Literature, Language and Culture – Page 2

All My Yesterdays A Professional Life In English Language Education

Roger Barnard was born in Brighton, and decided as a boy that he wanted to live and work abroad. Starting out as a high school teacher, he subsequently worked in English language education (ELE) and applied linguistics in Europe, the Middle East, New Zealand and Asia. Over a career spanning 50 years, he has been a language teacher, director of language institutes, curriculum adviser to ministries of education, prolific contributor to, and editor of, journals and books, and a professor of applied linguistics. This book is his personal history and the story he tells is intrinsically interesting, but it also constitutes a wide-ranging and critical review of the field of second language education over the past fifty years – how some aspects will continue to challenge academics and practitioners in future years. Such issues include: Communicative Language Teaching; English for young learners; the commercialisation of ELE; technological developments in ELE; the professional development of English language teachers; ‘nativespeakerism’; linguistic imperialism and language planning; and English as the medium of instruction. Many readers who are involved in language education will be able to relate these issues to their own context and career trajectories.

Education of Youth in Sub-Saharan Nations Challenges and Opportunities

Education not rooted on disparity in culture and languages could leave outside the educational process a large part of the population. A minority is able to get education in a foreign language English, French or Portuguese not related to the local culture and environment. In 2020, 63.5 percent of children in Sub Saharan Africa are multi-dimensionally poor. Children’s malnutrition, child labor, children poverty, children’s brutality, and children’s illnesses forestall them to realize their maximum potential. Economic development relies upon the potential of youths. Poverty, malnutrition, forced labor, illnesses and physical as well as emotional abuse are obstacles to children education and economic development. We analyze in this book the conditions preventing from children in SSA to get education and propose a policy improve their chances to live their child and adolescent life in good conditions.

Educação e Religião numa Cultura Organizacional Education and Religion in an Organizational Culture

The relationship in organizations between education and religion can be highly interwoven. This book highlights the interrelationship between the educational and shelter organization for disadvantaged female children and youth, Asilo de Infância Desvalida da Horta [Asylum of the Disadvantaged Children of Horta], Faial, the Azores, Portugal, and the entrance of the Religious Sisters of Congregação das Irmãs Franciscanas Hospitaleiras da Imaculada Conceição [Congregation of the Hospitaller Franciscan Sisters of the Immaculate Conception]. The book concludes with the presentation, in digital facsimile, of the 1933 Statutes and the Contract between the Asylum Board of Directors and the Religious Congregation established in 1932, which shaped a profound change in the organizational culture of the Asylum.

Diagnostic De Base Pour La Promotion De La Chaine De Valeur Du Sorgho Au Burkina Faso

L’économie burkinabè est à dominante agricole. En effet, les secteurs de l’agriculture et de l’élevage qui emploient 85 % de la population active fournissent à eux seuls 33% du Produit Intérieur Brut (PIB), et 80 % des recettes d’exportation (DGPER, 2011). Les terres à vocation agricoles ont estimées à quelque 9 millions ha, soit le tiers du territoire national. Environ 3,5 millions d’hectares (soit 39 % des terres à vocations agricoles) sont mis en culture annuellement. C’est avant tout une agriculture de subsistance basée sur les céréales vivrières (sorgho, mil, maïs, riz) qui occupent à elles seules plus de 80 % des surfaces emblavées annuellement. Le sorgho est la première céréale cultivée au Burkina Faso, tant en superficie (43 % des superficies totales) qu’en volume (40 %). La plante s’adapte bien, en effet, aux conditions agro-climatiques d’une grande partie du territoire du Burkina Faso, et demande peu d’intrants pour sa culture. À l’instar du mil, le sorgho est une céréale vivrière avant tout, qui est largement plantée en complément d’autres cultures et destinée à l’autoconsommation dans les ménages ruraux. Dans les centres urbains, elle est souvent remplacée par le riz comme principale céréale consommée.

Undergraduate Thesis : Study Guide

This Undergraduate Thesis Study Guide aims to check or monitor students’ knowledge about Thesis Writing. Students are advised to finish reading this Study Guide the soonest time possible for in Unit 1 Part B, they are required to submit the first draft of their completed research study. This is to give them ample time for revisions and some other updates. Moreover, this Study Guide serves as a continuation to the Language Research Methodology Study Guide where the required output is a Thesis Outline.you have to write what it is you are studying, what is its importance, what do you know about its background, and how will it advance our knowledge. If you believe that there’s something about first impression, you better make good in your writing the introduction. Check the logic of your argument, your language register or style, the overall makeup of your paper, and of course, the validity of your findings and the soundness of your conclusions. Make your introduction concise, precise, and analytical for the readers to become interested to read your research paper.

