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Aprilliandari, Dwi Indra. "Contemporary online Indonesian folk literature for 21st century learners." UAD TEFL International Conference 2 (January 19, 2021): 227. http://dx.doi.org/10.12928/utic.v2.5763.2019.
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This research intends to acknowledge the advantages of contemporary online Indonesian folk literature for 21st century learners. The 21st century is a technology era where information can be spread faster and an internet connection is the most important thing to share all the information around the world. It is qualitative research which are aimed at revealing the use of Indonesian folk literature for Indonesian learners which learn English as a foreign language. There is still a lack of research about Indonesian folk literature for 21st century learners; therefore, this research is significant to be conducted. The finding of this research can be described as follows: First, contemporary online Indonesian folk literature is as an instructional media that combine the positive sides of traditional mode such as define, extract and deliver the moral values contain in literary works with technology use to keep, improve and engage the students’ interest to learn English but reminds to keep their culture roots. Second, technology improves the learners to combine the traditional and modern ways of learning. Third, 21st century skills help the learners to be able to compete in this era.
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Khabibullina, Lilia F. "Postcolonial Trauma in the 21st-Century English Female Fiction." Imagologiya i komparativistika, no. 15 (2021): 89–104. http://dx.doi.org/10.17223/24099554/15/5.
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The postcolonial fiction of the 21st century has developed a new version of family chronicle depicting the life of several generations of migrants to demonstrate the complexity of their experience, different for each generation. This article aims at investigating this tradition from the perspective of three urgent problems: trauma, postcolonial experience, and the “female” theme. The author uses the most illustrative modern women’s postcolonial writings (Z. Smith, Ju. Chang) to show the types of trauma featured in postcolonial literature as well as the change in the character of traumatic experience, including the migrant’s automythologization from generation to generation. There are several types of trauma, or stages experienced by migrants: historical, migration and selfidentification, more or less correlated with three generations of migrants. Historical trauma is the most severe and most often insurmountable for the first generation. It generates a myth about the past, terrible or beautiful, depending on the writer’s intention realized at the level of the writer or the characters. A most expanded form of this trauma can be found in the novel Wild Swans by Jung Chang, where the “female” experience underlines the severity of the historical situation in the homeland of migrants. The trauma of migration manifests itself as a situation of deterritorialization, lack of place, when the experience of the past dominates and prevents the migrants from adapting to a new life. This situation is clearly illustrated in the novel White Teeth by Z. Smith, where the first generation of migrants cannot cope with the effects of trauma. The trauma of selfidentification promotes a fictitious identity in the younger generation of migrants. Unable to join real life communities, they create automyths, joining fictional communities based on cultural myths (Muslim organizations, rap culture, environmental organizations). Such examples can be found in Z. Smith’s White Teeth and On Beauty. Thus, the problem of trauma undergoes erosion, because, strictly speaking, with each new generation, the event experienced as traumatic is less worth designating as such. Compared to historical trauma or the trauma of migration, trauma of self-identification is rather a psychological problem that affects the emotional sphere and is quite survivable for most of the characters.
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Bernstein, Lisa. "10. Teaching World Literature for the 21st Century: Online Resources and Interactive Approaches." Collected Essays on Learning and Teaching 6 (June 17, 2013): 54. http://dx.doi.org/10.22329/celt.v6i0.3769.
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This paper introduces a pedagogical approach and strategies for using online resources and interactive media to teach in English about writers and writing from around the world without colonizing or excluding other languages and cultures. First, I explain the context and challenges of teaching world literature: the importance of including diverse works and authors; competing definitions and information overload; barriers to international availability and accessibility of non-dominant works and of non-English languages; and students’ limited historical and cross-cultural knowledge. I then show how faculty can incorporate open-source Internet and interactive multimedia resources into world literature courses in ways that allow alternative and outsider voices to challenge and expand national, ethnic, linguistic, socio-political, and disciplinary boundaries. Faculty can use web resources such as blogs and wikis; online self-publishing and translation sites; maps, timelines, primary documents, and other sources of historical and socio-political context; and social media platforms to create a more inclusive notion of world literature, as well as a learning process that is dynamic, collaborative, and relevant to students’ daily lives.
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Jensen, Amber. "Fostering preservice teacher agency in 21st century writing instruction." English Teaching: Practice & Critique 18, no. 3 (October 14, 2019): 298–311. http://dx.doi.org/10.1108/etpc-12-2018-0129.
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Purpose This paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting them to examine and (re)construct discourses around identity, beliefs and teaching contexts. It explores metacognitive interventions that supported one PST to assume agency to implement twenty-first century writing pedagogies that challenged institutional and curricular norms. Design/methodology/approach A case study design was used to explore how one PST enacted agency in teaching twenty-first century writing during student teaching. Data were collected from five stimulated recall interviews that prompted metacognition over a four-month internship semester. Emerging themes were analyzed using content analysis. Findings During interviews, the PST constructed narratives about herself, her beliefs and her teaching context in ways that catalyzed her agency to enact twenty-first century writing pedagogies in planning for instruction, framing learning with her students and negotiating with her colleagues. The PST perceived metacognitive intervention as a supportive framework for activating her agency to both “see” and “sell” (Nowacek, 2011) possibilities for implementing twenty-first century writing instruction in her first teaching context. Originality/value While most existing literature on teacher agency focuses on practicing teachers, this paper focuses on activating agency during teacher preparation. It draws upon theories of regulative discourse (Mills, 2015), transfer (Nowacek, 2011) and metacognition as constructs for agency to identify how English educators can prepare PSTs as agents for change.
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Ottestad, Einar, and Daniel S. Orlovich. "History of Peripheral Nerve Stimulation—Update for the 21st Century." Pain Medicine 21, Supplement_1 (August 1, 2020): S3—S5. http://dx.doi.org/10.1093/pm/pnaa165.
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Abstract Objective To present a history of the development of peripheral nerve stimulation. Methods Narrative literature review. Results Peripheral nerve stimulation has a history stretching from Scribonius Largus and eels in Mesopotamia to Michael Farady’s discovery in London, the German-English physician Julius Althaus’s application of electricity to a peripheral nerve, the sensational “Electreat” in the United States, to the application by Wall and Sweet of the gate theory proposed by Melzack and Wall to specialized neurosurgeons. Conclusions This is now a modern field in clinical neuroscience and medicine with improved technology, renewed interest by a diverse range of specialties, and accessibility with ultrasound.
