Search results for: professional discourse for LSP translation teaching

Authors: Ye Tian

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Soft power has replaced hard power and become one of the most attractive ways nations pursue to expand their international influence. One of the ways to improve a nation’s soft power is to commercialise the country and brand or rebrand it to the international audience, and thus attract interests or foreign investments. In this process, translation has often been regarded as merely a tool, and researches in it are either in translating literature as culture export or in how (in)accuracy of translation influences the branding campaign. This paper proposes to analyse nation branding campaign with framing theory, and thus gives an entry for translation studies to come to a central stage in today’s soft power research. To frame information or elements of a text, an event, or, as in this paper, a nation is to put them in a mental structure. This structure can be built by outsiders or by those who create the text, the event, or by citizens of the nation. To frame information like this can be regarded as a process of translation, as what translation does in its traditional meaning of ‘translating a text’ is to put a framework on the text to, deliberately or not, highlight some of the elements while hiding the others. In the discourse of nations, then, people unavoidably simplify a national image and put the nation into their imaginary framework. In this way, problems like stereotype and prejudice come into being. Meanwhile, if nations seek ways to frame or reframe themselves, they make efforts to have in control what and who they are in the eyes of international audiences, and thus make profits, economically or politically, from it. The paper takes African nations, which are usually perceived as a whole, and the United Kingdom as examples to justify passive and active framing process, and assesses both positive and negative influence framing has on nations. In conclusion, translation as framing causes problems like prejudice, and the image of a nation is not always in the hands of nation branders, but reframing the nation in a positive way has the potential to turn the tide.

Keywords: framing, nation branding, stereotype, translation

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Authors: Agis Andriani

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To create an effective teaching condition, the teacher requests the students as the instruction to guide the them interactively in the learning activities in the classroom. This study involves 160 Indonesian students who study English in the university, as participants in the discourse completion test, and ten of them are interviewed. The result shows that when the students response the teacher’s request, it realizes assertives, directives, commisives, expressives, and declaratives. These indicate that the students are active, motivated, and responsive in the learning process, although in the certain condition these responses are to prevent their faces from the shyness of their silence in interaction. Therefore, it needs the teacher’s creativity to give the conducive atmosphere in order to support the students’ participation in learning English.

Keywords: discourse completion test, effective teaching, request, teacher’s creativity

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Authors: Fatma Ülkü Kavruk

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The comparison of the old and new approaches reveals that the concept of equivalence has been interpreted and categorized in different ways by different scholars throughout the history. The aim of this study is to trace the concept of equivalence in translation theories from the linguistics-oriented era to present, referring to various translation scholars and to provide a critical evaluation of the nature and applicability of the concept of equivalence in today’s world of translation studies. Within the study, various interpretations of equivalence proposed by international scholars in translation studies are to be presented. In order to find out the reflections of these scholars’ approaches to the Turkish scholars’ research, the interpretations of equivalence by various Turkish scholars are to be examined. At the end of the paper, the applicability of the concept of equivalence in real life is to be discussed in light of these approaches.

Keywords: translation studies, equivalence, translation theories, evaluation

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Authors: Benjawan Tipprachaban

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This research aims to investigate mistakes in translation, particularly from Thai to English, which cause translation problems for undergraduate students in Thailand. The researcher had the non-English major students of Suratthani Rajabhat University as samples. The data were collected by having 27 non-English major students translate 50 Thai sentences into English. After the translation, lots of mistakes were found and the researcher categorized them into 3 main types which were the grammatical mistake, the usage mistake, and the spelling mistake. However, this research is currently in the process of analyzing the data and shall be completed in August. The researcher, nevertheless, predicts that, of all the mistakes, the grammatical mistake will principally be made, the usage mistake and the spelling one respectively, which will support the researcher’s hypothesizes, i.e. 1) the grammatical mistake, mainly caused by language transfer, essentially leads to considerable translation problems; 2) the usage mistake is another critical problem that causes translation problems; 3) basic knowledge in Thai to English translation of undergraduate students in Thailand is at low level.