Mythology and Folklore: Study Guide

Myth in itself is very much associated with religious belief. In one way or another, it relates to some actual events and is partly traditional. When we talk of a thing or an event which is traditional in nature, more often than not, we cannot be sure of its origin. This is the reason why in the study of myths, “suspension of disbelief” serves as key to a substantial understanding. If you are a wide reader of mythology and folklore topics, you would discover that myth stories have similarities in themes and characterizations. You may even get to know more about the folk’s own version of creation story or values and beliefs handed down through oral tradition and by generation. It seems that we cannot call a certain province or town “cultured” if it does not have its own collection of mythical stories.

ELT Approaches, Methods, and Blended Learning: Study Guide

This ELT Approaches, Methods, and Blended Learning Study Guide aims to exhibit some knowledge and understanding pertaining to traditional ELT approaches and methods down to their modern version alongside with blended learning. The internet or the web as well as the social media introduced many innovations that further made English language teaching more effective and up-to-date with its offline and online modes. Nevertheless, the “human touch” is still the soul of ELT having the instructor or mentor as the most prominent visual aid in learning institutions. Thus, although the machines, devices, and Internet signal are considered essentials in life, students and teachers alike must bear in mind that it is still the brain and common sense that can make language learning more interesting and enjoyable sans fake information. For this, we give much credit to our language experts past and present.

Language and Science: Study Guide

Language and Science must come to terms. Yes, it is in no way we could study and learn science more in the higher level without minding its “language”. It is a “given” that words have multiple meanings by denotation and connotation, and that context serves as the base. This Language and Science Study Guide will give a clear view on how to understand better the lessons in pure, applied, and life sciences with regard to the nature, composition, and projection of living and non-living things in their specific environment and outside of their typical biome.

Language and Advertising: Study Guide

Language and Advertising: Study Guide Annie A. Parmis Visayas State University (VSU), Baybay City, Leyte Philippines Adelina O. Carreno Visayas State University (VSU), Baybay City Philippines Gernah May Y. Santianes Visayas State University (VSU), Baybay City Philippines Rosemarie Gil M. Macale Visayas State University (VSU), Baybay City Philippines DOI: https://doi.org/10.14738/eb.262.2022 Keywords: Verbal Expressions, Creative Works, …

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An Inquiry into the State of Language Education and Translation in Niger State: The Situation of Arabic, English, French and the Major Languages of Niger State

An Inquiry into the State of Language Education and Translation in Niger State is a study of the status of the languages studied in Niger State, Njgeria, viz: Arabic, English, French and the three major indigenous languages (Gbagyi, Hausa and Nupe). It is thought that the enhancement of language education in these six languages, and in particular, the improvement of literacy education in at least the three major indigenous languages, Gbagyi, Hausa and Nupe (among the 38 languages of the State) will help in the State’s implementation of Nigeria’s National Policy on Education (NPE) and, consequently, in the improvement of education in Niger State.
This study is on language education and translation in Niger State, Nigeria. However, it would be useful to consider first what the subject has to do with education in general. In a broad sense, education is the acquisition of knowledge, culture and civilization. Such acquisition may be formal, non-formal or informal. Whether education, as defined here simply, is formal, non-formal or informal, it is a sine qua non for self development, community development and national development. Language education, for its part, is the teaching and learning of a language or languages. It goes beyond “learning” to understand and speak a language; it involves learning to read and write in that language. In other words, it involves the acquisition of literacy in that language, with a view to acquiring knowledge, culture and civilization (that is, education) through that medium. Language is the most important pillar that supports education in all societies everywhere in the world. That is why language education is paramount in the education policies of all societies all over the world.
In monolingual societies or nations where only one language is spoken or used, language education plays a primordial role in education. In countries that have more than one language, or a multiplicity of languages, this role is doubly paramount. This is the case with Nigeria which has about 500 languages, but which has had to adopt English as its lingua franca and official language since its colonisation by the British. In such societies, the recourse to translation is a sine qua non. In this regard, translation (which is the transfer of a message or information from one language, the source language, to another language, the target language) will be indispensable at two levels: (a) at the level of the codification, development and promotion of the indigenous languages, and (b) for synergy between the languages in contact for the transmission of information.