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Shahrol, Siti Julia Mohd, Shahida Sulaiman, Mohd Razak Samingan, and Hasnah Mohamed. "A Systematic Literature Review on Teaching and Learning English Using Mobile Technology." International Journal of Information and Education Technology 10, no. 9 (2020): 709–14. http://dx.doi.org/10.18178/ijiet.2020.10.9.1447.
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Mobile technology has become increasingly popular in the past decade and provides a chance to move forward towards 21st century education. The art of teaching and learning English with the adoption of mobile technology creates a different learning environment for both teachers and students. Hence, reviewing existing works systematically is crucial in finding the gaps in teaching and learning English using mobile technology. A Systematic Literature Review (SLR) is conducted to identify important factors influenced in the teaching and learning English using mobile technology and existing studies in overcoming the issues. The results show that providing suitable educational technology is one of the key success factors to enhance teaching and learning English. This paper reports the key gap and limitation in current studies that focus on teaching and learning English using mobile technology.
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ChungChungHo. "Eighteenth-Century English Literature and Critique of Modernity: Notes towards Pre-/Anti-/Post-modern(ity) in the 21st Century." English & American Cultural Studies 10, no. 3 (December 2010): 221–50. http://dx.doi.org/10.15839/eacs.10.3.201012.221.
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Mohd Ali, Suraini, Haliza Harun, Normazla Ahmad Mahir, Norhaili Massari, Noor Saazai Mat Saad, and Keith Simkin. "Meeting The Demands Of The 21st Century English Language Learning Through PBL-LcCRAFT." GEMA Online® Journal of Language Studies 18, no. 2 (May 28, 2018): 255–66. http://dx.doi.org/10.17576/gema-2018-1802-17.
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Phadvibulya, Tavicha, and Sudaporn Luksaneeyanawin. "HybridNTELL Model: An Alternative Formula to Foster 21st Century Autonomous EFL Learners." MANUSYA 11, no. 2 (2008): 56–88. http://dx.doi.org/10.1163/26659077-01102004.
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This paper examines the design and development process of a Hybrid network technology-enhanced language learning (HybridNTELL) model and evaluates its effectiveness. The model is grounded in a Vygotsky-inspired social constructivism approach to foreign language learning. The concepts of Zone of Proximal Development (ZPD) and Mediation underlie the model design framework, generating interactive content-based instruction in a community of practice. The aim of the HybridNTELL model is to foster the EFL learner autonomy required to live and work in a 21st century knowledge-based community. Four dimensions of autonomy were formulated based on literature on social constructivist theory and the current thinking on learner autonomy. The four interactive dimensions were used to inform four different types of task design: reactiveinterdependence, reactive-independence, proactive-interdependence and proactiveindependence which are the key components of the HybridNTELL model. Two platforms for applying the model in an EFL context are asynchronous online communication on a discussion board and synchronous face-to-face communication in the classroom. The use of two specific platforms complementary creates a hybrid learning environment. To evaluate the model’s effectiveness, ninety first year Chulalongkorn University students were recruited in experiment by stratified random sampling method. The students participated in a HybridNTELL environment during a one-semester English foundation course which is compulsory for non-English major students. Findings suggest that the HybridNTELL model yields positive effects on EFL learning autonomy development based on an assessment of the improvement in students’ English proficiency, achievement test scores, curriculum-based holistic performance development and objective language development.
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Nourse, Sir Martin. "LAW AND LITERATURE – THE CONTRIBUTION OF LORD DENNING." Denning Law Journal 17, no. 1 (November 23, 2012): 1–18. http://dx.doi.org/10.5750/dlj.v17i1.301.
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At the beginning of the 21st century an audience consisting mainly of lawyers will not need to be persuaded that the law has a contribution to make to literature or, at any rate, that it has a literature of its own. A hundred years ago it might have been different. The Oxford Book of English Prose, published in 1925, contained extracts from only three reported judgments. By a coincidence, it was in the Yale Review of the same year that Benjamin Cardozo’s Law and Literature first appeared, since when the opinion has been growing, certainly amongst lawyers, that there must be something in it.
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Christie, Frances. "The study of language and subject English." Australian Review of Applied Linguistics 27, no. 1 (January 1, 2004): 15–29. http://dx.doi.org/10.1075/aral.27.1.02chr.
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Abstract Applied linguistics has not sufficiently addressed theories of teaching subject English in the mainstream classroom. This is unfortunate because applied linguistic theories can offer a great deal to the development of a theory of subject English. Over the last century, subject English has changed quite fundamentally, and it is increasingly in need of a theory of language to shape its future. At the end of the 19th century, English was a set of discrete English skills. Later, as literature achieved greater status at the university level, its teaching was also brought into school English, though the discrete skills and literary pursuits were at best brought into an uneasy amalgam. By the 1960s, in an effort to overcome the uneasy amalgam, “integrated” models of English teaching were proposed, and it was argued that the goal of the English program should be to promote “growth” through language. Terms like “language development” were adopted in English, though this was ironically at a time that teaching of knowledge about language became discredited. By the 21st century English had become increasingly synonymous with “literacy”, though a robust theory of knowledge about language was badly needed. Subject English needs new directions, of a kind that functional theories of language can provide.
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Nurgiyantoro, Burhan, and Anwar Efendi. "Re-actualisation of Puppet Characters in Modern Indonesian Fictions of the 21st Century." 3L The Southeast Asian Journal of English Language Studies 23, no. 2 (June 22, 2017): 141–53. http://dx.doi.org/10.17576/3l-2017-2302-11.
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Mushani, Mercy. "Science Process Skills in Science Education of Developed and Developing Countries: Literature Review." Unnes Science Education Journal 10, no. 1 (February 28, 2021): 12–17. http://dx.doi.org/10.15294/usej.v10i1.42153.
