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Relevant bibliographies by topics / English Authors

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Academic literature on the topic 'English Authors'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "English Authors"

1

Mish, David. "Sharing Stories: English Language Learners Become English Language Authors." TESOL Journal 5, no. 1 (2014): 150–55. http://dx.doi.org/10.1002/tesj.128.

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Schaalje, G. Bruce, John L. Hilton, and John B. Archer. "Comparative Power of Three Author-Attribution Techniques for Differentiating Authors." Journal of Book of Mormon Studies (1992-2007) 6, no. 1 (1997): 47–63. http://dx.doi.org/10.2307/44759813.

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Abstract Over the last twenty years, various objective author-attribution techniques have been applied to the English Book of Mormon in order to shed light on the question of multiple authorship of Book of Mormon texts. Two methods, one based on rates of use of noncontextual words and one based on word-pattern ratios, measure patterns consistent with multiple authorship in the Book of Mormon. Another method, based on vocabulary-richness measures, suggests that only one author is involved. These apparently contradictory results are reconciled by showing that for texts of known authorship, the method based on vocabulary-richness measures is not as powerful in discerning differences among authors as are the other methods, especially for works translated into English by a single translator.

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Latrobe, Kathy Howard. "Ten English Authors for Young Adults." World Literature Today 79, no. 1 (2005): 69. http://dx.doi.org/10.2307/40158789.

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Santos, Gildenir Carolino. "Editorial English." ETD - Educação Temática Digital 11 (March 6, 2012): 6. http://dx.doi.org/10.20396/etd.v11iesp..894.

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With great satisfaction, we are opening 2010 year with this special issue, "Psychoanalysis and Philosophy: possible dialog?” with 15 studies: five articles, nine dossier texts and one experience report. Here we are addressing the representativity of two areas of the knowledge field: psychoanalysis and philosophy. In the dialogues outlined in this special issue, several authors have brought their contributions from different places and countries: Uruguay, Brazil and England. With this, we could devise an opening cover for the journal representing psychoanalysts and philosophers of the involved areas, discussed in several papers in this number: Jacques Lacan, Sigmund Freud, Michel Foucault, Gilles Deleuze and Friedrich Niestche, as a link among these authors in this puzzle.

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Khaghaninejad, Mohammad Saber, and Rahele Mavaddat. "Using English Discourse Markers: A Comparison of Persian and English Dentistry Authors." Theory and Practice in Language Studies 5, no. 1 (2015): 97. http://dx.doi.org/10.17507/tpls.0501.13.

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Svoljšak, Sonja. "English Editions and Works by English-Speaking Authors in Sigismund Zois’s Library." Library 20, no. 3 (2019): 371–94. http://dx.doi.org/10.1093/library/20.3.371.

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Abstract Baron Sigismund Zois of Ljubljana (1747–1819), who played a key role in the cultural and scientific advancement of the Enlightenment in Carniola, acquired an extensive book collection. Most of this collection, comprising 2,295 titles in approximately 5,000 volumes is now kept at the National and University Library in Ljubljana. This paper analyses a less known segment of Zois’s library, the English editions and works by English-speaking authors that make up more than ten per cent of his collection, in relation to his scientific interests and to other specific circumstances. An attempt is made to reconstruct the acquisition channels for these English editions, based on Zois’s remaining personal documents and correspondence. The collection was dispersed through the stacks during the 1820s and 1830s, and is currently being reconstructed as a part of the celebrations marking the 200th anniversary of Zois’s death.

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Praveen kumar, K., Venkata Naresh Mandhala, Sudheshna Vempati, and Dr Subba Rao Peram. "Finding author similarity by clustering probabilistic LSA factors in INDIAN english authors poetry." International Journal of Engineering & Technology 7, no. 2.7 (2018): 1096. http://dx.doi.org/10.14419/ijet.v7i2.7.12235.

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High dimensionality and sparseness is the big challenge to the data scientists to discover the similarity among the documents. In unsuper-vised learning data is unlabeled and there is no clear distance measures to discover the clusters among the data. In this paper we considered Indian English Authors poems to cluster them using Probabilistic Latent Semantic Analysis, using which we analyzed the authors similarity. We compared the results of clustering with Latent Semantic Analysis method, a word occurrence method. In this case, Results are shown that probabilistic methods are performing good clustering than the word occurrence method.

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Tittenbrun, Jacek. "English." Studia Krytyczne/Critical Studies, no. 1 (October 28, 2019): 18–46. http://dx.doi.org/10.25167/sk.1366.

