Search results for: classroom discourse

Authors: Afsaneh Jasmine Majidi

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Language testing is an important part of language teaching experience and language learning process as it presents assessment strategies for teachers to evaluate the efficiency of teaching and for learners to examine their outcomes. However, language testing is demanding and challenging because it should provide the opportunity for proper and objective decision. In addition to all the efforts test designers put to design valid and reliable tests, there are some other determining factors which are even more complex and complicated. These factors affect the educational system, individuals, and society, and the impact of the tests vary according to the scope of the test. Seemingly, the impact of a simple classroom assessment is not the same as that of high stake tests such as International English Language Testing System (IELTS). As the importance of the test increases, it affects wider domain. Accordingly, the impacts of high stake tests are reflected not only in teaching, learning strategies but also in society. Testing experts use the term ‘washback’ or ‘impact’ to define the different effects of a test on teaching, learning, and community. This paper first looks at the theoretical background of ‘washback’ and ‘impact’ in language testing by reviewing of relevant literature in the field and then investigates washback effects of IELTS test of on Iranian IELTS teachers and students. The study found significant relationship between the washback effect of IELTS test and teaching strategies of Iranian IELTS teachers as well as performance of Iranian IELTS candidates and their community.

Keywords: high stake tests, IELTS, Iranian Candidates, language testing, test impact, washback

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Authors: Bahia Braktia, Ahlem Ghamri

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Years ago, faculties and administrators realized that students entering college were not prepared for the academic sphere; however, as a type of collaborative learning, peer-review gave students a social context in which they could learn more efficiently. Peer-review has proven its effectiveness in higher education. Numerous studies have been conducted on peer review and its effects on the quality of students’ writing, and several publications recommended peer-review as part of the feedback process. Student writers showed a tendency towards making significant meaning-level revisions and surface-level revisions. Last but not least, studies reported that peer-review helps students develop their self-assessment skills as well as critical thinking. The use of peer-review has become well known and widely adopted to the L2 classroom environment. However, little is known about peer review on translation students. The purpose of this study was to investigate the students' perspective on peer-review, and whether this method affected the quality of their translation. A mixed method design was adopted. Students were requested to translate two texts from Arabic into English, and they gave and received structured feedback to their classmates' translations. A survey was administered, followed by semi-structured interviews, to examine the students' attitudes toward peer-review. The results of the study showed that peer-review was considered a good proofreading method for most students. The students also showed a positive attitude toward it, and they reported that they benefited from the interaction with their peers. The findings implied that the inclusion of peer-review can be an effective pedagogical practice for teaching translation and writing to foreign language learners.

Keywords: language teaching, feedback, peer-review, translation

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Authors: Fotios Spyropoulos, Evangelia Androulaki, Vasileios Karagiannopoulos, Aristotelis Kompothrekas, Nikolaos Karagiannis

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The problem of 'fake news' and 'hoaxes' has dominated in recent years the field of news, politics, economy, safety, and security as dissemination of false information can intensively affect and mislead public discourse and public opinion. The widespread use of internet and social media platforms can substantially intensify these effects, which often include public fear and insecurity. Misinformation, malinformation, and disinformation have also been blamed for affecting election results in multiple countries, and since then, there have been efforts to tackle the phenomenon both on national and international level. The presentation will focus on methods of prevention of disseminating false information on social media and on the internet and will discuss relevant criminological views. The challenges that have arisen for criminal law will be covered, taking into account the potential need for a multi-national approach required in order to mitigate the extent and negative impact of the fake news phenomenon. Finally, the analysis will include a discussion on the potential usefulness of non-legal modalities of regulation and crime prevention, especially situational and social measures of prevention and the possibility of combining an array of methods to achieve better results on national and international level. This project has received funding from the Hellenic Foundation for Research and Innovation (HFRI) and the General Secretariat for Research and Technology (GSRT), under grant agreement No 80529.

Keywords: cybercrime, disinformation, fake news, prevention

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Authors: Itay Harlap

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Over the past decade, LGBT figures have become increasingly visible on Israeli television in its various channels and genres. In recent years, however, the representation of gays on Israeli television has undergone an interesting shift, whereby many television texts feature gay people as fathers. These texts, mostly news items and documentaries, usually present gay parenthood as a positive phenomenon. The question in paper is whether LGBT parenting (in reality and as representation) fated to be part of the homonormativity that characterizes the LGBT community in Israel, or can it be an alternative to the hegemonic discourse? This paper embraces a dialectical position and explores the tension between mainstream and radical, or homonormativity and queer politics in the specific Israeli Jewish context through a textual and discursive reading of a selection of television programs that revolve principally around gay parenting in Israel. The first part of this lecture addresses the cultural and social context that generated these representations, dealing with three key Israeli areas: The fertility cult, the evolution of the LGBT community, and the evolution of local television. The second part offers a queer reading of these ‘positive’ representations (mainly in special reports on the news and programs labeled as ‘documentaries’ by broadcasters) and highlight the possible price of the ‘bear hug’ given by Israeli media to gay parents. The last part focuses on a single case study, the TV serial drama Ima Veabaz, and suggests that this drama exposes the performative aspect of parenting and the connection between ethnicity and fertility, and offers an alternative to normative displays of gay parenting.