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The purpose of this literature review is to analyze and evaluate the research studies conducted on science process skills (SPS) in science education in the context of developed and developing countries. A follow-up to this study will investigate teacher facilitation of SPS development at Primary School level in Zambia. The method carried out in this study is a literature review. It involved analyzing and synthesizing some research work already conducted globally, considering the educational significance of SPS. The search was limited to peer-reviewed journal articles written in English and whose full papers were available on the databases. Additionally, the articles were published between 1987 and 2018 because SPS's teaching and learning has been prevalent in research since the early 1980s. In total, 198 articles were found as a result of the initial search. The researcher screened abstracts of these articles to judge their relevance, and from this screening process of abstracts, 40 papers have been included for review. Reviewed study trends on SPS development conducted from developed and developing countries focusing on three vantage points: science curriculum, teacher education and the 21st Century Learning. Based on the findings, more research studies on SPS in science education are carried out in developed countries than developing ones. The review findings indicate uneven inclusion of SPS in the science curriculum documents and the curriculum implementation at all science education levels. Lastly, results display few studies on SPS education regarding 21st Century Learning conducted in developed and developing countries. Concerned education bodies must take appropriate and reasonable exploits on teacher training of SPS education and the balanced inclusion of SPS in the science curriculum and its implementation into consideration. SPS still champions the development of other skills individuals are supposed to possess in this 21st-century era. Hence, SPS education in science education remains a need for both developed and developing countries.
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Suzdaltsev, Ilya. "Modern English Historiography of the Communist International: A General Overview." Novaia i noveishaia istoriia, no. 4 (2021): 18. http://dx.doi.org/10.31857/s013038640013465-9.
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The article is devoted to the analysis of the 21st-century English-language historiography of the Communist International. Contemporary historians are showing increasing interest in the study of this international organization. Three available conceptual approaches to this topic (“traditionalist”, “revisionist”, and “post-revisionist”) are considered and characterized, the works of historians from Great Britain, the USA, Canada, Ireland, Australia, New Zealand are analyzed. The article demonstrates an increase in research interest in the Communist International. In a fairly large volume of studies, there are monographs and articles devoted to the organization both directly (the historiography of the Comintern, the activities of its sections around the world, etc.) and indirectly, i.e., to related issues such as the history of communism, in particular, and the left forces, in general, international relations of Soviet Russia, the communist movement in individual countries, etc. These studies touch on the period of the Comintern's activity from 1920 to the end of the 1930s, including several controversial issues: the impact on the policy of the national communist parties of the “The Twenty-one Conditions”, united front tactics, Bolshevization, Stalinization, and the Popular Front. The author believes that most of the studies (especially those published in the first decade of the 21st century) are based on studies published long before the 2000s, however, archival materials are being used in increasing volumes, which makes modern research more objective. This gives grounds for a conclusion about the revision of the historiographic tradition of the Comintern that existed in the 20th century: new approaches (“revisionist” and “post-revisionist”) entailed a change in emphasis and a revision of some established points of view. Authors adhering to these approaches rely mainly on modern literature (including Russian) and a wide source base represented by materials from both national archives and the Russian State Archives of Social-Political History.
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Rose McGovern, Kathleen. "Conceptualizing Drama in the Second Language Classroom." Scenario: A Journal of Performative Teaching, Learning, Research XI, no. 1 (January 1, 2017): 4–16. http://dx.doi.org/10.33178/scenario.11.1.3.
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Abstract: This paper reviews key literature published in English on drama and second language (L2) pedagogy. The author explores (a) the integral role drama has played in 20th and 21st century L2 teaching methodologies; (b) commonly cited approaches to integrating drama and L2 instruction; (c) uses of drama as a means of exploring culture and power relations within society, and; (d) major definitions and categorizations developed in the existing body of literature. To conclude, the argument is made that researchers must clearly explain and define their approaches to drama in L2 instruction and ground these approaches in relevant theories of second language learning.
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Lam, Masha SH. "The Need for Routine Bleomycin Test Dosing in the 21st Century." Annals of Pharmacotherapy 39, no. 11 (November 2005): 1897–902. http://dx.doi.org/10.1345/aph.1g235.
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OBJECTIVE To review the clinical evidence for routine use of bleomycin test dosing. DATA SOURCES English-language review articles, references from retrieved articles, case reports, and clinical trials were identified from a MEDLINE literature search (1966–July 2005). Key search terms included bleomycin, test dose, anaphylactic reactions, and hypersensitivity. Information from an unpublished E-mail survey, the manufacturer, and the Internet was also used. DATA SYNTHESIS Early clinical trials and isolated case reports suggest that bleomycin-induced acute hypersensitivity reactions occur in 1% of patients with lymphoma and <0.5% of those with solid tumors. The reactions are mainly characterized by high-grade fever, chills, hypotension, and in a few cases, cardiovascular collapse, which can lead to death. The exact mechanism of these reactions is unclear, but is thought to be related to the release of endogenous pyrogens from the host cells. Evidence does not suggest any correlation between doses and the onset or severity of the reactions. Supportive care, including hydration, steroids, antipyretics, and antihistamines, may resolve the symptoms. However, it may not completely prevent recurrences. CONCLUSIONS The incidence of acute hypersensitivity or hyperpyrexic reactions associated with bleomycin is very low, but the reaction is potentially fatal. Clinicians should monitor their patients for any signs and symptoms of acute hyperpyrexic reactions during bleomycin administration. Since the onset of the reactions can occur with any dose of bleomycin and at any time, routine test dosing does not seem to predict when drug reactions may occur.
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Pakhar, Lyudmila I. "«Superfluous people» as social and philosophical problem of the 21st century." Вестник Пермского университета. Философия. Психология. Социология, no. 3 (2020): 448–58. http://dx.doi.org/10.17072/2078-7898/2020-3-448-458.