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The present paper offers a critical analysis of what its authors call a new approach to social class. The analytical framework concerned is based on a large BBC-sponsored Internet survey and co-coauthored by a team of researchers led by Mike Savage. In theoretical terms, the most relevant observation to be made regarding the appproach under examination is its total dependence upon Pierre Bourdieu's concepts and ideas. This concerns first of all his theory of multiple 'capitals', two of which, e.e. social and cultural have been singled out by the exponents of the framework analysed in the paper as the building blocks of their own class theory. In other publications of the present author it has been shown that the purported Bourdesian 'capitals' are not any capitals at all, that they constitute misnomers, or even oxymorons. The consequences of this theoretical misunderstanding, to say the least, are as devastating in the case of Savage et al. as in the case of French thinker. The typology of social classes built upon such shaky grounds is found wanting in many respects; inter alia, such concepts as the middle class and the precariat are being criticised in more detail. Overall, the authors' shameless self-adevertising campaign, their analytic framework contains scarcely any new insights or ideas and mirrors other people's errors and failings instead.

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Santos, Gildenir Carolino, and Rosemary Passos. "Editorial English." ETD - Educação Temática Digital 10, no. 1 (2009): 1. http://dx.doi.org/10.20396/etd.v10i1.1012.

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We are pleased to bring to you this issue, volume 10 - number 1, with unpublished works of researchers and authors of various areas, that once again contribute with ETD - Digital Thematic Education, and therefore, with the whole area of education and related fields.

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Warsidi, Warsidi, Andi Muhammad Irawan, Zifirdaus Adnan, and Iskandar Abdul Samad. "Citation studies in English vs. Indonesian research article introductions (RAIs) in the history discipline." Studies in English Language and Education 10, no. 2 (2023): 598–613. http://dx.doi.org/10.24815/siele.v10i2.28343.

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Citation studies in research articles (RAs) have been widely conducted worldwide, but such studies rarely compared English and Indonesian RAs, especially within the history discipline. Therefore, the researchers intended to analyze and compare citations in English and Indonesian research article introductions (RAIs) in the history discipline using a genre approach for the analysis and a descriptive qualitative approach for the reports. In this regard, 30 RAIs from both data sets were analyzed using two different frameworks: one is to identify citation ways and, the other one is to analyze citation types. The results revealed that English and Indonesian authors tended to employ descriptions more than other techniques when citing sources. However, English authors employed this technique more than Indonesian authors. In addition, both English and Indonesian authors also used a non-integral type more frequently than the integral counterpart, but English authors employed this type more frequently than Indonesian authors. Thus, these results conclude that although both English and Indonesian authors tended to assimilate their citations and avoid integrating them, English authors still employed this citation technique and type more frequently than Indonesian authors.

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Dissertations / Theses on the topic "English Authors"

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Cheung, Sui-fan Ellen. "The notion of 'identity' and the role of English in the writings of Singaporean and Malaysian writers." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31951922.

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Cheung, Sui-fan Ellen, and 張瑞芬. "The notion of 'identity' and the role of English in the writings of Singaporean and Malaysian writers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31951922.

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Loman, Lilia. "Suicide-authors : a deconstructive study." Thesis, University of Nottingham, 2005. http://eprints.nottingham.ac.uk/30977/.

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The purpose of this thesis is to problematize the relationship between suicide and the author. On the basis of a deconstructive approach, it will study the effect of the self-inflicted death of the writer, namely the emergence of a dual figure, the "suicide-author". To deconstruct the suicide-author, this thesis will combine theoretical issues with examples taken from authors who killed themselves, including texts written by the suicides and by their survivors. Such texts will be referred to as "memorial texts" and will constitute a key element in the deconstruction of the figure of the author, namely his/her "posthumous persona". The thesis is divided into two parts. Part I, comprising the first three chapters, will propose an anti-teleological theorizing of suicide, followed by a study of the role of memorial texts in the deconstruction of the figure of the suicide author and a problematizing of Roland Barthes's concept of the "death of the author" in the context of the multiplicity of deaths of the suicide-author. In Chapter Two, the study of memorial texts will be developed in conjunction with analysis of selected examples, such as Yukio Mishima, Mario de Sa-Carneiro, Vladimir Mayakovsky, Sergei Esenin, Raymond Roussel, Walter Benjamin, Anne Sexton, and Virginia Woolf. Also divided into three chapters, Part II is dedicated to an extended analysis of the thesis' case study, namely Sylvia Plath. Rather than focusing on Plath's suicide as an individual unique case, the second part aims at extending and complementing the discussion of the issues previously proposed. Of particular interest is the magnifying of such issues offered by the mythical aura of the Plath case. Chapter Four deals with the "voice of the other", the deconstruction of Plath's image by the living, including both those who had known her in person and the so called "anonymous witnesses" to her suicide, namely critics, journalists, et al. Chapter Five focuses on the "voice of the deceased", as emanating from Plath's writings. Finally, Chapter Six analyses the Plath-Hughes dialogue, with attention to Hughes's particular role in the deconstruction of her posthumous persona.