Keywords: fatherhood, heteronormativity, Israel, queer theory, television

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Authors: Du T. Tran, Quyen T. L. Hoang

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The role of language learning strategies in second language acquisition has received increased attention across several disciplines in recent years. Language learning strategies have been shown to occur in many studies over the passing years with the aim of improving the efficiency of language learning. Following previous studies, this study endeavors to scrutinize language learning strategies employed by the students at Vo Minh Duc high school and the effect of motivation on students’ learning strategy choices. The responses are examined quantitatively and qualitatively to enhance their validity and reliability. Data are collected from 342 students’ responses to the questionnaire, interviews with ten teachers and fifteen students, and classroom observations. The findings reveal that students’ motivation has an enormous impact on the choice of language learning strategies. The results simultaneously show that students use many language learning strategies to enhance their communicative competence, but the most frequently used ones are cognitive and affective ones. Significant correlations among types of learning strategies and the influence of motivation on the choices of language learning strategies were consistent with previous studies. The study’s results are expected to be beneficial to teachers of English and students in terms of narrowing the gap between the students' language learning strategies and their teaching methodologies preferences and sketching out the best strategies to enhance students’ speaking skills. The implications of these findings and the importance of viewing learners holistically are discussed, and recommendations are made for ongoing research.

Keywords: learning strategies, speaking skills, memorization strategies, cognitive strategies, affective strategies

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Authors: Elaine Marta Pereira Aaltonen

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Effective school leadership materialised in educational settings through the high standard professional performance of senior and middle leaders, has increasingly become an education policy priority around the world due to a wide recognition that schools need knowledgeable, skilled, and committed leaders, along with great teachers, in order to ensure outstanding education at all levels of schooling. The scope of this paper is the work of middle leaders, whose direct influence on teachers and classroom teaching, thus, on student learning outcomes, is a key component for successful school systems. It particularly aims at sharing some of the findings obtained through an academic study recently carried out by the same researcher, which was focused on enhancing understanding about aspects related to the professional performance of educational middle leaders, applied to the context of the lower elementary school division of a private mainstream school located in Brazil. The master´s dissertation findings included identifying the roles performed by a team of educational middle leaders throughout the year of 2021, as well as gaining insights on their perceptions about the roles performed, both through an electronic questionnaire and individual face-to-face interviews. Not only the roles of the middle leaders who participated in the research have been identified through the qualitative case study undertaken, but additional research finding lying within the sphere of the categorisation of such roles, based upon coherent domains of practice, has possibly been made. Hence, the main purpose of this paper is to outline the findings concerning the current roles played by educational middle leaders.

Keywords: roles, middle leaders, educational leadership, school leadership, and management

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Authors: Radhika Jagtap

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Contemporary scholarship in international legal theory is investigating new avenues of providing alternatives to dominant concepts. Indigenous peoples’ philosophies and perspectives developed through them provide a fertile ground to explore similar alternative ideas. This review paper evaluates the theorized accounts of indigenous scholarships which have contributed towards a rich body of knowledge generating alternative visions on dominant notions of ‘post coloniality’, ‘resistance’ and ‘globalization’. Further, it shall assess the relevance of such a project in shaping contemporary international legal thought. Traditional or classical international law has been opined to be highly influenced by the colonial and imperialist history which also left a mark on the way dominant discourses of resistance and globalization are read in mainstream international law. The paper shall first define what do we mean by indigenous philosophy and what kind of indigeneity is that inclusive of. Second, the paper defines the dominant discourse and then counters the same with the alternative indigenous perspective in the case of each concept that is in question. Finally, the paper shall conclude with certain theoretical findings – that the post coloniality, from indigenous perspective, lead to the further marginalization of indigeneity, especially in the third world; that human rights as the sole means of representing resistance in international law ends up making it a very state-centric discipline and last, that globalization from an indigenous, marginalised perspective is not as celebrated as it is in mainstream international law. Major scholarly works that shall be central to the discussion are those of Linda Tuiwahi Smith, Ella Shohat and David Harvey. The nature of the research shall be inductive and involve mostly theoretical review of scholarly works.

Keywords: indigenous, post colonial, globalization, perspectives

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Authors: Kebene K. Wodajo

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The right to development (RTD) has gone through different phases of metamorphoses, from the right to economic growth to full human development. Despite the fact that Africa has taken the lead in articulating and recognizing the RTD in a binding multilateral human rights treaty, realization of the right poses a challenge at the operational level. The challenge is worse in Sub-Saharan Africa, mainly because governments often tend to set economic growth as their ultimate goal, with very little consideration to the local peoples’ welfare in their territory. Ethiopia is not an exception to this. While recording a fast economic growth, yet this has been accompanied by increasing severity of multidimensional poverty. This paper explores the place of the ‘people’ in the development trajectory Ethiopia is pursuing and if and how a right-based approach to development could be brought to practice beyond the rhetoric. By inquiring into the place of the ‘people’, the paper attempts to show whether the people are at the center or at the periphery, beneficiary or victims of the ongoing development. In doing so, it divulges the gulf between the rhetoric and the reality of development practice. By asking/discussing if and how a right-based approach to development could bridge the gap, the paper shows how this approach could translate ‘people’s’ need into right, and recognize them as active subjects and stakeholders of the process of development. As an instance of showing the gap, the paper takes the Lower Omo valley sugar plantation project as a case in point. Through analysis the paper demonstrates that the development trajectory being followed by Ethiopia falls short of fitting into the human development discourse of UN Declaration on the Right to Development (DRD), the African Charter on People and Human Rights (the Charter) and the Ethiopian constitution. The paper argues that Ethiopia’s development efforts must take account of both the constitutive and prescriptive nature of the RTD if social equity is to be met.