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The article deals with the problem of «superfluous people» in the contemporary socio-cultural reality. This term appeared in Russian literature and journalism in the middle of the 19th century to describe people who, with all their external well-being, were dissatisfied with their own life. In contrast to this interpretation, the English economist T. Malthus defined «superfluous people» as the population that consumes resources with minimal profit. The author of the article is in search for the answer to the question why in the contemporary world there is an increase in the number of «superfluous people» in the Malthus’s sense, that is the outcasts, the unemployed, and people who do not fit the standards of consumer society. According to the author, the reason is the distortion of social attitudes in developed countries of the West. The global economic crisis, especially in the context of COVID-19, requires a change in the liberal economic course. The author suggests adjusting the Russian economic policy taking into account the constant sanctions imposed by the West against the Russian Federation. In these conditions, the most appropriate option is the mobilization economic policy. The government should ensure the creation of enterprises for manufacturing import-substituting products, which would protect the country’s economy from the inevitable collapse. Significant attention and support should also be given to the social sphere, which would provide the population with a sufficient number of jobs. These actions of the government would support the country’s economic and social stability, thus making it possible to avoid mass unemployment.
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Pentury, Helda Jolanda, Anastasia Dewi Anggraeni, and Dendi Pratama. "Improving Students’ 21st Century Skills Through Creative Writing as A Creative Media." DEIKSIS 12, no. 02 (May 28, 2020): 164. http://dx.doi.org/10.30998/deiksis.v12i02.5184.
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<p class="8Abstractcontent">The ability to improve students’ 21<sup>st </sup>century skills using creative writing is truly one of the most revolutionary developments in modern creative English education. This type of education, however, is not without its challenges, the way of using creative projects as the creative media to improve writing skills experiences showed the students and the teachers as well that to improve ‘21<sup>st</sup> century skills’ through creative writing is imaginative, and creative way. This study conducted an observation of design students at the University of Indraprasta PGRI Jakarta, especially their projects and literature study. The qualitative method with an integrated creative approach of 4C’s is used to analyze the creative writing elements of students’ creative projects as a creative media. The results of this study are useful to be used as a reference in improving students’ 21st century skills and creative writing skills as well by using those Creative Writing projects as a creative media. Furthermore, the results show most of the students have improved their 4C’s skills which is called 21<sup>st</sup> century skills, grow their language skills by writing the projects creatively and innovatively.</p><p> </p><strong>Keywords:</strong> 21<sup>st</sup> century skill, creative writing, media
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Intachai, Poomarin, and Hathaichanok Chanthawimon. "The Comparing of Demographic Profile with Obstacles and Successfulness of Using English for Communication Skills in the Nursing Profession of Nursing Students in Private University, Saraburi." Abstract Proceedings International Scholars Conference 7, no. 1 (December 18, 2019): 925–35. http://dx.doi.org/10.35974/isc.v7i1.1678.
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Introduction: At present, with the ASEAN community in Thailand, a nursing professional field is requiring more English communication at work, and with others in this 21st century. The English communication skills are important to ensure the smooth and successful achievement at work of their profession.
Methods: The objectives of this study were 1). to study the level of obstacle and success in English communication of nursing students at private university, Saraburi 2) to compare the difference of the obstacles and success in using English skills for communication of nursing students at private university, Saraburi divide by demographic profile. The purposive sampling group was a cohort of ninety-two nursing students at private university, Saraburi who passed the “English for nursing communication” course in the academic year 2018. The tool was adapted from the relevant literature review. The statistical analysis was t-test and One-Way ANOVA. The three sections; general information, the obstacles in using English for communication which was further branched into the learners, the instructors and the institution, and the success in using English for communication and was tested for the content validity and the reliability. The Alpha-reliability Coefficient obtained was 0.90
Result: The study found that the obstacles to the learners were high, while both the instructors and institution were at a moderate level. The successfulness in using English for communication was high. The different genders and ages have no obstacles and success different. However, the different grades have a different level of both obstacles in learner and instructors at significant level of 0.05 but not different in obstacle of institution and success.
Discussion: Therefore, instructors should encourage and increase the motivation to study English communication for the learners. In the 21st century, there are many opportunities to practice using English for communication in everyday life which help increase confidence in using English for Communication in the nursing profession. Moreover, using English for communication increases the nursing students’ self-confidence and their opportunities in the professional field of nursing
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Dahlan, Dahlan. "Teaching the English language Arts with technology." Tamaddun 18, no. 1 (September 18, 2019): 10–13. http://dx.doi.org/10.33096/tamaddun.v18i1.22.
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In order to cultivate the kind of technology literacy in our students called for by leaders in the field, it must simultaneously be cultivated in our teachers. While the literature in the field of English education demonstrates the efficacy of computer technology in writing instruction and addresses its impact on the evolving definition of literacy in the 21st century, it does not provide measured directions for how English teachers might develop technology literacy themselves or specific plans for how they might begin to critically assess the potential that technology might hold for them in enhancing instruction. This article presents a pedagogical framework encompassing the necessary critical mindset in which teachers of the English language arts can begin to conceive their own "best practices" with technology—a framework that is based upon their needs, goals, students, and classrooms, rather than the external pressure to fit random and often decontextualized technology applications into an already complex and full curriculum. To maximize technology's benefits, educators must develop a heightened, critical view of technology to determine its potential for the classroom.
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Sankar, G., J. Prabhavathi, and S. Sankarakumar. "A cross-cultural analysis of female protagonist on selecting novel of chitra banarjee divakaruni and bharati mukherjee." International journal of linguistics, literature and culture 5, no. 5 (August 28, 2019): 1–6. http://dx.doi.org/10.21744/ijllc.v5n5.719.
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In the 21st century, women's writing in English has been considered as a powerful medium of modernism and feminist proclamation in the contemporary society of patriarchy life. The last two decades have witnessed extraordinary success in feminist writings of Indian English literature even Today is the generation of those women writers who are rich and have been educated in the West. Hence, this paper examines to analysis the cross-cultural values and divulgences of female protagonist’s of the great diasporic writers Chitra Banarjee Divakaruni and Bharati Mukherjee select novels. It also discussed the problems of women and in their suppressions in our post-modern society how they lost their identity and how do they feel their separation of culture from native land to an alien land.
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Dylewski, Radosław. "Buszel, Kombajner, and Rels: Fisiak’s 1961 Corpus of English Borrowings in Polish Fifty Five Years Later." Studia Anglica Posnaniensia 51, no. 3 (December 1, 2016): 63–94. http://dx.doi.org/10.1515/stap-2016-0015.