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Merrill, Ashley. "The Evolution of Nancy Drew, Cultural Icon: Readers, Writers, and Fanfiction Authors." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03212007-201056/.

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Nancy Drew is widely recognized as an influential American cultural icon. In this paper I make a detailed examination of Nancy's initial characterization as girl sleuth in the first ten books of the Nancy Drew Mystery Stories, published in the 1930s. I spend another chapter examining the initial volumes of later Nancy Drew series books, specifically the 1960s rewritten texts, the 1980s-90s Nancy Drew Files series, and the contemporary Girl Detective series. My penultimate chapter discusses Nancy Drew as realized in fanfiction, or stories written by readers and fans. My emphasis is on explaining Nancy's appeal as a cultural icon and the ways fanfiction authors reinvent and appropriate that icon for their own purposes in stories. To this end I cite fanfic writers and readers' response to why they read and write Nancy Drew fanfiction, and I analyze the content and function of a sample of stories written by Nancy Drew fans. I conclude that Nancy's appeal and the basis of her status as cultural icon is due to her unique nature as a figure frozen in transition between adolescence and adulthood, along with her more conventionally admirable traits. Her Everygirl appearance when removed from that unique matrix makes her extremely adaptable to readers for their own purposes, both within the context of fanfiction and without.

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Head, Dominic John. "The modernist short story : theory and practice in five authors." Thesis, University of Warwick, 1989. http://wrap.warwick.ac.uk/106470/.

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I am proposing a connection between the generic capacities of the short story and the way in which writers have depicted their social world, a connection which stems from a special kind of literary experience relevant to readers, as well as to writers, of short stories. LP. Hartley, discussing the status of the short story in the sixties, noted how readers were apt to 'devour them singly on a news sheet' but would be disinclined to read them in collections. The reason for this was (and is) the 'unusual concentration’ the genre demands, a concentration which permits no respite in a series of short stories because '"starting and stopping” exhausts the reader's attention just as starting and stopping uses up the petrol In a car'.* Hartley's yardstick was the comparatively favourable fate of the novel, and this same comparison - novel versus short story — has proved pervasive in short story criticism, as we shall see. The main point here, however, is Hartley's emphasis on a unique kind of attention demanded by the short story. Susan Lohafer writes that short stories 'put us through something — reality warp is the shorthand for it', and this may be the best shorthand definition we can come up with, indicating as it does two key elements of the short story: its intensity and its exaggerated artifice.

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Moldenhauer, Martin A. Fortune Ron. "Teaching concepts of textuality through engagement with authors' manuscripts." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803729.

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Thesis (D.A.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 5, 2006. Dissertation Committee: Ronald Fortune (chair), Rodger Tarr, Ray Lewis White, Douglas Hesse. Includes bibliographical references (leaves 187-199) and abstract. Also available in print.

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Fournier, Helene. "The nature of task representation by novice multimedia authors /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85160.

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The continuing importance of literacy and the emergence of electronic text forms have incited interest in the use of technology in a number of domains, among them writing and multimedia authoring. The expectation is that technology will facilitate the writing process by supporting cognitive processes and align school instruction with real-world tasks by providing more meaningful learning environments. This study tracked middle school students' task representation as they participated in protracted multimedia design and writing tasks. Students were engaged in the creation of a literary magazine over several weeks, with both written and media products linked to a particular theme. Cognitive strategies and behaviours associated with problem solving and communication are described through joint design activities. Students' working activities and their competencies in English Language Arts and Computer Science were identified, and cognitive processes tracked in negotiating and defining the boundaries of the task. Teachers' task representations were also examined in terms of their ability to address student variability; strengths and weaknesses between members of a group as well as their inherent dynamics are brought to the fore. Results point to the need for a better understanding of complex cognitive activities in developing new and more sophisticated repertoires of practice to realize the vision of children 'constructing' their own knowledge. Consequently, educators will gain new insights into what students can achieve when given the opportunities and the tools to do so. The role of educators is seen as instrumental in providing structure and mechanisms for supporting students' engagement in complex tasks. Findings underscore the importance of adopting a broader framework for thinking about the impact of students' participation in literacy projects. Limitations of the study are addressed as well as the key variables in the research on written

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Gordon, Rebecca. "Constructed selves : the manipulation of authorial identity in selected works of Christopher Isherwood." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=53335.