Keywords: English, language, Thai, translation

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Authors: Rubaiyat Jahan

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This paper reports some findings of a study on the issues related to teacher autonomy in the Bangladeshi school contexts, and data of this research was collected from fourteen practicing English teachers of Bangladesh through semi structured interviews. The theoretical underpinning of teacher autonomy, on an apparent note, focuses on the behavioral aspects of teacher autonomy hence emphasizing mostly on the teachers’ capacity for self-directed acts of teaching and self-directed acts of professional development. Yet, a contemporary literature survey of teacher autonomy seems to be concerned more on the political interpretations of teacher autonomy. Thus, autonomous teachers are expected to generate their personal theories of teaching from their practices. The idea of personal theories of practice upholds the view that along with the teaching, teachers need to engage themselves in various classroom based research with a view to theorising from their practices. The findings of this research indicate enormous evidence of behavioral aspects of teacher autonomy. As the data of this research suggests, the participant teachers’ understanding of classroom situations, their reflections on the situational realities and opting for classroom decisions on the basis of those realizations are some good examples of teacher autonomy. Also, a few teachers’ stated teaching practices seem to reflect, though in a subtle way, their effort of outlining context embedded personal theories of teaching. This paper has got one significant pedagogical implication for the teacher education. Any teacher education must promote the conditions and capabilities for the present and prospective teachers for the role of theorisers in addition to develop their professional, procedural, and personal knowledge base.

Keywords: personal theories of practice, self-directed acts of professional development, self-directed acts of teaching, teacher autonomy

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Authors: Xiangyu Yang

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Xiao Qian (1910-1999) was a prolific literary translator between Chinese and English in both directions and an influential commentator on Chinese translation practices for nearly 70 years (1931-1998). During his stay in Britain from 1939 to 1946, Xiao self-translated and published a series of short stories, essays, and feature articles. With Pedersen's theoretical framework, the paper finds that Xiao flexibly adopted seven translation strategies (i.e. phonemic retention, specification, direct translation, generalization, substitution, omission, and official equivalent) to deal with the expressions specific to Chinese culture, struggling to seek a balance between adequate translation and acceptable translation in a historical condition of the huge gap between China and the west in the early twentieth century. Besides, the study also discovers that Xiao's translation strategies were greatly influenced by his own translational purpose as well as the literary systems, ideologies, and patronage in China and Britain in the 1940s.

Keywords: self-translation, extralinguistic cultural reference, Xiao Qian, Pedersen

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Authors: Abdullah Khuwaileh

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While teaching and translating vocabulary is no longer a neglected area in ELT in general and in translation in particular, the psychology of its acquisition has been a neglected area. Our paper aims at exploring some of the learning and translating conditions under which vocabulary is acquired and translated properly. To achieve this objective, two teaching methods (experiments) were applied on 4 translators to measure their acquisition of a number of transparent vocabulary items. Some of these items were knowingly chosen from 'deceptively transparent words'. All the data, sample, etc., were taken from Jordan University of Science and Technology (JUST) and Yarmouk University, where the researcher is employed. The study showed that translators might translate transparent words inaccurately, particularly if these words are uncontextualised. It was also shown that the morphological structures of words may lead translators or even EFL learners to misinterpretations of meaning.

Keywords: english, transparent, word, processing, translation

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Authors: Modupe Beatrice Adeyinka

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French, as a foreign language in Nigeria, is pronounced to be the second official language and a compulsory subject in the primary school level; hence, colleges of education across the nation are saddled with the responsibility of training teachers for the subject. However, it has been observed that this policy has not been fully implemented, for French teachers in training, do face many challenges, of which translation is chief. In a bid to investigate the major cause of the perceived translation problem, this study examined French translation problems of pre-service teachers in selected colleges of education in the southwest, Nigeria. This study adopted a descriptive survey research design. The simple random sampling technique was used to select four colleges of education in the southwest, where 100 French students were randomly selected by selecting 25 from each school. The pre-service teachers’ French translation problems’ questionnaire (PTFTPQ) was used as an instrument while four research questions were answered and three null hypotheses were tested. Among others, the findings revealed that students do have problems with false friends, though mainly with its interpretation when attempting French-English translation and vice versa; majority of the students make use of French dictionary as a way out and found the material very useful for their understanding of false friends. Teachers were, therefore, urged to attend in-service training where they would be exposed to new and emerging strategies, approaches and methodologies of French language teaching that will make students overcome the challenge of translation in learning French.

Keywords: false friends, French language, pre-service teachers, source language, target language, translation

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Authors: Moet Moet Myint lay

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Professional learning communities provide ongoing professional development for teachers, where they become learning leaders and actively participate in school improvement. The development of professional knowledge requires a significant focus on professional competence in the work of teachers, and a solid foundation of professional knowledge and skills is necessary for members of society to become intelligent members. Continuing professional development (CPD) plays a vital role in improving educational outcomes, as its importance has been proven over the years. This article explores the need for CPD for teachers in Myanmar and the utility of professional learning communities in improving teacher quality. This study aims to explore a comprehensive understanding of professional learning communities to support the continuing professional development of teacher educators in improving the quality of education. The research questions are: (1) How do teacher educators in Myanmar understand the concept of professional learning communities for continuing professional development? (2) What CPD training is required for all teachers in teachers' colleges? Quantitative research methods were used in this study. Survey data were collected from 50 participants (teacher trainers) from five educational institutions. The analysis shows that professional learning communities when done well, can have a lasting impact on teacher quality. Furthermore, the creation of professional learning communities is the best indicator of professional development in existing education systems. Some research suggests that teacher professional development is closely related to teacher professional skills and school improvement. As a result of the collective learning process, teachers gain a deeper understanding of the subject matter, increase their knowledge, and develop their professional teaching skills. This will help improve student performance and school quality in the future. The lack of clear understanding and knowledge about PLC among school leaders and leads teachers to believe that PLC activities are not beneficial. Lack of time, teacher accountability, leadership skills, and negative attitudes of participating teachers were the most frequently cited challenges in implementing PLCs. As a result of these findings, educators and stakeholders can use them to implement professional learning communities.