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Abstract The onset of Professor Jacek Fisiak’s scholarly career is marked by his 1961 Ph.D. dissertation devoted to the lexical influence of English upon Polish. This study, conducted 55 years ago, offers a multilayered analysis and sets the standards of studies on lexical transfer from English to Polish for the years to come. The present article is a tribute to Fisiak’s first scholarly endeavor; it examines the fate of lexical items comprising Fisiak’s corpus in the second decade of the 21st century. More specifically, by conducting searches in the National Corpus of Polish as well as a Google search, the paper checks which borrowings to the Polish language listed and scrutinized by Fisiak gained popularity, which fell out of use, and which underwent semantic changes.
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Mobeen, Nausheen, Shreya Kishore, Rasiga Gandhi, Sangeetha Duraisamy, and Ravi K. "Biosafety of Nanoparticles Used in Orthodontics - A Literature Review." Journal of Evolution of Medical and Dental Sciences 10, no. 32 (August 9, 2021): 2658–64. http://dx.doi.org/10.14260/jemds/2021/543.
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Nanotechnology is the science of manipulating matter, measured in the billionths of a nanometer, roughly the size of two or three atoms. It is widely used in our day-today life including its use in medicine and is considered as a vital current technology of the 21st century based on its economic and scientific potential. Its application is being experimented in various domains in orthodontics, from surface coatings to the development of novel materials. Orthodontic materials must have specific characteristics such as biological safety, functionality, and adequate tissue response. They have to pass specific biocompatibility tests to meet regulatory standards. Any material used in oral cavity might encourage unnecessary disturbance due to its complex and varied environment. The nanomaterials have many advantages in the field of orthodontics, especially with improved mechanical and antimicrobial properties. Nanoparticles can easily penetrate tissues and can affect biological behaviours at different levels. The introduction of nanotechnology gives better opportunities to both patient and orthodontist to new physicochemical, mechanical, and antibacterial properties of nanosized materials and can be used in coating orthodontic wires, elastomeric ligatures, and brackets, producing shape memory polymers and orthodontic bonding materials. The present review article focuses on the application of nanoparticles in orthodontics. This article presents a brief overview of nanotechnology, types of nanoparticles, biological safety of different nanoparticles used in orthodontics and their applications in the field of dentistry and orthodontics. KEY WORDS Nanoparticles, Biocompatibility, Orthodontics, Nanoscience
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Axelrod, Melissa, and Joanne Scheibman. "Contemporary English in the USA." International Journal of Language, Translation and Intercultural Communication 1 (July 25, 2013): 43. http://dx.doi.org/10.12681/ijltic.9.
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<strong><strong></strong></strong><p align="LEFT">I<span style="font-family: DejaVuSerifCondensed; font-size: small;"><span style="font-family: DejaVuSerifCondensed; font-size: small;">ndigenous and immigrant speakers from a variety of linguistic and sociocultural </span></span>backgrounds have in <span style="font-family: DejaVuSerifCondensed; font-size: small;"><span style="font-family: DejaVuSerifCondensed; font-size: small;">diff erent ways contributed to the development of presentday </span></span>American English, as have the geographical and social dimensions of thecountry. This paper provides a survey of contemporary usage of American English by describing and illustrating linguistic features documented for social and regional groups in the United States. The focus on variation in pronunciation, grammar, and meaning in American English highlights the diversity of dialects and styles in the U.S. as well as the centrality of sociocultural identities to language use. We group examples of variation according to the social and geographical factors that these features have been associated with in the literature: region, age, ethnicity, and gender. We note though that patterns of linguistic usage differ both within and across communities, with particular features used by diff erent social groups for shifting purposes. The examples here provide a snapshot of the kinds of variation observed in contemporary American English as we move into the 21st century.</p>
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Shenk, Elaine. "Constructing perspectives on language diversity in the U.S. Midwest." Spanish in Context 8, no. 1 (July 5, 2011): 144–65. http://dx.doi.org/10.1075/sic.8.1.07sch.
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This paper examines perspectives on language diversity that surfaced prior to, during, and immediately following the implementation of a two-way immersion program in a public school district in Iowa. Using a social constructionist paradigm, combined with Habermas’ understanding of the public sphere, the paper explores local and regional media coverage of the two-way immersion program alongside coverage of emerging language legislation on Official English in Iowa, spanning the last years of the 20th century into the beginning of the 21st. The analysis reveals a variety of postures within the public discourse related to the presence and use of languages other than English in this Midwestern context. The paper argues that it is precisely this interface of varying perspectives that will potentially facilitate a more lasting receptive social environment towards language diversity in the state.
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Prymachenko, V. I. "ENGLISH VERSION: OBESITY AS A TOPICAL MEDICAL PROBLEM OF THE 21ST CENTURY: A MODERN VIEW ON THE DISEASE OF THE HUMANITY." Medical and Ecological Problems 22, no. 5-6 (December 26, 2018): 28–30. http://dx.doi.org/10.31718/mep.2018.22.5-6.07.
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The article analyzes current scientific literature about the most widespread and the most urgent medical problem of the present day, i.e., obesity. With the growth of the body mass index (BMI) and the occurrence of pathological (morbid) obesity in the human body, pathological modifications are detected in all systems and organs of the body. Obesity is an important independent health problem that is included into the WHO international diseases classification as a chronic disease and requires the study of pathological processes in all organs and systems of the human body.
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Rushton, Ashleigh, Lesley Gray, Justin Canty, and Kevin Blanchard. "Beyond Binary: (Re)Defining “Gender” for 21st Century Disaster Risk Reduction Research, Policy, and Practice." International Journal of Environmental Research and Public Health 16, no. 20 (October 18, 2019): 3984. http://dx.doi.org/10.3390/ijerph16203984.