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Coleman, Susanna Roozen Kevin Roger. ""A real reflection of how I write" young adult female authors seizing agency through fan fiction /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/English/Thesis/Coleman_Susanna_29.pdf.

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Zhang, Yanping, and 张燕萍. ""Of human bondage": Somerset Maugham in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45846728.

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Books on the topic "English Authors"

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Alice, Johnston-Newman, and Zayat Jaklin, eds. Famous Canadian authors: Developing English skills. Pearson Longman, 2008.

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Publishing, Macmillan, and Twayne Publishers. Twayne's English Authors. Twayne Publishers, 1999.

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Twayne's English Authors. Twayne Publishers, 1999.

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TWAYNE. Twayne's English Authors. MacMillan Publishing Company, 1997.

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Famous English Authors. Libraries of Hope, 2022.

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Eli, Bieman. English Authors Series - William Shakespeare: The Romances (English Authors Series). Twayne Publishers, 1990.

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Robe, Payne. English Authors Series - Geoffrey Chaucer, 2nd Edition (English Authors Series). Twayne Publishers, 1986.

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Various. Stories by English Authors. Wildside Press, 2013.

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Conan, Doyle Arthur. Stories by English Authors. Creative Media Partners, LLC, 2022.

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Corn. English Authors Series - John Milton: The Prose Works (English Authors Series). Twayne Publishers, 1998.

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Book chapters on the topic "English Authors"

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Gill, Richard. "Authors." In Mastering English Literature. Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13596-7_6.

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Beer, Lewis. "Authors and Readers in Chaucer’s House of Fame." In Medieval English Literature. Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-46960-1_8.

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Tan, Qian, Xiaoqun Yuan, and Zixing Li. "Investigation of Chinese Authors for English Predatory Journals." In Wisdom, Well-Being, Win-Win. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57867-0_30.

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Ferreira-Meyers, Karen. "Does Autofiction Belong to French or Francophone Authors and Readers Only?" In Autofiction in English. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89902-2_2.

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Maciulewicz, Joanna. "The Authors’ Search for Creative Autonomy." In Representations of Book Culture in Eighteenth-Century English Imaginative Writing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92609-4_5.

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Jiang, Lan. "Fir-Flower Tablets and Its Authors." In A History of Western Appreciation of English-translated Tang Poetry. Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56352-6_13.

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Knight, Stephen. "Industry in the Work of Mainstream Authors." In English Industrial Fiction of the Mid-Nineteenth Century. Routledge, 2024. http://dx.doi.org/10.4324/9781003470700-5.

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Fisher, Matthew. "When Variants Aren’t: Authors as Scribes in Some English Manuscripts." In Texts and Transitions. Brepols Publishers, 2013. http://dx.doi.org/10.1484/m.tt-eb.1.101741.

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Schultz, David M. "Guidance for English as a Second Language Authors and Their Coauthors." In Eloquent Science. American Meteorological Society, 2009. http://dx.doi.org/10.1007/978-1-935704-03-4_16.

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Hayn, Judith A., Karina R. Clemmons, and Heather A. Olvey. "Trans* Young Adult Literature for Secondary English Classrooms: Authors Speak Out." In Teaching, Affirming, and Recognizing Trans and Gender Creative Youth. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56766-6_12.

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Conference papers on the topic "English Authors"

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Rathouzská, Lucie. "Imaginative contemplation in the 14th century English mysticism." In The Figurativeness of the Language of Mystical Experience. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9997-2021-3.

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In this paper, I focus on imagination in 14th century English mysticism and modern approaches of Richard Rolle’s, Walter Hilton’s, and the unknown author of the Cloud of Unknowing’s concept of imagination. There are several inconsistencies within contemporary approaches to the imagination, affectivity, and bodily metaphors, implying a contradictory appreciation of the three English authors. In this paper, I will discuss criticism of imagination in the mysticism of these three English authors. Moreover, some possible responses will be highlighted.

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Mubinov, M. A. "The Study of Political, Socio-Economic Life of Bukhara Emirate by English-Speaking Authors." In IV Международный научный форум "Наследие". SB RAS, 2023. http://dx.doi.org/10.25205/978-5-6049863-1-8-66-71.