Keywords: professional learning communities, continuing professional development, teacher education, competence, school improvement

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Authors: Li Shuang

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With rigid teaching procedures and limited academic performance assessment methods, traditional teaching model stands in the way of college English reform in China, which features EAP (English for Academic Purpose) teaching. Flipped-classroom teaching, which has been extensively applied to science subjects teaching, however, covers the shortage of traditional teaching model in EAP teaching, via creatively inverting traditional teaching procedures. Besides, the application of flipped-classroom teaching model in EAP teaching also proves that this new teaching philosophy is not confined to science subjects teaching; it goes perfectly well with liberal-arts subjects teaching. Data analysis, desk research survey, and comparative study are referred to in the essay so as to prove its feasibility and advantages in EAP teaching.

Keywords: EAP, traditional teaching method, flipped-classroom teaching model, teaching model design

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Authors: Chiou-Shiue Ko, Pei-Fang Wu, Shu-hsien Tseng

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The researchers adopted two-year action research to investigate the professional collaborative process and development in learning communities for both early childhood and early childhood special education teachers on implementing the children’s school success curriculum framework. The participating teachers were recruited from three preschool sites for this current study. Research data were collected from multiple methods in order to ensure the data quality and validity. The results showed that participating educators had achieved professional growth, and they became more aware of teaching intentions and the preparation for the curriculum. Teachers in this research become more child-focused in teaching and create opportunities for children to participate in classroom activities and routines. The researcher also finds teachers’ participation levels were driven by each individual personality; during professional growth, some teachers are more proactive and reflective, and some are not. According to the research findings, suggestions for future studies and practices are provided.

Keywords: children’s school success curriculum framework, early childhood special education, preschool education, professional learning community

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Authors: Tatiana Belmonte dos Santos Rodrigues

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This is a comparative study between the training process of teachers of English as a foreign language in a Brazilian institution and an Italian institution, analyzing the academic curriculum, which includes courses mandatory internship activities, among other curricular aspects, and investigating the motivations that lead pre-service teachers to pursue a teaching career. The two institutions involved in this research are considered the oldest in Brazil, the Federal University of Amazonas, created in 1909, and the oldest in Italy, the University of Bologna, created in 1088. The general problem, or guiding question of this research, therefore, is: What is the role of the academic curriculum in motivating and consolidating the teaching of English as a Foreign Language (EFL) as a professional career? The hypothesis be investigated is that the degree courses of the two institutions apply in their curricula the pedagogical contours described in Shulman (2005), essential for the consolidation of the specificities of professional teacher training, which would lead to the strengthening of motivation pre-service professors to remain in this professional career plan, both for those who have already entered the course with pre-established external or internal motivations and for those who entered without apparent motivation. This is qualitative research (CRESWELL, 2007), with the application of field research, where documental analysis of the academic curriculum was carried out together with interviews with preservice teachers of the two institutions and analysis through interpretivism (MERTENS, 2010). The curriculum was analyzed in the light of Shulman (2005) and the interviewees' motivational discourse were analyzed from the perspective of Lovely (2012)'s discoveries. At the end, the data was crossed to answer the guiding question of the research, generating the proposed comparative study.

Keywords: preservice teachers, academic curriculum, motivation, english as a foreign language