Keywords: development, Ethiopia, lower Omo valley, right-based approach, right to development, people, people’s right

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Authors: María Rosa Mucci

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Tzvetan Todorov (1971) designs a model of narrative transformation where the plot is constituted by difference and resemblance. This binary opposition is a synthesis of a central figure within narrative discourse: metaphor. Narrative operates as a metaphor since it combines different actions through similarities within a common plot. However, it sounds paradoxical that metonymy and not metaphor should be the key figure within the narrative. It is a metonymy that keeps the movement of actions within the story through syntagmatic relations. By the same token, this articulation of verbs makes it possible for the reader to engage in a dynamic interaction with the text, responding to the plot and mediating meanings with the contradictory external world. As Roland Barthes (1957) points out, there are two codes that are irreversible within the process: the codes of actions and the codes of enigmas. Virginia Woolf constructs her plots through a process of symbolism; a scene is always enduring, not only because it stands for something else but also because it connotes it. The reader is forced to elaborate the meaning at a mythological level beyond the lines. In this research, we follow a qualitative content analysis to code language through the proairetic (actions) and hermeneutic (enigmas) codes in terms of Barthes. There are two novels in particular that engage the reader in this process of construction: Mrs Dalloway (1925) and To the Lighthouse (1927). The bridge from the first to the second brings memories of childhood, allowing for the discovery of these enigmas hidden between the lines. What survives? Who survives? It is the reader's task to unravel these codes and rethink this dialogue between plot and reader to contribute to the predominance of texts and the textuality of narratives.

Keywords: metonymy, code, metaphor, myth, textuality

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Authors: Jyoti Brahma

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Folk epics of India are found in various Indian languages. The study of folk epics and its importance in folkloristic study in India came into prominence only during the nineteenth century. The British administrators and missionaries collected and documented folk epics from various parts of the country. The paper is an attempt to investigate how colonial outpost appears to penetrate the interiors of Indian land and society and triggered off the Indian Renaissance. It takes into account the compositions of the epics of India and the attention it received during the nineteenth century, which in turn gave, rise to the national consciousness shaping the culture of India. Composed as oral traditions these folk epics are now seen as repositories of historical consciousness whereas in earlier times societies without literacy were said to be without history. So, there is an urgent need to re-examine the British impact on Indian literary traditions. The Bhakti poets through their nuanced responses in their efforts to change the behavior of Indian society gives us the perfect example of deferment in the clear cut distinction between the folk and the classical in the context of India. It evades a pure categorization and classification of the classical and constitutes part of the folk traditions of the cultural heritage of India. Therefore, the ethical question of what is ontologically known as ordinary discourse in the case of the “folk” forms metaphors and folk language gains importance once more. The paper also thus seeks simultaneously to outline the significant factors responsible for shaping the destiny of folklore in South India particularly the four political states of the Indian Union: Andhra Pradesh, Karnataka, Kerala and Tamil Nadu, what could be termed as South Indian “cultural zones”.

Keywords: colonial, folk, folklore, tradition

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Authors: Amiraa Ali Mansor, Haslinda Abdullah, Angela Chan Nguk Fong, Norhaida Hanim Binti Ahmad Tajudin, Asnarulkhadi Abu Samah

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Obesity has risen sharply over the past three decades, posing a grave public health concern globally. In Malaysia, it has also emerged as a significant health threat. While the second Sustainable Development Goal, "Zero Hunger", aims to ensure equitable access to nutritious food for all, a key challenge lies in addressing food insecurity. Food insecurity not only pertains to the quantity but also the quality of food, with both dimensions playing a pivotal role in health outcomes. To date, much of the research on food security has focused on household levels. There remains a research gap concerning university students, a population transitioning to independence from parental support and grappling with limited resources. This study seeks to bridge this gap by extending the Food Security Theory to incorporate the psychological dimension of self-esteem. Using a quantitative approach, data was collected from 452 public university students in Malaysia through a cross-sectional research design and a multi-stage cluster sampling technique. The anticipated findings will provide novel insights by linking food security with self-esteem. Such insights have implications for healthcare policy and the framing of preventive strategies against obesity. It is hoped that this research will not only contribute to the academic discourse on Food Security Theory but also serve as a foundation for refining national health policies and programs aimed at fostering a healthier lifestyle.