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the article systematizes and summarizes historiographic material - studies of foreign English-speaking authors on the history of Bukhara Emirate in the XIX century. A brief characteristic of the works of Western English-speaking authors and the periodization of foreign English literature on the history of the Emirate are presented.

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Latypova, Y. A., and B. V. Ishmuratov. "CONCEPT «SAFETY» IN RUSSIAN AND ENGLISH LANGUAGES." In Young scientists’ researches and achievements in science. Latypova, Y.A., 2023. http://dx.doi.org/10.61726/2328.2024.22.61.001.

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This article is devoted to the analysis of the concept of «security» in Russian and English. The authors investigated the semantics and usage of the term «security» in both languages. The author discusses the reasons for the differences in understanding of the concept of «security» in Russian and English and points out the need to take into account the context of the use of the term in translation. The study allows us to better understand the peculiarities of the Russian and English languages and their interaction in international relations. The concept of «security» is one of the most important problems in the modern world. It affects various aspects of people's lives, including economics, politics, society and technology. In this article we will look at the concept of security in Russian and English and compare how it is perceived in different cultures

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Osinovskaia, Liudmila, and Yuliya Shekhovskaya. "Russian and English metaphorics: Comparative analysis of biathlon discourse." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.12139o.

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In this article, the authors consider semantic and structural features of the metaphor use in the Russian and English biathlon discourse, as well as metaphor role and use in the biathlon mass media discourse framework. The research of biathlon discourse enriches metaphor definition. The concept “biathlon” serves the material for the analysis of metaphorical meaning transfer. The authors underline its importance as a basic model of the text formation. The researchers pay much attention to the question of metaphorical formation role and functions within biathlon mass media discourse. The article contains information on the classification of basic metaphorical models. The study defines groups of Russian and English metaphors in biathlon mass media discourse and reveals their linguistic and intercultural differences. To obtain data, the authors use comparative analysis method of Russian and English metaphors. The authors prove the importance of metaphors in biathlon mass media discourse quantitatively. That lets them assume metaphor as a means of avoiding speech monotony therefore enhancing its emotional influence within biathlon mass media discourse.

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Osinovskaia, Liudmila, and Yuliya Shekhovskaya. "Russian and English metaphorics: Comparative analysis of biathlon discourse." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.12139o.

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In this article, the authors consider semantic and structural features of the metaphor use in the Russian and English biathlon discourse, as well as metaphor role and use in the biathlon mass media discourse framework. The research of biathlon discourse enriches metaphor definition. The concept “biathlon” serves the material for the analysis of metaphorical meaning transfer. The authors underline its importance as a basic model of the text formation. The researchers pay much attention to the question of metaphorical formation role and functions within biathlon mass media discourse. The article contains information on the classification of basic metaphorical models. The study defines groups of Russian and English metaphors in biathlon mass media discourse and reveals their linguistic and intercultural differences. To obtain data, the authors use comparative analysis method of Russian and English metaphors. The authors prove the importance of metaphors in biathlon mass media discourse quantitatively. That lets them assume metaphor as a means of avoiding speech monotony therefore enhancing its emotional influence within biathlon mass media discourse.

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Simaki, Vasiliki, Panagiotis Simakis, Carita Paradis, and Andreas Kerren. "Identifying the Authors’ National Variety of English in Social Media Texts." In RANLP 2017 - Recent Advances in Natural Language Processing Meet Deep Learning. Incoma Ltd. Shoumen, Bulgaria, 2017. http://dx.doi.org/10.26615/978-954-452-049-6_086.

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Davletova, Natalya S., and Mariya V. Izbitskaya. "THE WORD GAS: MEANING AND INTERPRETATION." In Люди речисты - 2021. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-49-5-2021-215-224.

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The noun “gas” is the object of this paper. The authors analyze and compare the meanings of the word “gas” and its functions using English-English and English-Russian dictionaries. Also “gas” collocations are presented in the article. The results given in the paper will be useful for the English Integrated Learning process.

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Sergaliyeva, Dinara, and Dariya Assanova. "USING INSTAGRAM IN THE PROCESS OF LEARNING ENGLISH LANGUAGE." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(29).

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Currently, social networks are increasingly attracting the sphere of education. The options for using Instagram in teaching are versatile and often depend on the imagination and creativity of the teacher. In this article, the authors consider the theoretical foundations of using the Instagram social network in teaching English. Special attention is paid to the definition of Instagram, the description of its capabilities in the educational environment. Students were experimentally tested to identify the effectiveness of using the Instagram service. Based on this study, the authors concluded that the joint use of traditional teaching methods with the Instagram Internet resource led to a stronger fixation of the material than using only traditional methods.