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Authors: Mihir Halder

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The main aim and objective of the eighteen-month long Diploma in Primary Education (DPED) teacher education training course for in-service primary teachers in Bangladesh is to acquire professional knowledge as well as make them proficient in professional practice. The training, therefore, introduces a variety of theoretical and practical approaches as well as some professional development activities—lesson study being one of them. But, in the field of mathematics teaching, even after implementing the lesson study method, the desired practical teaching skills of the teachers have not been developed. In addition, elementary students also remain quite raw in mathematics. Although there have been various studies to solve the problem, the need for the teachers' views on mathematical ideas has not been taken into consideration. The researcher conducted the research to find out the cause of the discussed problem. In this case, two teams of nine DPED trainee teachers and two instructors conducted two lesson studies in two schools located in the city and town of Khulna Province, Bangladesh. The researcher observed group lesson planning by trainee teachers, followed by a trainee teacher teaching the planned lesson plan to an actual mathematics classroom, and finally, post-teaching reflective discussion in each lesson study. Two DPED instructors acted as mentors in the lesson study. DPED trainee teachers and instructors were asked about mathematical concepts and classroom practices through questionnaires as well as videotaped mathematics classroom teaching. For this study, the DPED mathematics course, curriculum, and assessment activities were analyzed. In addition, the mathematics lesson plans prepared by the trainee teachers for the lesson study and their pre-teaching and post-teaching reflective discussions were analyzed by some analysis categories and rubrics. As a result, it was found that the trainee teachers' views of mathematics are not mature, and therefore, their mathematics teaching practice is not appropriate. Therefore, in order to improve teachers' mathematics teaching, the researcher recommended including some action-oriented aspects in each phase of mathematics lesson study in DPED—for example, emphasizing mathematics concepts of the trainee teachers, preparing appropriate teaching materials, presenting lessons using the problem-solving method, using revised rubrics for assessing mathematics lesson study, etc.

Keywords: mathematics lesson study, knowledge of mathematics, knowledge of teaching mathematics, teachers' views

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Authors: Jianhua Wang, Ying Zhou, Han Guo

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Translation underwent culture turn for more than half a century, which brought translation and its studies beyond intra-texts. Different cultures in recent years have developed towards a translation turn, which made a great contribution to relocate national or local cultures being localized to become regional or global cultures. As China grows quickly economically integrating into the world, it becomes urgent to relate China’s story and disseminate the Chinese culture. Due to the weaknesses and drawbacks of different existing cultural translation theories for Chinese culture to go out, a new perspective on translation turn for the go-out of Chinese culture should be drawn to spread better and disseminate Chinese culture to other countries. Based on the existing cultural translation theories, the equivalence of ideology, style of the translator and agency of the support are proposed to draw a new perspective: an innovative poly-system theory for Chinese culture translation.

Keywords: cultural translation theory, Chinese culture, innovative poly system, global cultures

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Authors: Kayla Marie Sarte

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This study sought to describe mother tongue-based classes in the light of classroom interactional discourse using the Sinclair and Coulthard model. It specifically identified the exchanges, grouped into Teaching and Boundary types; moves, coded as Opening, Answering and Feedback; and the occurrence of the 13 acts (Bid, Cue, Nominate, Reply, React, Acknowledge, Clue, Accept, Evaluate, Loop, Comment, Starter, Conclusion, Aside and Silent Stress) in the classroom, and determined what these reveal about the teaching and learning processes in the MTB classroom. Being a qualitative study, using the Single Collective Case Within-Site (embedded) design, varied data collection procedures such as non-participant observations, audio-recordings and transcription of MTB classes, and semi-structured interviews were utilized. The results revealed the presence of all the codes in the model (except for the silent stress) which also implied that the Hiligaynon mother tongue-based class was eclectic, cultural and communicative, and had a healthy, analytical and focused environment which aligned with the aims of MTB-MLE, and affirmed the purported benefits of mother tongue teaching. Through the study, gaps in the mother tongue teaching and learning were also identified which involved the difficulty of children in memorizing Hiligaynon terms expressed in English in their homes and in the communities.

Keywords: discourse analysis, language teaching and learning, mother tongue-based education, multilingualism

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Authors: Tien-Hui Chiang, Q. Zhou

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For structural-functionalism, one set of the common traits of traditional professionals, such as medical practitioners and engineers, can be viewed as the criteria for evaluating whether a given occupation has the right of claiming its professional status or not. Under the influence of this professionalism, teaching practitioners have devoted themselves to acquiring this right as evidenced by the fact that initial training has been extended to even the level of postgraduate. However, for interactionalists, professionalism adopts a predetermined assumption so that it ignores the dynamic nature of social development, which is able to regulate the professional status of a given occupation. Such an interactive approach highlights the concept of professionalization. Furthermore, Marxists argue that structural-functionalists have ignored the impact of proletarianization on the white collar. While professionals gradually lose their control over their practices, the title of profession functions as a self-regulated icon that prevents them from collaborating with the working class and, in turn, creates the ideology of de-politicization sustaining the interests of the ruling class. This article adopts a theoretical analysis on these contradictory arguments. It argues that these criticisms neglect the influence of the institutionalized value system on social operation, which is the core element in sustaining the notion of the profession.

