medium Education: A Forward Direction for Vietnamese Universities. |
| Record Nr. | UNINA-9910574864703321 |
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Pham Min
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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From Critical Literacy to Critical Pedagogy in English Language Teaching [[electronic resource] ] : Using Teacher-made Materials in Difficult Contexts / / edited by Melina Porto
| From Critical Literacy to Critical Pedagogy in English Language Teaching [[electronic resource] ] : Using Teacher-made Materials in Difficult Contexts / / edited by Melina Porto |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (220 pages) |
| Disciplina | 428.0071 |
| Collana | English Language Education |
| Soggetto topico |
Language and languages - Study and teaching
Teachers - Training of Critical Thinking Language Education Teaching and Teacher Education Anglès Ensenyament de llengües estrangeres Material didàctic |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9789811657801
9789811657795 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- Part I: Awareness-raising on the Importance of Critical Thinking in ESOL Classrooms -- Chapter One English Language Teaching in Schools that Teach Children to Think Critically -- Part II: Booklets for the Primary and Secondary English Classrooms -- Chapter Two Providing Critical Answers to ESOL Teachers’ Questions in Times of Educational Change -- Part III: Lessons from Four Argentinean Classrooms -- Chapter Three Developing Critical Thinking Skills through Language, Art and Reflection in a Fourth Form English Language Classroom in Argentina -- Chapter Four Critical Thinkers in the Making: 5th Form Argentinian Children Start Thinking Critically as they Explore Different Ways of Interpreting the World and Enhance Human Relationships -- Chapter Five Developing Critical Thinking Skills in a Multi-Grade Classroom in a Rural Primary School in the City of Verónica in Argentina -- Chapter Six A School Visit to the Ecological and Cultural Park William Henry Hudson in Florencio Varela: Developing Critical Thinking in the English Class in a Disadvantaged Secondary School Context in Argentina -- Part IV: A Proposal for Critical Teacher Education -- Chapter Seven Teacher Education for Critical Practice in ESOL -- Chapter Eight Critical Literacy: Integrating the Imaginative, Moral, Ethical and Citizenship Dimensions in the Foreign Language Classroom. |
| Record Nr. | UNINA-9910595054303321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Holocaust and conceptions of German(y) by Israeli learners of German (DAF) : the elephant in the room / / Marc-Philip Hermann-Cohen
| Holocaust and conceptions of German(y) by Israeli learners of German (DAF) : the elephant in the room / / Marc-Philip Hermann-Cohen |
| Autore | Hermann-Cohen Marc-Philip |
| Pubbl/distr/stampa | Wiesbaden : , : Springer VS, , [2021] |
| Descrizione fisica | 1 online resource (152 pages) |
| Disciplina | 438.007 |
| Collana | Research |
| Soggetto topico |
German language - Study and teaching
Holocaust, Jewish (1939-1945) Alemany Ensenyament de llengües estrangeres Holocaust jueu, 1939-1945 |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-658-34212-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgments -- English Abstract -- German Abstract -- Contents -- List of Figures -- 1 Introduction -- 1.1 The Positioning of the I in Discourse and Definitions -- 2 Theoretical Implications -- 2.1 Israeli Identity and the Holocaust -- 2.1.1 Period of Silencing and Absorption, 1940s Until 1961 -- 2.1.2 The Eichmann Trial, 1961 -- 2.1.3 The "Stalags": Holocaust Semi-pornography -- 2.1.4 1970s Reoccurring Nightmares -- 2.1.5 The 1980s and Individual Engagement -- 2.1.6 Falling Wall(s) and Intensification, 1990s -- 2.1.7 Refamiliarization and Keeping the Memories Alive 2000-2020 -- 2.2 The Holocaust and the Education System in Israel -- 2.2.1 Educational Textbooks and Images of Germany -- 2.2.2 History -- 2.2.3 Geography -- 2.2.4 Civic Education -- 2.3 Cultural Policy and GFL in Israel -- 2.3.1 The Big Players in German Cultural Policy -- 2.3.2 Learners-Figures and Numbers -- 2.3.3 GFL and the Holocaust -- 2.3.4 Intermediate Conclusion: Image of Germany in Israel Today -- 3 Methodology -- 3.1 Objectives, Justifications and Data Protection -- 3.2 GFL Textbooks and the Absence of the Holocaust -- 3.2.1 Design of Analysis -- 3.2.2 Results of GFL Textbooks Analysis -- 3.3 The Questionnaires -- 3.4 The Interviews -- 3.5 Analysis of Participants -- 3.6 Type Building -- 3.7 Reintroducing Ludwik Fleck's Thought Styles -- 3.8 Pretest Empirical Research -- 3.8.1 Pretest Results -- 4 Results -- 4.1 About the Institutions -- 4.2 About the Participants -- 4.2.1 Gender and Age -- 4.2.2 Time Studying German -- 4.2.3 Ethnicities -- 4.3 Individual Associations with Germany -- 4.3.1 Sentiment Analysis of Associations -- 4.3.2 Word and Topic Analysis of Associations -- 4.4 Motivation -- 4.4.1 Linguistic-Type -- 4.4.2 Contact-Type -- 4.4.3 Back to the Roots-Type -- 4.4.4 Life in Germany-Type -- 4.5 History's Influence on the Current View on Germany.