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Gryaznova, Valeriya-Elizaveta I., and Irina G. Kopytich. "THE PROCESSES OF ABBREVIATION IN MODERN ENGLISH (ON THE EXAMPLE OF MEDICAL TERMINOLOGY)." In Люди речисты - 2021. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-49-5-2021-17-22.

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Loboda, M., and L. Litvinova. "RICHARD THE LIONHEART, THE ENGLISH KING." In Manager of the Year. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2022. http://dx.doi.org/10.34220/my2021_140-142.

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The article is dedicated to the English King Richard the Lionheart. The authors explore the reasons for the popularity of this king with the English, they made Richard the hero of countless English medieval ballads and songs. The article provides general biographical information on Richard the Lionheart, examining the dynastic grounds for his ascension to the English throne. Opposite to other English kings, Richard received his second noble name “Lionheart” as a result of the Crusade. His amazing courage and even rage for the Holy Sepulchre struggle, sacrifice, energy, commitment to the holy ideals, the talent of a warrior, human kindness are considered the undoubted positive qualities of the king. As the British think these are the basis for this English king to become famous in the history of the country and in the memory of the people. But some historical sources are rather critical towards well-established opinion about Richard the Lionheart, however, the fact of popular recognition of him as a real king, warrior and defender remains unquestionable.

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Reports on the topic "English Authors"

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O’ Brien, Gisela, Magaly Lavadenz, and Elvira Armas. Project-Based Learning for English Learners: Promises and Challenges. CEEL, 2014. http://dx.doi.org/10.15365/ceel.article.2014.1.

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In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.

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Armas, Elvira G., Magaly Lavadenz, Natividad Rozsa, and Gisela O’Brien. English Learner Master Plan Playbook: Developing Equitable Local Policies for Multilingual and English Learners Students. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.elmasterplan2021.

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The education of English Learners (ELs) is informed by federal, state, and local policies, research and practice. The EL Master Plan is the Local Education Agency’s (LEA) policy document that has the potential to positively impact the educational programs, practices and experiences of ELs. Aligned and informed by California’s English Learner Roadmap policy as well as federal requirements, this playbook is a guide for educational partners to use to achieve four goals in their LEAs EL Master Plans: (1) equitable, coherent, and sustainable systems; (2) equity-driven processes to deliver research-based programs and practices; (3) effective family-community engagement; and (4) accountability models that ensure EL students’ success. The authors include a variety of tools and processes for LEA’s to use in the development of their EL Master Plan.

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Gold, Norman, Magaly Lavadenz, Martha Hernández, and Shelly Spiegel-Coleman. Equitable and Fair Assessments of English Learners in California’s New Assessment System. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.1.

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This article focuses on the assessment needs that are unique to English learners (ELs) and provides a comprehensive set of recommendations regarding their equitable and fair assessment. Specific recommendations are provided for when to assess ELs, accommodations for ELs, and the budget and infrastructure that necessary to support these accommodations. The authors expect that these recommendations resonate with state leaders and policymakers as the state of California transitions to a new state assessment system.

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.

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Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.

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In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.

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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teaching classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.

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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.62.

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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teach classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching, and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.

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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>

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Estrada-Miller, Jeimee, Leni Wolf, Elvira Armas, and Magaly Lavadenz. Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll. Loyola Marymount University, 2022. http://dx.doi.org/10.15365/ceel.policy.11.

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This research and policy brief uplifts findings from a 2021 poll of 129 LAUSD and affiliate charter school English Learner families. The poll covers a broad range of topics including families’ pandemic experiences in and outside of school, communication with schools, levels of engagement and representation in school-based decisions, and expectations of schools for the future. Findings indicate that: (1) a majority of EL families are engaged and report that they attend school activities; (2) EL families report feeling heard at their school sites and would like more personalized communication like home visits and calls; (3) EL families want more information about their child’s academic and English language development; and (4) EL Families want schools to rethink how they educate students, including more one-on-one academic support and wrap-around services. Based on these findings, the authors make both short- and long-term recommendations for policy and practice. This brief is intended to be used as a supplement to the full report—a joint effort by Great Public Schools Now, Loyola Marymount University’s Center for Equity for English Learners, and Families in Schools which captures perspectives of 500 English learner and non-English learner families.

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