Keywords: teaching profession, professionalism, professionalization, proletarianialization, institutionalized value system

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Authors: Ya-Mei Chen

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Online crowdsourced translation, an innovative translation practice brought by Web 2.0 technologies and the democratization of information, has become increasingly popular in the Internet era. Carried out by grass-root internet users, crowdsourced translation contains fundamentally different features from its off-line traditional counterpart, such as voluntary participation and parallel collaboration. To better understand such a participatory and collaborative nature, this paper will use the online Chinese translation project of Global Voices as a case study to investigate the following issues: (1) the changes in volunteer translators’ and reviewers’ motivations for participation, (2) translators’ and reviewers’ use of translation strategies and (3) the correlations of translators’ and reviewers’ motivations and strategies with the organizational mission, the translation style guide, the translator-reviewer interaction, the mediation of the translation platform and various types of capital within the translation field. With an aim to systematically explore the above three issues, this paper will collect both quantitative and qualitative data and then draw upon Engestrom’s activity theory and Bourdieu’s field theory as a theoretical framework to analyze the data in question. An online anonymous questionnaire will be conducted to obtain the quantitative data. The questionnaire will contain questions related to volunteer translators’ and reviewers’ backgrounds, participation motivations, translation strategies and mutual relations as well as the operation of the translation platform. Concerning the qualitative data, they will come from (1) a comparative study between some English news texts published on Global Voices and their Chinese translations, (2) an analysis of the online discussion forum associated with Global Voices’ Chinese translation project and (3) the information about the project’s translation mission and guidelines. It is hoped that this research, through a detailed sociological analysis of a cause-driven crowdsourced translation project, can enable translation researchers and practitioners to adequately meet the translation challenges appearing in the digital age.

Keywords: crowdsourced translation, global voices, motivation, translation strategies

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Authors: Zerrifi Meryem

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Discourse on Muslim women has been criticized in scientific research as being racist, sexist, and ideological. Convert women who come from various backgrounds are cases that form a rich area of investigation that have been covered from a narrative perspective in which experiences of convert women are represented through stories telling journey to conversion to Islam. They have not been problematized in relation to the Algerian media discourse; yet, their omnipresence cannot be denied as a Muslim community. This research aims at demonstrating ideologies that are perpetuated along newspapers’ discourse. The present study investigates the discursive portrayal of female Muslim converts in this type of discourse.

Keywords: media discourse, muslim women converts, algerian newspapers, ideologies

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Authors: Joseph E. Cobbinah, Abigail A. Aryeh-Adjei

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Over the years, entry into the academia in any Ghanaian university requires an advanced research degree, more preferably traditional doctorate (PhD or DPhil). It is however argued that PhD is more research intensive, so since university teaching involves a lot of research, those having traditional doctorate have good research background to teach in a university and are thus recruited as lecturers. However, in the last ten years, a reasonable number of academics enter Ghanaian universities with professional doctorate degrees, which hitherto was considered to be only suitable for industry, because it gives individuals with just basic research skills needed for professional practice, unlike the traditional PhD which is research intensive degree. Currently, there are a reasonable number of professional doctorate degree holders with qualifications like DBA, EdD, PsychD, DPharm, EngD, among others in various departments in many Ghanaian universities. Maybe, because such degree holders also use the title Dr, some university authorities put them at par with their counterparts with traditional doctorate, although some lecturers with PhD seem to look down upon those with traditional doctorate degrees and this has created some tension amongst those academics. This makes their promotions and holding of university academic positions very problematic in some ways. This paper therefore seeks to investigate the types of professional doctorate degree holders working as lecturers in some selected universities in Ghana and the challenges associated with their recruitment, acceptability and proper integration into universities’ teaching and learning. The paper adopted qualitative research methodology. In all, respondents from three state-owned and privately owned universities were involved in the study. Administrators, lecturers, heads of departments and deans of faculty were interviewed to assess the challenges associated with the recruitment of professional doctorate degree holders and any problems they face in the departments they work. It became evident that, although some lecturers enter the academia with professional doctorate degrees, their counterparts seem not to give them the recognition and respect they deserve. Although there is little or no evidence that professional doctorate degree holders are under performing, recruiting professional doctorate degree holders does not only become a challenge, but also their progression into the university’s promotion ladder become very slow compared to their counterparts with traditional PhD degrees.