Keywords: obesity, food security, body image, self-esteem

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Authors: Peijen Pamela Chuang, Tzu-Hua Wang

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To address the notion of educational equity, undergo the global pandemic, a digital learning system was cross-disciplinarily designed by a 15-year-experienced teaching practitioner. A study was performed on students through the use of this pioneering e-learning system, in which Taiwanese students with different learning styles and special needs have a foreign language- English as the target subject. 121 students are particularly selected from an N= 580 sample spread across 20 inclusive and special education schools throughout districts of Taiwan. To bring off equity, the participants are selected from a mix of different socioeconomic statuses. Grouped data, such as classroom observation, individual learning preference, prerequisite knowledge, learning interest, and learning performance of the population, is carefully documented for further analyzation. The paper focuses on documenting the awareness and needs of this pedagogical methodology revolution, data analysis of UX (User Experience), also examination and system assessment of this system. At the time of the pilot run, this newly-developed e-learning system had successfully applied for and received a national patent in Taiwan. This independent research hoped to expand the awareness of the importance of individual differences in SDG4 (Substantial Development Goals 4) as a part of the ripple effect, and serve as a comparison for future scholars in the pedagogical research with an interdisciplinary approach.

Keywords: e-learning, educational equity, foreign language acquisition, inclusive education, individual differences, interdisciplinary innovation, learning preferences, SDG4

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Authors: Helena Sit

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Developing skills in using ICT in the language classroom has been discussed at all educational levels. Digital tools and learning management systems enable teachers to transform their instructional activities while giving learners the opportunity to engage with virtual communities. In the field of English as a second language (ESL) teaching and learning, the use of technology-enhanced learning and diverse pedagogical practices continues to grow. Whilst technology and multimodal learning is a way of the future for education, second language teachers now face the predicament as to whether implementing these newer ways of learning is, in fact, beneficial or disadvantageous to learners. Research has shown that integrating multimodality and technology can improve students’ engagement and participation in their English language learning. However, students can experience anxiety or misunderstanding when engaging with E-learning or digital-mediated learning. This paper aims to explore how ESL teaching and learning are transformed via the use of educational technology and what impact it has had on student teachers. Case study is employed in this research. The study reviews the growing presence of technology and multimodality in university language classrooms, discusses their impact on teachers’ pedagogical practices, and proposes scaffolding strategies to help design effective English language courses in the Australian education context. The study sheds light on how pedagogical integration today may offer a way forward for language teachers of tomorrow and provides implications to implement an evidence-informed approach that blends knowledge from research, practice and people experiencing the practice in the digital era.

Keywords: educational technology, ICT in higher education, curriculum design and innovation, teacher education, multiliteracies pedagogy

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Authors: Mehravar Javid, Rohma Hassan, J. DeSilva

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In this exploratory case study, a 37-year-old male patient who previously terminated treatment after four months of therapy with a different therapist begins anew with a 38-year-old female therapist and undergoes a similar cycle of premature termination, with added discourse caused by erotic transference. Process notes and records of the therapy treatment indicate that during the short course of treatment, the patient explored his difficulties navigating personal relationships, both current and past, and his difficulties coping with hypochondriasis. The therapist becomes tasked with not only navigating the patient’s inner conflict but also how she relates to the patient in the countertransference process while maintaining professional boundaries. This includes empathizing with the patient while also experiencing discomfort in the erotic transference from a professional standpoint. When the patient terminates once more, the therapist reflects on the possible reasons for termination. This includes the patient’s difficulties with tolerating interpretations, which cause him to blame himself for past events. These interpretations were also very frequent, contributing to the emotional burden the patient experienced. The therapist reflected on the use of interpretation versus exploration of the patient’s feelings and how exploring his feelings, including his feelings towards her, would have allowed for an opportunity to explore the emotions that troubled him more deeply. This includes exploring the patient’s anger and fear, which stem from unresolved conflicts from his childhood. Moreover, the erotic transference served as an enactment of previous experiences in which the patient feared losing what he loved, leading him to opt for premature termination instead of losing his ability to control the relationship and experience loss.

Keywords: countertransference, erotic transference, premature termination, therapist-client boundaries, transference

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Authors: Harry Mccallum

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In the last decade, there has been an upsurge in documentary theatre projects that seek to address issues arising from ‘the Troubles’ by theatre and community organisations such as The Playhouse, Kabosh, and The Verbal Arts Centre. This movement has been supported by a variety of funding agencies who have identified the importance of the instrumental use of theatre for generating societal development. However, with this upsurge in interest comes complications surrounding the subjectivity of evaluations and an understanding of their empirical impact on society. This largely theoretical led-discussion promotes the engagement of Jill Dolan’s ‘utopian performatives’ (2005) within the remit of documentary theatre for peacebuilding practices in Northern Ireland.‘Utopian Performatives’ are described as being profound moments in a theatre production that transforms audience members into a state of ‘hopeful feeling’.As a concept, they are situated within the discourse surrounding audience reception and the ‘affective turn’ (Brennan, 2004; Clough and Halley, 2007; Ahmed, 2014), which indicates its persistence on a short-term ephemeral outlook. It is therefore important to understand how this short-term ‘affect’ can expand into a longer-term ‘effect.’ Through this interdisciplinary study between ‘peace’ and ‘theatre’ studies, I am proposinga theoretical framework that examines how these individual ‘utopian performatives’ at the personal level can lead to a change at the societal level. The framework understands that ‘utopian performatives’ have the capacity to generate discussion and empower audience members to actively strive for a ‘positive peace’; something which is evidently absent in a contemporary Northern Ireland.