4.6 Role of the Holocaust on Today's View of Germany: Two Conflicting Thought Styles -- 4.6.1 Germany is the Holocaust-Thought Style -- 4.6.2 'Another' Germany-Thought Style -- 4.7 Role of German History in German Language Classes -- 4.8 Learners' Interest in History and Current Events -- 4.9 Individual Assessment of How the Holocaust Influences Israeli Society and Culture -- 4.10 Biographical Aspects of the Holocaust -- 4.10.1 Not Affected -- 4.10.2 Affected-But How? -- 4.10.3 Affecting -- 4.11 The Sound of German -- 4.12 Humor -- 4.13 GFL Textbooks and Diversity -- 4.14 Limitations of the Research -- 4.15 LGBTQ Factor? -- 5 Discussion-Thought Styles on Germany -- 5.1 German Engineering -- 5.2 Cold Germany -- 5.3 Other Germany -- 5.4 Neo-Nazi -- 6 Conclusion -- References. |
| Record Nr. | UNINA-9910485594803321 |
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Hermann-Cohen Marc-Philip
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| Wiesbaden : , : Springer VS, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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ICT in English Language Education [[electronic resource] ] : Bridging the Teaching-Learning Divide in South Asia / / by Preet Hiradhar, Atanu Bhattacharya
| ICT in English Language Education [[electronic resource] ] : Bridging the Teaching-Learning Divide in South Asia / / by Preet Hiradhar, Atanu Bhattacharya |
| Autore | Hiradhar Preet |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (99 pages) |
| Disciplina | 428.0078 |
| Collana | SpringerBriefs in Education |
| Soggetto topico |
Language and languages - Study and teaching
Science - Social aspects Language Education Science and Technology Studies Anglès Ensenyament de llengües estrangeres Ensenyament assistit per ordinador |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
981-16-9005-7
981-16-9004-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. ICT and the World around Us -- Chapter 2. ICT, Communication, and the Curriculum -- Chapter 3. ICT in the Classroom: Active Listening and Reading -- Chapter 4. ICT in the Classroom: Speaking and Writing -- Chapter 5. ICT beyond the Classroom: New Media and Learning -- Chapter 6. Managing ICT: Administration, Evaluation, and Policy Making -- Chapter 7. Conclusion. |
| Record Nr. | UNINA-9910743362203321 |
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Hiradhar Preet
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Individual and contextual factors in the English language classroom : theoretical, pedagogical, and empirical approaches / / edited by Rahma Al-Mahrooqi, Christopher J. Denman
| Individual and contextual factors in the English language classroom : theoretical, pedagogical, and empirical approaches / / edited by Rahma Al-Mahrooqi, Christopher J. Denman |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (393 pages) |
| Disciplina | 428.0071 |
| Collana | English Language Education |
| Soggetto topico |
English language - Study and teaching - Foreign speakers
Anglès Ensenyament de llengües estrangeres |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-91881-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Contents -- About the Editors and Contributors -- Editors -- Contributors -- Introduction: Individual and Contextual Factors in the English Language Classroom: Theoretical, Pedagogical, and Empirical Approaches -- 1 Introduction -- References -- Part I: Theoretical & -- Pedagogical Approaches -- Psycholinguistic Competencies and Interculturality in ELT -- 1 Introduction: Managing Emotions and Cognition in the Context of Diversity -- 2 Pragmatics and Personal Dimensions of Language Learning/Teaching -- 3 The Dynamic ELT/ELL Personality Competencies -- 4 Conclusion -- References -- Reducing Learners' Cognitive Load and Emotional Challenges Created by Lexis: The Andragogical Approach to Enhance Adult Learners' Mental Lexicon -- 1 Introduction -- 2 The Mental Lexicon -- 3 Meaning of Being an Adult -- 4 Cognitive Load: Definition and Implications for Adult Language Learning -- 5 Characteristics of Adults as Learners -- 6 Andragogy -- 6.1 Andragogical Approach in Foreign Language Learning -- 6.2 Andragogical Approach to the Mental Lexicon -- 7 Conclusion -- References -- Language Test Feedback and Learner Personality: Implications for Asian Classrooms -- 1 Introduction -- 2 Feedback -- 2.1 Response to Feedback -- 2.2 Feedback as a Dialogue -- 3 Individual Differences, Language Learning, and Feedback -- 3.1 Personality -- 3.2 Extraversion -- 3.3 Agreeableness -- 3.4 Openness to Experience -- 3.5 Neuroticism -- 3.6 Conscientiousness -- 3.7 The Picture Is Far from Clear -- 4 Asian Students -- 5 A Possible Personality Shaping Intervention -- 6 Conclusion -- References -- The Architecture of Language Personality -- 1 Introduction: Emotive and Cognitive Aspects of Consciousness -- 2 Language Consciousness, Personality, and Identity -- 3 Personality Development in the L2 Classroom -- 4 How Emotions Categorize in Language.