Keywords: professional doctorate, academia, lecturers, Ghanaian universities, orate

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Authors: Fadila Hadjeris

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The study aims at investigating the functions of English-Arabic code switching in English as a foreign language classroom oral discourse and the extent to which they can contribute to the flow of classroom interaction. It also seeks to understand the views, beliefs, and perceptions of teachers and learners towards this practice. We hypothesized that code switching is a communicative strategy which facilitates classroom interaction. Due to this fact, both teachers and learners support its use. The study draws on a key body of literature in bilingualism, second language acquisition, and classroom discourse in an attempt to provide a framework for considering the research questions. It employs a combination of qualitative and quantitative research methods which include classroom observations and questionnaires. The analysis of the recordings shows that teachers’ code switching to Arabic is not only used for academic and classroom management reasons. Rather, the data display instances in which code switching is used for social reasons. The analysis of the questionnaires indicates that teachers and pupils have different attitudes towards this phenomenon. Teachers reported their deliberate switching during EFL teaching, yet the majority was against this practice. According to them, the use of the mother has detrimental effects on the acquisition and the practice of the target language. In contrast, pupils showed their preference to their teachers’ code switching because it enhances and facilitates their understanding. These findings support the fact that the shift to pupils’ mother tongue is a strategy which aids and facilitates the teaching and the learning of the target language. This, in turn, necessitates recommendations which are suggested to teachers and course designers.

Keywords: bilingualism, codeswitching, classroom interaction, classroom discourse, EFL learning/ teaching, SLA

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Authors: Pushpinder Syal

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Literary writing carries the stamp of the current language of its time. In translating such texts, it becomes a challenge to capture such reflections which may be evident at several levels: the level of dialectal use of language by characters in stories, the alterations in syntax as tools of writers’ individual stylistic choices, the insertion of quasi-proverbial and gnomic utterances, and even the level of the pragmatics of narrative discourse. Discourse strategies may differ between earlier and later texts, reflecting changing relationships between narrators and readers in changed cultural and social contexts. This paper is a consideration of these features by an approach that combines historicity with a description, contextualizing language change within a discourse framework. The process of translating a collection of writings of Punjabi literature spanning 100 years was undertaken for this study and it was observed that the factor of the historicity of language was seen to play a role. While intended for contemporary readers, the translation of literature over the span of a century poses the dual challenge of needing to possess both accessibility and immediacy as well as adherence to the 'old world' styles of communicating and narrating. The linguistic changes may be observed in a more obvious sense in the difference of diction and word formation – with evidence of more hybridized and borrowed forms in modern and contemporary writings, as compared to the older writings. The latter not only contain vestiges of proverbs and folk sayings, but are also closer to oral speech styles. These will be presented and analysed in the form of chronological listing and by these means, the social process of translation from orality to written text can be seen as traceable in the above-mentioned works. More subtle and underlying shifts can be seen through the analysis of speech acts and implicatures in the same literature, in which the social relationships underlying language use are evident as discourse systems of belief and understanding. They present distinct shifts in worldview as seen at different points in time. However, some continuities of language and style are also clearly visible, and these aid the translator in putting together a set of thematic links which identify the literature of a region and community, and constitute essential outcomes in the effort to preserve its distinctive nature.

Keywords: cultural change, dialect, historicity, stylistic variation

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Authors: Aishatu Ibrahim Birma, Aminu Tukur, Abdulkarim Abbass Gora

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Machine translation plays a vital role in the Field of Natural Language Processing (NLP), breaking down language barriers and enabling communication across diverse communities. In the context of Hausa, a widely spoken language in West Africa, mainly in Nigeria, effective translation systems are essential for enabling seamless communication and promoting cultural exchange. However, due to the unique linguistic characteristics of Hausa, accurate translation remains a challenging task. The research proposes an approach to improving the machine learning translation of Hausa by integrating Named Entity Recognition (NER) techniques. Named entities, such as person names, locations, organizations, and dates, are critical components of a language's structure and meaning. Incorporating NER into the translation process can enhance the quality and accuracy of translations by preserving the integrity of named entities and also maintaining consistency in translating entities (e.g., proper names), and addressing the cultural references specific to Hausa. The NER will be incorporated into Neural Machine Translation (NMT) for the Hausa to English Translation.

Keywords: machine translation, natural language processing (NLP), named entity recognition (NER), neural machine translation (NMT)

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Authors: K. S. Kan

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The main purpose of this paper is to deepen the current understanding of how a Teaching English as a Second Language (TESL) teacher trainee self is constructed. The present aim of Malaysian TESL teacher education is to train teacher trainees with established English Language Teaching methodologies of the four main language skills (listening, reading, writing and speaking) apart from building them up holistically. Therefore, it is crucial to learn more of the ways on how these teacher trainees construct their professional selves during their undergraduate years. The participants come from a class of 17 Semester 6 TESL students who had undergone a 3-month’s practicum practice during their fifth semester and going for their final 3 month’s practicum period from July 2018 onwards. Findings from a survey, interviews with the participants and lecturers, documentations such as the participants’ practicum record-books would be consolidated with the supervisory notes and comments. The findings suggest that these teacher trainees negotiate their identities and emotions that react with the socio-cultural factors. Periodical reflections on the teacher trainees’ practicum practices influence transformation.The findings will be further aligned to the courses that these teacher trainees have to take in order to equip them as future second language practitioners. It is hoped that the findings will be able to fill the gap from the teacher trainees’ perspectives on identity construction dealing. This study is much more significant now, in view of the new English Language Curriculum for Primary School (widely known as KSSR, its Malay acronym) which had been introduced and implemented in Malaysian primary schools recently. This research will benefit second language practitioners who is in the language education field, as well as, TESL undergraduates, on the knowledge of how teacher trainees respond to and negotiate their professional teaching identities as future second language educators.