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The dominant discourse of gender focuses on the binary of woman/man, despite the known additional risks for diverse sexualities and gender minorities in disasters. Given the small but growing body of literature concerning gender minorities in disasters, this paper sets out to explore the place of sex and gender minorities in disasters and to examine whether a binary definition needs to be extended. A five-stage rapid review was undertaken following Arksey and O’Malley’s method. Peer-reviewed journal articles in English language were sought that included disaster and gender terms in the title, abstract, and/or body of the article published between January 2015 and March 2019. The search included MEDLINE and Scopus databases. Relevant information from the studies were charted in Microsoft Excel, and results were summarized using a descriptive analytical method. In total, 729 records were identified; 248 that did not meet the inclusion criteria were excluded and 166 duplicates were removed. A total of 315 records were sourced and their full text was reviewed. Of those, only 12 journal articles included content relative to more than two genders. We also recognized that sex and gender terms were used interchangeably with no clear differentiation between the two. We recommend that disaster scholars and practitioners adopt correct terminology and expand their definition of gender beyond the binary; utilize work on gender fluidity and diversity; and apply this to disaster research, policy, and practice.
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Safitri, Ragil, and Sugirin Sugirin. "Senior high school students’ attitudes towards intercultural insertion into the ELT: Yogyakarta context." EduLite: Journal of English Education, Literature and Culture 4, no. 2 (September 4, 2019): 261. http://dx.doi.org/10.30659/e.4.2.261-274.
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Experts in English Language Teaching often consider culture as the fifth skill in foreign language learning as cultural literacy is a must in 21st-century learning. Thus, this study is to investigate students’ interest in the insertion of Big ‘C’ and little ‘c’ themes from different countries into the English classroom. In this study, the researcher distributed a questionnaire to 58 students in a senior high school in Yogyakarta. The study indicated that the respondents’ preferences were mostly about local culture (Yogyakarta and Indonesian culture), followed by target culture (culture of English-speaking countries) and international culture. In accordance with the cultural themes, they showed a relatively higher preference toward Big ‘C’ over the little ‘c’ culture. Concerning Indonesian culture, the students were excited in learning about art/literature, history, and food while for Yogyakarta culture includes history, foods, and lifestyles. Meanwhile, for target culture (Britain, America, and Australia), the students were eager to learn about lifestyles and foods. The last, for international culture, the cultural themes of lifestyles and music/sports were preferred by the students.
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Abd Rahman, Siti Fatimah, Melor Md Yunus, and Harwati Hashim. "Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning." Sustainability 13, no. 15 (July 31, 2021): 8571. http://dx.doi.org/10.3390/su13158571.
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Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance.
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Gu, Yinghua. "Enhancement of College English Teachers’ Information Literacy in Information Environment." International Education Studies 13, no. 4 (March 22, 2020): 106. http://dx.doi.org/10.5539/ies.v13n4p106.
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The 21st century is an era of knowledge and information. Modern science and technology based on information technology has inspired profound changes in the world, including college education. Information literacy is an intrinsic element that often plays an important role in teaching and school management. In the information age, how to improve college teachers’ information literacy has become a major issue in the development of college education. This paper focuses on the study of college English teachers’ information literacy. It first studies the basic connotation of information literacy of college teachers which covers information awareness, information knowledge, and information ability. Then this paper takes college English teachers in North China Electric Power University as the research object, and adopts questionnaire survey and literature research to analyze the current situation of the information literacy of college English teachers. Based on the analysis of the basic connotation of teachers’ information literacy, and the current situation of college English teachers’ information literacy, this paper puts forward three strategies for improving college English teachers’ information literacy: enhancing college English teachers’ self-development consciousness, making use of group dynamics, and perfecting modern information technology training system.
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Skourdoumbis, Andrew, and Ahmad Madkur. "Symbolic capital and the problem of navigating English language teacher practice: the case of Indonesian pesantren." TESOL in Context 29, no. 2 (December 31, 2020): 15–34. http://dx.doi.org/10.21153/tesol2020vol29no2art1428.
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English is the most widely taught and learned language in the world. Within the broader literatures on the worldwide spread and dominance of English as a key skill for 21st century education, the use of English(es) and English Language Teaching (ELT) in the context of schooling in Asian countries represent an important research direction. Our paper contributes to these debates by exploring the problem of English language teachers’ beliefs about their pedagogical practices in Indonesian pesantren schools. The system of religious pesantren schools provides a unique research context to examine teacher practice in classrooms where English is not assigned the assumed de facto status of a ‘global lingua franca’. In engaging a Bourdieusian lens, this paper explores teachers’ perceptions of the (lack of) symbolic and linguistic capital of English language learning in pesantren, the emergent tensions, and how these frame teacher beliefs and practice. In so doing, this paper aims to contribute to the broader debates in the field that seek to critically analyse and reframe the hegemonic status of English as a global educational commodity of political-economic power.
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Mendes, Ana Rachel, and Kyria Rebeca Finardi. "Linguistic Education Under Revision: Globalization and EFL Teacher Education in Brazil." Education and Linguistics Research 4, no. 1 (March 15, 2018): 45. http://dx.doi.org/10.5296/elr.v4i1.12831.
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Globalization brought about many changes to the current society's life and mindset and thus, some new challenges to linguistic education, more specifically, foreign language education, have emerged as a consequence of these changes. This paper aims at reflecting upon some impacts of globalization on pre-service English as Foreign Language (hereafter EFL) teacher education in Brazil. Based on the literature review, the paper addresses the changes in the concepts of language, culture and identity related to cultural hybridity and the impact of new information and communications technology on the use, teaching and learning of foreign languages. It concludes that curricula for EFL teacher education programs in Brazil should be reviewed in order to focus more on glocal knowledge and digital literacy for a 21st century aligned education.
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Marlatt, Rick. "“I didn’t say, ‘Macbeth,’ it was my Google Doc!”: A secondary English case study of redefining learning in the 21st Century." E-Learning and Digital Media 16, no. 1 (December 17, 2018): 46–62. http://dx.doi.org/10.1177/2042753018817544.
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The substitution, augmentation, modification, redefinition (SAMR) model offers a framework by which schools and teachers can implement digital tools through curricular design that encourages participatory learning. 21st Century students should be producing content and making meaning in educational settings with high levels of engagement and by the same literacy methods they use in social contexts. This case study examines the digital pedagogy of one English teacher at a Western United States high school. Using the SAMR model as a theoretical framework, this article first reviews relevant literature on creating participatory cultures in schools with Google Docs. Then, through observations, interviews, and artifacts, the analysis attempts to pinpoint specific phases of the teacher’s instruction where the potential to enhance academic opportunities is transformed by creativity and collaboration and leads to a redefinition of the learning environment. This article considers both the teacher’s pedagogy in her Macbeth unit as well as the school’s technology procedures in measuring its progress within the SAMR model.