Keywords: theatre, peacebuilding, conflict transformation, northern Ireland

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Authors: Denise C. I. Maior-Barron

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This conference presentation proposes to discuss the Japanese tourist perception of Marie Antoinette, at the heritage site which represents the home par excellence of the last Queen of France: Petit Trianon, Versailles. The underpinning analysis has a two-fold aim of firstly identifying the elements that contributed at the said perception and secondly of placing this in the wider context of tabi (travel) culture. The contribution of the presentation lies in its relevance to the analysis of postmodern trends of Japanese travel culture in relation to the consumption of European cultural heritage, through an insight into Japanese contemporary perception of heritage sites and their associated historical figures subject to controversy. Based upon the author’s doctoral studies field research at Petit Trianon - survey led in situ between 2010-2012, applied with the questionnaire method on a total of 307 respondents out of which 53 Japanese nationals - the media sources that were revealed to have had a direct influence on these nationals’ perception of Marie Antoinette, were Riyoko Ikeda’s shōjo manga La Rose de Versailles (1972) and Sofia Coppola’s film Marie-Antoinette (2006). The interpretation of the survey results through an assessment of visitor discourse determined the research methodology to be qualitative as opposed to quantitative, thus what confirmed the empirical hypothesis of the survey was a pattern of perception instead of percentages. Consequently, the interpretation focused on the answers to the questions relating to the image of Marie Antoinette in relation to historical knowledge, cultural background and last but not least media influences.

Keywords: cultural heritage, manga, film, tabi

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Authors: Nhac Thanh Huong

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New teaching methods have led to the changes in the teachers’ roles in an English class, in which teachers’ error correction is an integral part. Language error and corrective feedback have been the interest of many researchers in foreign language teaching. However, the techniques and the effectiveness of teachers’ feedback have been a question of much controversy. This present case study has been carried out with a view to finding out the patterns of teachers’ corrective feedback and their impact on students’ uptake in English speaking lessons of legal English major students at Hanoi Law University. In order to achieve those aims, the study makes use of classroom observations as the main method of data collection to seeks answers to the two following questions: 1. What patterns of corrective feedback occur in English speaking lessons for second- year legal English major students in Hanoi Law University?; 2. To what extent does that corrective feedback lead to students’ uptake? The study provided some important findings, among which was a close relationship between corrective feedback and uptake. In particular, recast was the most commonly used feedback type, yet it was the least effective in terms of students’ uptake and repair, while the most successful feedback, namely meta-linguistic feedback, clarification requests and elicitation, which led to students’ generated repair, was used at a much lower rate by teachers. Furthermore, it revealed that different types of errors needed different types of feedback. Also, the use of feedback depended on the students’ English proficiency level. In the light of findings, a number of pedagogical implications have been drawn in the hope of enhancing the effectiveness of teachers’ corrective feedback to students’ uptake in foreign language acquisition process.

Keywords: corrective feedback, error, uptake, speaking English lesson

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Authors: Vania Helena Tonussi Vidal, Ester Eliane Jeunon

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This article aims to analyze the change processes of management related bureaucracy and learning organization model. The theoretical framework was based on Beer and Nohria (2001) model, identified as E and O Theory. Based on this theory the empirical research was conducted in connection with six key dimensions: goal, leadership, focus, process, reward systems and consulting. We used a case study of an educational Institution located in Barbacena, Minas Gerais. This traditional center of technical knowledge for long time adopted the bureaucratic way of management. After many changes in a business model, as the creation of graduate and undergraduate courses they decided to make a deep change in management model that is our research focus. The data were collected through semi-structured interviews with director, managers and courses supervisors. The analysis were processed by the procedures of Collective Subject Discourse (CSD) method, develop by Lefèvre & Lefèvre (2000), Results showed the incremental growing of management model toward a learning organization. Many impacts could be seeing. As negative factors we have: people resistance; poor information about the planning and implementation process; old politics inside the new model and so on. Positive impacts are: new procedures in human resources, mainly related to manager skills and empowerment; structure downsizing, open discussions channel; integrated information system. The process is still under construction and now great stimulus is done to managers and employee commitment in the process.

Keywords: bureaucracy, organizational learning, organizational change, E and O theory

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Authors: Jocelyn Cohen

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This paper identifies a powerful synchronicity of two traditions of life-story writing in the autobiographies of ritual abuse (RA) survivors, the Christian conversion narrative and the memoir of healing from childhood sexual trauma. Using methodologies from literary studies, history, and psychology, a close reading of three RA memoirs sheds light on a taboo and deeply suspect form of violence. Treatment of RA survivors and the unique role of psychotherapists, in particular, deserve far greater attention from multi-disciplinary scholars. Each story reflects salient characteristics of the Christian conversion narrative, a genre which originated in the US in the early 19th century with the serendipitous confluence of the simultaneous emergence of print culture and the basic structures of evangelicalism during the Second Great Awakening. The impulse of writing is thus to give testimony against the sin they witnessed and endured as young children during ritual violence perpetrated within the church. Importantly, RA is seen as an inherent if obscure aspect of Christian discourse itself, not in opposition to it, and not as an aberration. In RA's memoir, healing comes in part from the Christian narrative praxis of personal redemption, framed as prevailing in a war between good and evil. In other words, storytelling itself affects the healing, much as it does by means of each writer’s 'talking cure,' in the relationship with a psychotherapist who guides her through a repair of the life-story through the excavation of traumatic memories and their integration into the writer’s psyche. Integrating literary techniques into the psychotherapeutic relationship, therapists leverage the deep linguistic structures that clients possess as a resource to aid in their healing.