5 Conclusion: Implications for Pedagogical Practice -- References -- From Scribbles to the Launch of a Creative Writing Anthology: The Emotional Investment of Omani Learners as Co-Creators -- 1 Introduction -- 2 Build a Community -- 3 Build an Emotional Relationship That Embraces Peers and the Teacher -- 4 Integrate Creative Writing Skills in the Classroom -- 5 Launch a Creative Writing Anthology -- 6 Conclusion -- References -- An Evaluation of the Conceptual Validity of Vowel Blindness as an Explanation for Differences in Arabic Readers' L2 Word Recognition -- 1 Introduction -- 2 Literature Review -- 2.1 Vowelisation -- 2.2 Morphology -- 2.3 Diglossia -- 2.4 Visuo-Graphemic Complexity -- 2.5 L2 Literacy Development -- 2.6 Arabic and English -- 2.7 Vowel Blindness -- 3 Identification of Included Studies -- 4 Quality Assessment -- 5 Evaluation of Individual Studies -- 6 Discussion -- 7 Conclusion and Recommendations -- References -- Part II: Research Perspectives: Teachers & -- Learners -- Learners' Willingness to Communicate, Motivation, and Classroom Activity Preferences: Realities from the Iranian EFL Context -- 1 Introduction -- 2 Literature Review -- 2.1 Willingness to Communicate -- 2.2 Linguistic Self-Confidence in Proficiency -- 2.3 Classroom Activities: Learners' Participation, Attitudes, and Preferences -- 2.4 Significance and Purpose of the Study -- 3 Method -- 3.1 Participants -- 3.2 Data Collection Instruments -- 3.3 Data Analysis -- 4 Results -- 4.1 Learners' Preference for Classroom Activities, Macro Skills, and Grammar -- 4.2 Relationships Between Classroom Activity Preferences and Language Learning Motivation -- 4.3 Relationships Between Preference for Speaking Activities and WTC -- 4.4 Relationships Between Preferences for Classroom Activities and Linguistic Self-Confidence in Proficiency. 4.5 The Impact of Age and Gender on Classroom Activity Preferences -- 5 Discussion -- 6 Conclusion -- References -- Affecting Students' Motivation to Foster Foreign Language Acquisition: Juggling Pedagogical Tools and Psychological Diagnostics in the University Classroom -- 1 Introduction -- 2 Literature Review -- 2.1 Theoretical Background -- 2.2 Teaching Conditions -- 3 Methodology and Experimental Stages -- 4 Results and Discussion -- 5 Conclusions -- References -- Escaping the Confines of Essentialism: Conceptualizing New Spaces of Identification Among Native and Nonnative ESL Instructors -- 1 Introduction: Teaching as an Emotionally Driven Process -- 2 Literature Review -- 2.1 Nativeness and Nonnativeness -- 2.2 The Need for Democracy -- 3 Research Methodology -- 4 Research Findings and Discussion -- 4.1 Reflexivity -- 5 Conclusion: Summary and Ending Thought -- References -- The Effect of English Study at School on Later Foreign Language Learning: How Chinese People Experience Learning and Using Japanese While Living and Studying Overseas -- 1 Introduction -- 2 Literature Review -- 2.1 Willingness to Communicate -- 2.2 Chinese Learners' Foreign Language WTC -- 2.3 Research Questions -- 3 Methodology -- 3.1 Participants -- 3.2 Materials and Procedure -- 4 Results -- 4.1 Results of Qualitative Research -- Participants in Group 1 -- Participants in Group 2 -- 4.2 Results of Quantitative Research -- 5 Discussion -- 5.1 Discussion of Qualitative Research -- Second Language Tolerance of Ambiguity -- Perfectionism -- Foreign Language Anxiety -- Self-Rated Language Proficiency -- Willingness to Communicate -- 5.2 Discussion of Quantitative Research -- 6 Conclusion -- Appendices -- Appendix A: English Version of the Questionnaire -- Appendix B: Background Information of Qualitative Research Subjects -- Appendix C: Interview Questions -- References. Introducing Swalesian Genre-Pedagogy to Arab EFL Learners: A Case Study -- 1 Introduction -- 2 