Keywords: construction of selves, professional identities, second language, TEST teacher trainees

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Authors: Siwanit Autthawuttikul, Prakob Koraneekid, Sayamon Insa-ard

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The purposes of this research were to development creatively integrated teaching skills using Information and Communication Technology (ICT) for professional teacher in schools under the education area of the basic education commission, ministry of education both schools under the office of primary education and those under The office of secondary education in eight western region provinces of Thailand. This is useful in defining a vision for the school strategy and restructuring schools in addition, teachers will have developed skills in teaching creative integrated ICT. The research methodology comprises quantitative and qualitative data collection. The Baseline Survey, focus group for discussions and then the model was developed creatively integrated teaching skills using ICT. The findings showed that 7 elements were important: (1) Academy Transformation (2) Information Technology Infrastructure (3) Personal Development (4) Supervision, Monitoring and Evaluation (5) Motivating and Rewarding (6) Important factor affecting the success of teaching integrated with ICT were knowledge, skills, attitudes and (7) The role of the individual concerned. The comparison creatively integrated teaching skills before and after participating in the overall shows that the average creatively integrated teaching skills using ICT after attending the event is 3.27, and standard deviation was 0.56, higher than before which is 2.60 and the standard deviation was 0.56. There are significant differences significant statistically level of .05. The final average score of the evaluation plan design creatively integrated teaching skills using ICT teachers' average score was 26.94 at the high levels.

Keywords: integrated curriculum, information and communications technology, teachers in the western region, schools

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Authors: Emilee M. Cruz

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Teachers take part in short-term teaching fellowships abroad, and their preparation before, during, and after the experience is critical to affecting teachers’ feelings of success in the international classroom. A program evaluation of the teacher preparation within TALMA: The Israel Program for Excellence in English (TALMA) full-year teaching fellowship was conducted. A questionnaire was developed that examined professional development, deliberate reflection, and cultural and language immersion offered before, during, and after the short-term experience. The evaluation also surveyed teachers’ feelings of preparedness for the Israeli classroom and any recommendations they had for future teacher preparation within the fellowship program. The review suggests the TALMA program includes integrated professional learning communities between fellows and Israeli co-teachers, more opportunities for immersive Hebrew language learning, a broader professional network with Israelis, and opportunities for guided discussion with the TALMA community continued participation in TALMA events and learning following the full-year fellowship. Similar short-term international programs should consider the findings in the design of their participation preparation programs. The review also offers direction for future program evaluation of short-term participant preparation, including the need for frequent response item updates to match current offerings and evaluation of participant feelings of preparedness before, during, and after the full-year fellowship.

Keywords: educational program evaluation, international teaching, short-term teaching, teacher beliefs, teaching fellowship, teacher preparation

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Authors: Moet Moet Myint Lay

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Continuing professional development involves acquiring new knowledge and skills for current work and improving career opportunities in the field through continuing education (OECD, 2000). This article examines the effectiveness of CPD in improving teacher quality and the resulting need for CPD for teacher educators in Myanmar. The purpose of this study is to explore a deeper understanding of teacher-to-teacher continuing professional development in improving teacher education programs. Research questions: (1) How do teachers in Myanmar understand the idea of continuous professional development for professional development? (2) What CPD activities are required for all teachers in teachers' colleges? (3) What are the main challenges of CPD implementation in Myanmar Education College? A qualitative method using semi-structured interviews was used in this study. Seven teacher educators from Mandalay Education College participated in this study. There are three male teacher educators and four female teacher educators. All participants who responded to the semi-structured interviews were between 29 and 45 years old.The interviews revealed that professional development involves acquiring the necessary pedagogical knowledge and skills to encourage students to think creatively and critically. Teachers must participate in a variety of activities, including professional interviews, lesson study, training programs, workshops, and seminars. All results showed that teachers need English and ICT skills for teaching and learning, including extended ICT courses for those who have completed a foundation course, access to e-libraries, and inclusive education (including language teaching and learning), facilitate the assessment (formative and summative), practicum, mentoring, and coaching skills. The study concludes with practical findings that suggest an urgent need for CPD activities for teachers.