Keywords: memoir, psychotherapy, religion, trauma

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Authors: L. Freeborn

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Recent years have seen an increasing number of neuroimaging studies related to language learning as imaging techniques such as fMRI and EEG have become more widely accessible to researchers. By using a variety of structural and functional neuroimaging techniques, these studies have already made considerable progress in terms of our understanding of neural networks and processing related to first and second language acquisition. However, the methodological designs employed in neuroimaging studies to test language learning have been questioned by applied linguists working within the field of second language acquisition (SLA). One of the major criticisms is that tasks designed to measure language learning gains rarely have a communicative function, and seldom assess learners’ ability to use the language in authentic situations. This brings the validity of many neuroimaging tasks into question. The fundamental reason why people learn a language is to communicate, and it is well-known that both first and second language proficiency are developed through meaningful social interaction. With this in mind, the SLA field is in agreement that second language acquisition and proficiency should be measured through learners’ ability to communicate in authentic real-life situations. Whilst authenticity is not always possible to achieve in a classroom environment, the importance of task authenticity should be reflected in the design of language assessments, teaching materials, and curricula. Tasks that bear little relation to how language is used in real-life situations can be considered to lack construct validity. This paper first describes the typical tasks used in neuroimaging studies to measure language gains and proficiency, then analyses to what extent these tasks can validly assess these constructs.

Keywords: neuroimaging studies, research design, second language acquisition, task validity

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Authors: Madad Ali

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In the contemporary landscape of international travel, the infusion of digital technologies has given rise to innovative business models that are reshaping the dynamics of tourism. This research delves into the transformative potential of these novel business models within the realm of digital tourism and their multifaceted impact on local businesses, residents' quality of life, and the overall travel experience. The study focuses on the captivating backdrop of Yunnan Province, China, renowned for its rich cultural heritage and diverse ethnic minorities, to uncover the intricate nuances of this phenomenon. The primary objectives of this research encompass the identification and categorization of emerging business models facilitated by digital technologies, their implications on tourist engagement, and their integration into the operations of local businesses. By employing a mixed-methods approach, blending qualitative techniques like interviews and content analysis with quantitative tools such as surveys and data analysis, the study provides a comprehensive evaluation of these business models' effects on various dimensions of the tourism landscape. The distinctiveness of this research lies in its exclusive focus on Yunnan Province, China. By concentrating on Yunnan Province, the research contributes exceptional insights into the interplay between digital tourism, ethnic diversity, cultural heritage, and sustainable development. The study's outcomes hold significance for both scholarly discourse and the stakeholders involved in shaping the region's tourism strategies.

Keywords: business model, digital tourism, international travel, local businesses, quality of life

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Authors: Nawel Mansouri

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Weblog as a form of internet-based resources has become popular as an authentic and constructive learning tool, especially in the language classroom. This research explores the use of weblog storytelling as a pedagogical tool to develop Algerian EFL students’ creative writing. This study aims to investigate the effectiveness of weblog- writing and the attitudes of both Algerian EFL students and teachers towards weblog storytelling. It also seeks to explore the potential benefits and problems that may affect the use of weblog and investigate the possible solutions to overcome the problems encountered. The research work relies on a mixed-method approach which combines both qualitative and quantitative methods. A questionnaire will be applied to both EFL teachers and students as a means to obtain preliminary data. Interviews will be integrated in accordance with the primary data that will be gathered from the questionnaire with the aim of validating its accuracy or as a strategy to follow up any unexpected results. An intervention will take place on the integration of weblog- writing among 15 Algerian EFL students for a period of two months where students are required to write five narrative essays about their personal experiences, give feedback through the use of a rubric to two or three of their peers, and edit their work based on the feedback. After completion, questionnaires and interviews will also take place as a medium to obtain both the students’ perspectives towards the use of weblog as an innovative teaching approach. This study is interesting because weblog storytelling has recently been emerged as a new form of digital communication and it is a new concept within Algerian context. Furthermore, the students will not just develop their writing skill through weblog storytelling but it can also serve as a tool to develop students’ critical thinking, creativity, and autonomy.

Keywords: Weblog writing, EFL writing, EFL learners' attitudes, EFL teachers' views

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Authors: R. W. Chan, Kan Kan Chan

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Augmented Reality (AR), with the affordance of bridging between real world and virtual world, brings users immersive experience. It has been applied in education gradually and even come into practice in student daily learning. However, a systematic review shows that there are limited researches in the area of vocabulary acquisition in early childhood education. Since kindergarten is a key stage where children acquire language and AR as an emerging and potential technology to support the vocabulary acquisition, this study aims to explore its value in in real classroom with teacher’s view. Participants were a class of 5 to 6 years old kids studying in a Macau school that follows Cambridge curriculum and emphasizes multicultural ethos. There were 11 boys, 13 girls, and in a total of 24 kids. They learnt animal vocabulary using mobile device and AR flashcards, IPad to scan AR flashcards and interact with pop-up virtual objects. In order to estimate the effectiveness of using Augmented Reality, children attended vocabulary pre-posttest. In addition, teacher interview was administrated after this learning activity to seek practitioner’s opinion towards this technology. For data analysis, paired samples t-test was utilized to measure the instructional effect based on the pre-posttest data. Result shows that Augmented Reality could significantly enhance children vocabulary learning with large effect size. Teachers indicated that children enjoyed the AR learning activity but clear instruction is needed. Suggestions for the future implementation of vocabulary acquisition using AR are suggested.