Literature Review -- 2.1 Background -- 2.2 Pedagogical Approach -- 3 Methodology -- 3.1 Approach -- 3.2 Research Site -- 3.3 Corpus -- 4 Move Structure Analysis -- 5 Implementation -- 6 Findings and Discussion -- 7 Conclusion and Recommendations -- References -- Quantifying Quality: Examining Student Satisfaction and Enjoyment of a Middle Eastern Tutorial Centre -- 1 Introduction -- 2 Literature Review -- 3 Methodology -- 3.1 Support Centre Context -- 3.2 Promotion and General Procedures -- 3.3 Survey Methods -- 4 Results -- 5 Discussion -- 6 Conclusion and Recommendations -- Appendix: Data Collection Instrument -- References -- Metacognition and Language Learning on an International Foundation Programme -- 1 Introduction -- 2 Literature Review -- 2.1 Definitions of Metacognition -- 2.2 Does Learner Level Affect Metacognition? -- 2.3 Learning and Thinking Styles -- 2.4 EAP Skills -- 2.5 Issues of Learner Engagement with Metacognition -- 3 Methodology -- 3.1 Action Research -- 3.2 Mixed Methods and Research Tools -- 3.3 Sample -- 3.4 Ethical Considerations -- 3.5 Data Analysis -- 4 Results and Discussion -- 4.1 Was Metacognition Present? -- 4.2 Were There Fluctuations in Metacognition? -- 4.3 The Impact on Teaching and Learning -- 5 Conclusion -- Appendices -- Appendix A: Previous Matrix from Herron (2011, 2012) -- Appendix B: Screenshot of the Metacognitive Matrix -- Appendix C: Questions for Teacher Interviews -- Appendix D: Student Blog Questions -- Semi-structured Blog (After Each Reading and Writing Lesson) -- Appendix E: Statements and Coding -- References -- Part III: Research Perspectives: The Role of Technology -- Construction and Launch of a Virtual Reality Laboratory for EFL Learners: A Crossroad Between Cognitive and Emotional Learning. 1 Introduction -- 2 Literature Review -- 3 Educational Context -- 4 Need for the Laboratory - Reasoning -- 5 Challenges and Progress -- 6 Conclusion: Future Direction and Lessons -- Appendix -- References -- Language Learner Identity and Games and Gamification in the Language Learning Classroom: Observations from the Japanese Context -- 1 Introduction -- 2 Literature Review -- 2.1 Language Learning and Identity -- 2.2 Identity and Investment -- 2.3 Why Play? Why Games? -- 2.4 Game-Based Language Learning (GBLL) -- 2.5 Gamification -- 2.6 Identity, Social Discourse, and Games -- 3 Methods -- 4 Results: Class Vignettes -- 4.1 First Year High School -- 4.2 First Year University English - School of Law -- 4.3 First Year University English - School of Business -- 5 Discussion -- 6 Conclusion and Future Research -- References -- Grasping Omani Students' Transitional Challenges: Focus on Computer Self-Efficacy and English Proficiency -- 1 Introduction -- 2 Literature Review: Overview of the Context -- 3 Methodology -- 3.1 Data Collection Techniques -- 3.2 Sample -- 3.3 Data Analysis -- 4 Findings and Discussion -- 4.1 Interviews with the Course Coordination Team and Writing Teachers -- 4.2 Focus Group Discussions -- 4.3 Questionnaire Results and Discussion -- General Computer Skills -- Writing Skills -- Course-Specific Study Skills -- Students' IT-Related Study Skills and Habits -- 5 Conclusion & -- Recommendations -- References -- Nonverbal Indicators of Comprehension Among L2 Users of English Interacting with Smart Verbal Software Agents -- 1 Introduction -- 2 Literature Review -- 2.1 Emerging Hybrid Space in Nigeria -- 2.2 Listeners Comprehension Process -- 2.3 Projecting Nonverbal Listenership -- 3 Methodology -- 3.1 Agent Design and Human Instructor Choice -- 3.2 Participants and Task -- 3.3 Data Collection -- 3.4 Data Analysis -- 3.5 Colour Coding. 4 Results. |
| Record Nr. | UNINA-9910556899403321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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