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Stebletsova, Anna. "Academic Discourse in Western Research at the Turn of the 21st Century: Evolution of Approaches and Concepts." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 5 (January 2021): 5–13. http://dx.doi.org/10.15688/jvolsu2.2020.5.1.
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This review paper discusses the concept of academic discourse as one of the most rapidly developing branches in contemporary linguistic research. The objective of the review was to observe and analyze basic paradigms and approaches to academic discourse in applied linguistics, genre analysis and discourse analysis developed by British, American and European linguists and examine academic discourse issues. The timeline of the review includes three periods from the middle of the 20 th century to the present. The focus on the Anglophone literature is determined by the historical interrelation between academic discourse research and English for Academic Purposes (EAP) and by an increase of national research of academic discourse and EAP. The review demonstrates evolution of academic discourse research approaches according to the time periods and domineering concepts. The review results demonstrate the contribution of Swales' genre analysis approach to the development of academic discourse research and learning. The author indicates that current research into academic discourse obviously has a cross-disciplinary trend and is based on the combination of comparative analysis and corpus linguistics methods. The author makes a conclusion that this trend will remain a significant part of academic discourse investigation and results in an increase of national publications addressing the academic discourse issues.
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Kokhan, Roksoliana, Lidiia Matsevko-Bekerska, and Yuliia Lysanets. "Conversation Analysis Tool as an Effective Means for Teaching the University Courses of English and World Literature." Arab World English Journal 11, no. 4 (December 15, 2020): 307–18. http://dx.doi.org/10.24093/awej/vol11no4.20.
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This paper aims to demonstrate the effectiveness of the Conversation Analysis Tool in the context of teaching world literature to senior students majoring in English philology. The authors present their experience of undertaking a three-month online course “Constructive Classroom Conversations: Mastering Language for College and Career Readiness,” hosted by Stanford University, and discuss the benefits of applying this tool at universities. The study describes the basic mechanisms of the Conversation Analysis Tool aimed at developing specific communication skills in students of English for Speakers of Other Languages. The central research question is whether this method is as feasible for teaching literature as it is for language classrooms. The authors demonstrate their takeaways from applying this technique in teaching world literature, namely, analyzing literary dialogues in different classroom activities. The research findings indicate that the Conversation Analysis Tool is an efficient method for the formative assessment of senior students in the world literature classroom. This technique helps students reveal the pragmatic features of fiction dialogues, the writer’s narrative intentions, and the reader’s expected reception. The suggested method also demonstrates students’ progress in the studied topics and identifies possible gaps in mastering the educational content. The significance of the study extends beyond the specified context, as the search for novel instruction techniques targeted at improving communication skills in the 21st-century globalized world is relevant for any educational sphere. Consequently, the research findings of this paper can be applied in different teaching settings.
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Esen, Metin. "Critical Thinking and Intercultural Competence: Review, Use, and Classification of the 21st Century Skills in Intercultural EFL Education." International Journal of English Language Teaching 8, no. 1 (January 15, 2021): 23. http://dx.doi.org/10.5430/ijelt.v8n1p23.
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We all live in a globalised world today, and even the smallest interactions taking place in our daily lives can now take place in a global level thanks to the advancements in telecommunication facilities. To keep up with these intercultural interactions, whether virtually or in real life, people now need some abilities for effective communication and cooperation, and 21st Century Skills are a way to address this need. Among these skills, critical thinking – clear and rational thinking, might be a helpful way of approaching issues arising from intercultural communication and guiding learners in developing their intercultural communication and interaction skills. Both of these competences are used in the area of teaching English as a Foreign Language (EFL), in textbooks, materials, and assessment tools. This article review aims at scanning the literature to find traces of different uses of the skill of critical thinking and intercultural competence in the EFL context to tackle issues resulting from intercultural communication or develop language learners’ intercultural competence. The study also intends to classify these uses by analysing similar patterns in the studies investigated. The review explores 14 studies discussing these two competences in the EFL context and determines three distinct approaches by the researchers.
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Kavlu, Aziza. "The Effect of Project-Based Learning on First-Year Undergraduate Students in English for Specific Purposes (ESP) Courses." International Journal of English Linguistics 10, no. 4 (June 26, 2020): 227. http://dx.doi.org/10.5539/ijel.v10n4p227.
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Project-Based Learning is an approach that is significantly different from the conventional English Language Teaching method. PBL has been advocated as an effective instruction that promotes the simultaneous acquisition of language, content, and 21st-century skills to EFL (English as a foreign language) and ESL context. In this study researcher’s attempt is to integrate PBL (Project-Based Learning) approach, which incorporates authentic, learning by doing, problem-solving, critical thinking and team working skills with ESP (English for specific purposes) courses. The study aimed to investigate whether the PBL projects assist EFL learners in acquiring department related literature and information in the English language and the effect of project work on learners’ ESP course academic achievement. The study was conducted at Tishk International University, formerly known as Ishik University, in Iraq-Kurdistan Region with 2 Engineering (Architectural and Civil engineering) and Business and Management departments’ students. A mixed-method approach was designed to make the authentic interpretation of gained results. Quantitative and Qualitative instruments were utilized to probe the effect of PBL in the ESP course of undergraduate Iraqi EFL learners. The findings of this study reveal that PBL had a significant positive effect on acquiring department-related vocabulary and information in English as well as learners’ ESP course academic achievement showed statistically significant increment.
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Antonov, Nikolay K. "A review of research literature on the topic of the priesthood in the works of st. Gregory the Theologian." Issues of Theology 3, no. 2 (2021): 177–208. http://dx.doi.org/10.21638/spbu28.2021.204.