Keywords: augmented reality, kindergarten children, vocabulary learning, Macau

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Authors: Jutta Ransmayr

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The German language is known to be one of the most varied and diverse languages in Europe. This variance in the standard language can be conceptualized using the pluricentric concept, which has been useful for describing the German language for more than three decades. Up to now, there have hardly been any well-founded studies of how Austrian teachers and pupils conceptualize the German language and how they view the varieties of German and especially Austrian German. The language attitudes and norms of German teachers are of particular interest in the normative, educational language-oriented school context. The teachers’ attitudes are, in turn, formative for the attitudes of the students, especially since Austrian German is an important element in the construction of Austrian national identity. The project 'Austrian German as a Language of Instruction and Education' dealt, among other things, with the attitude of language laypeople (pupils, n = 1253) and language experts (teachers, n = 164) towards the Austrian standard variety. It also aimed to find out to what extent external factors such as regional origin, age, education, or media use to influence these attitudes. It was examined whether language change phenomena can be determined and to what extent language change is in conflict with loyalty to variants. The study also focused on what norms prevail among German teachers, how they deal with standard language variation from a normative point of view, and to what extent they correct exonorm-oriented, as claimed in the literature. Methodologically, both quantitative (questionnaire survey) and qualitative methods were used (interviews with 21 teachers, 2 group discussions, and participatory observation of lessons in 7 school classes). The data were evaluated in terms of inference statistics and discourse analysis. This paper reports on the results of this project.

Keywords: Austrian German, language attitudes and linguistic identity, linguistic loyalty, teachers and students

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Authors: Imoh Philip

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This work investigates four verbal extensions; two in each set resulting in two opposite effects of the valency of verbs in Basà language. Basà language is an indigenous language spoken in Kogi, Nasarawa, Benue, Niger states and all the Federal Capital Territory (FCT) councils. Crozier & Blench (1992) and Blench & Williamson (1988) classify Basà as belonging to Proto–Kru, under the sub-phylum Western –Kru. It studies the effects of such morphosyntactic operations in Basà language with special focus on ‘reflexives’ ‘reciprocals’ versus ‘causativization’ and ‘applicativization’ both sets are characterized by polar syntactic processes of either decreasing or increasing the verb’s valency by one argument vis-à-vis the basic number of arguments, but by the similar morphological processes. In addition to my native intuitions as a native speaker of Basà language, data elicited for this work include discourse observation, staged and elicited spoken data from fluent native speakers. The paper argues that affixes attached to the verb root, result in either deriving an intransitive verb from a transitive one or a transitive verb from a bi/ditransitive verb and equally increase the verb’s valence deriving either a bitransitive verb from a transitive verb or a transitive verb from a intransitive one. Where the operation increases the verb’s valency, it triggers a transformation of arguments in the derived structure. In this case, the applied arguments displace the inherent ones. This investigation can stimulate further study on other transformations that are either syntactic or morphosyntactic in Basà and can also be replicated in other African and non-African languages.

Keywords: verbal extension, valency, reflexive, reciprocal, causativization, applicativization, Basà

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Authors: Shannon Clayton

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In an effort to explore the potential transformation of North American postwar suburbs, this M.Arch thesis actively engages in the ongoing critique of modernism from the mid 20th century to the present. Contemporary urban design practice has emerged out of the reaction to orthodox modernism. Typically, new suburban development falls into one of two strategies; an attempt to replicate pre-war fabric that never existed, or a reliance on high-density to create instant urbanism. In both cases, the critical role of architecture has been grossly undervalued. Ironically, it is the denial of suburbia’s inherent modernity that has served to prevent genuine place-making. As history demonstrates, modernism is not antithetical to architecture and place. In the postwar years, a critical discussion emerged amongst architects, which sought to evolve modernism beyond functionalism. This was demonstrated through critical discussions on image, experience, and monumentality. As well as increased interest in civic space, and investigations into mat urbanism and the megastructure. The undercurrent within these explorations was a belief that the scale and complexity of modern development could become an opportunity to create urbanism, rather than squander it. This critical discourse has continued through architectural work in the Netherlands and Denmark since the early 1990s, where an emphasis on visual variety, human scale, and public interaction has been given high priority. This thesis applies principles from this ongoing dialogue, and identifies hidden potential within existing North American suburban networks. As a result, the project re-evaluates the legacy of the master plan from a contemporary perspective.