Keywords: continuous professional development, teacher educator, teacher training program), mentoring

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Authors: Danila Arbuzov

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In this article the author examines the communicative strategies used in the Colombian political discourse, following the example of the speeches of the Vice President of Colombia Francia Marquez, who took office in 2022 and marked a new development vector for the Colombian nation. The lexical and syntactic means are analyzed to achieve the communicative objectives. The material presented may be useful for those who are interested in investigating various aspects of discursive linguistics, particularly political discourse, as well as the implementation of communicative strategies in certain types of discourse.

Keywords: political discourse, communication strategies, Colombian political discourse, Colombia, manipulation

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Authors: A. Vahanyan

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The paper touches upon the problem of revision and modernization of the current curriculum on translation studies at the Armenian Higher Education Institutions (HEIs). In the contemporary world where quality and speed of services provided are mostly valued, certain higher education centers in Armenia though do not demonstrate enough flexibility in terms of the revision and amendment of courses taught. This issue is present for various curricula at the university level and Translation Studies related curriculum, in particular. Technological innovations that are of great help for translators have been long ago smoothly implemented into the global Translation Industry. According to the European Master's in Translation (EMT) framework, translation service provision comprises linguistic, intercultural, information mining, thematic, and technological competencies. Therefore, to form the competencies mentioned above, the curriculum should be seriously restructured to meet the modern education and job market requirements, relevant courses should be proposed. New courses, in particular, should focus on the formation of technological competences. These suggestions have been made upon the author’s research of the problem across various HEIs in Armenia. The updated curricula should include courses aimed at familiarization with various computer-assisted translation (CAT) tools (MemoQ, Trados, OmegaT, Wordfast, etc.) in the translation process, creation of glossaries and termbases compatible with different platforms), which will ensure consistency in translation of similar texts and speeding up the translation process itself. Another aspect that may be strengthened via curriculum modification is the introduction of interdisciplinary and Project-Based Learning courses, which will enable info mining and thematic competences, which are of great importance as well. Of course, the amendment of the existing curriculum with the mentioned courses will require corresponding faculty development via training, workshops, and seminars. Finally, the provision of extensive internship with translation agencies is strongly recommended as it will ensure the synthesis of theoretical background and practical skills highly required for the specific area. Summing up, restructuring and modernization of the existing curricula on Translation Studies should focus on three major aspects, i.e., introduction of new courses that meet the global quality standards of education, professional development for faculty, and integration of extensive internship supervised by experts in the field.

Keywords: competencies, curriculum, modernization, technical literacy, translation studies

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Authors: Fazilet Alachaher

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Within the constructivist perspective of teaching, which views skilled teaching as knowing what to do in uncertain and unpredictable situations, this research essay explores the topic of reflective teaching by investigating the following questions: (1) What is reflective teaching and why is it important? (2) Why should teachers be trained to be reflective and how can they be prepared to be reflective? (3) What is the role of the teaching context in teachers’ attempts to be reflective? This paper suggests that reflective teaching is important because of the various potential benefits to teaching. Through reflection, teachers can maintain their voices and creativeness thus have authority to affect students, curriculum and school policies. The discussions also highlight the need to prepare student teachers and their professional counterparts to be reflective, so they can develop the characteristics of reflective teaching and gain the potential benefits of reflection. This can be achieved by adopting models and techniques that are based on constructivist pedagogical approaches. The paper also suggests that maintaining teachers’ attempts to be reflective in a workplace context and aligning practice with pre-service teacher education programs require the administrators or the policy makers to provide the following: sufficient time for teachers to reflect and work collaboratively to discuss challenges encountered in teaching, fewer non-classroom duties, regular in-service opportunities, more facilities and freedom in choosing suitable ways of evaluating their students’ progress and needs.

Keywords: creative teaching, reflective teaching, constructivist pedagogical approaches, teaching context, teacher’s role, curriculum and school policies, teaching context effect

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Authors: Guangzhuang Yu, Chun-Chu Liu

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With the advent of the Internet era in recent years, social music education has gradually shifted from the original entity education mode to the mode of entity plus network teaching. No matter for school music education, professional music education or social music education, the teaching quality is the most important evaluation index. Regarding the research on teaching quality evaluation, scholars at home and abroad have contributed a lot of research results on the basis of multiple methods and evaluation subjects. However, to our best knowledge the complete evaluation model for the virtual teaching interaction mode of the emerging network music education Application (APP) has not been established. This research firstly found out the basic dimensions that accord with the teaching quality required by the three parties, constructing the quality evaluation index system; and then, on the basis of expounding the connotation of each index, it determined the weight of each index by using method of fuzzy analytic hierarchy process, providing ideas and methods for scientific, objective and comprehensive evaluation of the teaching quality of network education APP.

Keywords: network music education APP, teaching quality evaluation, index and connotation

Procedia PDF Downloads 97