Keywords: urbanism, modernism, suburbia, place-making

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Authors: Ann Vibert, Heather Hemming

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This paper presentation summarizes the findings and implications of research on the plight and practices of women educational leaders in public school systems and in one university. The authors, both women university administrators, are also scholars and researchers of education. The research project on which this paper presentation is based proposed to examine how women educational leaders imagined, experienced, and carried out their leadership roles in the context of a growing local and global accountability-based performativity discourse which is reshaping educational work especially for women, we argue, in both public school and post-secondary sites. The research employed critical ethnographic interviews with 20 women educational leaders in P-12 school systems and three women university level educational leaders. Data were collected on women educational leaders’ perceptions of the effects of accountability and performativity discourses on the nature of their work. Specifically, leaders were asked to speak to whether they experienced a growth in managerial work as a consequence of increased accountability demands; how they experienced their work changing as a consequence of accountability and performativity demands; how these changes impacted the central values they enacted in their work as women educational leaders changes; and how they responded to/negotiated/accommodated changes in the nature of their work developing as a consequence of accountability and performativity frameworks. Findings from the research data and analyses confirm and extend recent scholarly work on the gendered nature of performativity and accountability discourses and frameworks, and their differential effects across differing genders. The oral presentation we propose here focusses on those findings in terms of similarities for women educational leaders across different educational contexts.

Keywords: women in educational leadership, gender and educational performativity, accountability and women leaders, gender and educational leadership

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Authors: Sylvanus N. Wosu

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Research shows that factors, such as low motivation, preparation, resources, emotional and social integration, and fears of risk-taking, are the most common barriers to access, matriculation, and retention into science, technology, engineering, and mathematics (STEM) disciplines for underrepresented (URM) students. These factors have been shown to impact students’ attraction and success in STEM fields. Standardized tests such as the SAT and ACT often used as predictor of success, are not always true predictors of success for African and Hispanic American students. Without an adequate academic support environment, even a high SAT score does not guarantee academic success in science and engineering. This paper proposes a model for Academic Coaching for building success and inclusive excellence in STEM education. Academic coaching is framed as a process of motivating students to be independent learners through relational mentorship, facilitating learning supports inside and outside of the classroom or school environment, and developing problem-solving skills and success attitudes that lead to higher performance in the specific subjects. The model is formulated based on best strategies and practices for enriching Academic Performance Impact skills and motivating students’ interests in STEM. A scaled model for measuring the Academic Performance Impact (API) index and STEM is discussed. The study correlates API with state standardized test and shows that the average impact of those skills can be predicted by the Academic Performance Impact (API) index or Academic Preparedness Index.

Keywords: diversity, equity, graduate education, inclusion, inclusive excellence, model

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Authors: Victor Milanes, Martha Hubertz

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In the wake of COVID-19, all aspects of life have been estranged, and humanity has been forced to shift toward a more technologically integrated mode of operation. Essential work such as Healthcare, business, and public policy are a few notable industries that were initially dependent upon face-to-face modality but have completely reimagined their operation style. Unique to these fields, education was particularly strained because academics, teachers, and professors alike were obligated to shift their curriculums online over the course of a few weeks while also maintaining the expectation that they were educating their students to a similar level accomplished pre-pandemic. This was notable as research indicates two key concepts: Students prefer face-to-face modality, and due to the disruption in academic continuity/style, there was a negative impact on student's overall education and performance. With these two principles in mind, this study aims to inquire what online strategies could be best employed by teachers to educate their students, as well as what strategies could be adopted in a multimodal setting if deemed necessary by the instructor or outside convoluting factors (Such as the case of COVID-19, or a personal matter that demands the teacher's attention away from the classroom). Strategies and methods will be cross-analyzed via a ranking system derived from various recognized teaching assessments, in which engagement, retention, flexibility, interest, and performance are specifically accounted for. We expect to see an emphasis on positive social pressure as a dominant factor in the improved propensity for education, as well as a preference for visual aids across platforms, as research indicates most individuals are visual learners.

Keywords: technological integration, multimodal teaching, education, student engagement

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Authors: Carmen Aguilera-Carnerero

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Islamophobia, the unfounded hostility towards Muslims and Islam, has been deeply studied in the last decades from different perspectives ranging from anthropology, sociology, media studies, and linguistics. In the past few years, we have witnessed how the birth of social media has transformed formerly passive audiences into an active group that not only receives and digests information but also creates and comments publicly on any event of their interest. In this way, average citizens now have been entitled with the power of becoming potential opinion leaders. This rise of social media in the last years gave way to a different way of Islamophobia, the so called ‘cyberIslamophobia’. Considerably less attention, however, has been given to the study of islamophobic images that accompany the texts in social media. This paper attempts to analyse a corpus of 300 images of islamophobic nature taken from social media (from Twitter and Facebook) from the years 2014-2017 to see: a) how hate speech is visually constructed, b) how cyberislamophobia is articulated through images and whether there are differences/similarities between the textual and the visual elements, c) the impact of those images in the audience and their reaction to it and d) whether visual cyberislamophobia has undergone any process of permeating popular culture (for example, through memes) and its real impact. To carry out this task, we have used Critical Discourse Analysis as the most suitable theoretical framework that analyses and criticizes the dominant discourses that affect inequality, injustice, and oppression. The analysis of images was studied according to the theoretical framework provided by the visual framing theory and the visual design grammar to conclude that memes are subtle but very powerful tools to spread Islamophobia and foster hate speech under the guise of humour within popular culture.

Keywords: cyberIslamophobia, visual grammar, social media, popular culture

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