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The article examines the tradition of research on the topic of the priesthood in the legacy of St. Gregory the Theologian from the 19th century to 2020. The review includes general monographs on both the formation of the episcopate in Late Antiquity and specifically the legacy of Nazianzen, dissertations, publications in periodicals, dictionaries and encyclopedias on this topic, as well as on a wide range of related topics, key publications and translations of the Apology on his Flight — St. Gregory’s central text on the priesthood — in English, Russian, German, French and Italian. The following periodization of historiography is proposed: the early period (19th — middle of 20th centuries), theological studies of the Apology in the 50s–70s, studies and publications by J.Bernardi, the “new wave” of the 1990s and its development in the 21st century. In the last period, three main trends are identified: the Theologian’s texts on the priesthood are considered in the context of: the development of the image of a monk-bishop in Late Antiquity; platonic political philosophy; Gregory’s main theological concepts. The importance of research on other aspects of Gregory’s work is shown especially the categories θεωρία/πρᾶξις and his autobiographical texts. Two lines of further research are proposed as the most promising: intertextual analysis of the Apology and integral analysis of the entire legacy of St. Gregory through the prism of the priesthood theme.
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Kurbatov, Sergiy Volodymirovych, and Mariya Mikhaylivna Rohozha. "University Mission in Western-European Culture (Ethical and Sociological Aspects) P. ІІ." Filosofiya osvity. Philosophy of Education 26, no. 1 (December 25, 2020): 113–30. http://dx.doi.org/10.31874/2309-1606-2020-26-1-7.
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The paper by Sergiy Kurbatov and Mariya Rohozha “The Mission of University in the Western European Culture”(Part II) is devoted to the analyses of transformation of the university as social institution and cultural phenomenon in our time, which we started at the first part of this paper, that was published in “Philosophy of Education”, 2017, № 2 (21)). If the previous paper of these authors included a long chronological period from the origin of the university in late Medieval time up to the 20th century, the current paper is concentrated on analyses of radical challenges, that university faced at the end of the 20th century and at the beginning of the 21st century. For example, such popular in contemporary English language literature concept as the end (or the death) of university is observed. The authors tried to analyze sociological attempts to measure the main university activities in the form of international university rankings and the possibilities to develop in Ukraine the ideal models of university, which any system of university rankings have. The special stress was made on the influence of COVID 19 pandemic on transformative processes and institutional development of universities in the nearest future. The main challenges of the 21st century are crucial for the university, because this institution lost monopoly of producing and distribution of advanced knowledge for the first time in history. From the tactic viewpoint, university is less competitive than the different training programs and online courses, it is too conservative and bureaucratic one. But the authors think that in strategic perspective university has a chance for renovation, proving the old maxima that the values and spiritual dimensions of being and the relevant environment are crucial for human being. Almost the millennium of university history proves its ability to pass through the dramatic historical transformation and to continue to maintain its essence.
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Njoroge, Joseph M. "Climate change and tourism adaptation: literature review." Tourism and hospitality management 21, no. 1 (2015): 95–108. http://dx.doi.org/10.20867/thm.21.1.7.
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Purpose – This paper reviews published English literature on tourism adaptation to climate change. Climate change remains a challenge in the 21st centaury and beyond. Climate sensitive industries like tourism are vulnerable to climate change. It is for this reason that tourism researchers have continued to explore the relationship between tourism and climate change and further explored response strategies among tourism stakeholders. Tourism research on climate change adaptation may be traces way back in the 1960s. However, focused research on climate change and tourism has emerged in the last 15 years. Design – This review maps tourism adaptation knowledge domains between early 1960s and 2014. Methodology – This paper rely on secondary English published tourism literature to aid the review Findings – Findings indicate that tourism adaptation literature have advanced under five thematic areas prior 2010 to include: Business adaptation; Consumer adaptation, Destination Adaptation; adaptation Policy and; Frameworks for adaptation. However, after 2010 a new theme on ‘sustainable adaptation’ is tourism has emerged and it is gaining attention among tourism researchers Originality – The originality of this paper is that the paper is the first paper in tourism that has identified sustainable adaptation as a new emerging thematic area in tourism and climate change adaptation research. The paper notes an emergence of interest on sustainable adaptation knowledge domain despite lack of clarity on what is sustainable adaptation within tourism research. It is therefore important for researchers to amicably define the term sustainable adaptation to enable comparative studies and discourse in the area.
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Anan'ev, Denis. "The History of the Soviet Arctic Development in the English-Language Historiography of the Late 20th and the Early 21st Centuries." Journal of Economic History and History of Economics 21, no. 4 (December 30, 2020): 577–601. http://dx.doi.org/10.17150/2308-2488.2020.21(4).577-601.
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In the modern context the Arctic region is considered to be an arena for fierce international competition. The need to address numerous political, economic, legal and environmental issues, connected with this region, compels to rethink the historical experience of its development. The history of the Arctic Zone development made by the Russian Federation (particularly the Soviet period) has been studied both by Russian and foreign scholars. This paper intends to analyze the contemporary English-language publications on this topic; as well as to determine their subject matter and to identify the key trends in the English-language historiography of the Soviet Arctic development. The study has found that the contemporary English-speaking researchers (P. Josephson, J. McCannon, P. Horensma) consider a wide range of issues related to the history of the Soviet Arctic. For instance, the scholars write about the conduct of scientific research, administrative reforms and economic development, as well as about environmental issues and problems of indigenous population of the region. The theme of clarifying the role of the Soviet Union in determination of international and legal status of the Arctic region has been emphasized in the literature studied (N. Fogelson, J. McCannon). In the context of the «cultural turn» in the late 20th-century historiography Western researchers (P. Horensma, J. McCannon) analyzed the role of ideology and propaganda in constructing «the Arctic myth», its significance for the Soviet mass culture. The access to the Russian archives and their availability allowed the modern Western scholars to conduct their researches there, that resulted in obtaining a more objective assessment of the real victories and failures in the development of the Soviet Arctic. Summarizing the historical experience of the Russian Arctic development in the late 20th century the majority of Western authors believe that only the full-scale international cooperation will make it possible to effectively address the problems of the region.
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Pašinska, Olga. "PECULIARITIES OF HEALTHCARE SPECIALISTS’ COMMUNICATIVE COMPETENCE IN ENGLISH AS A FOREIGN LANGUAGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 599–614. http://dx.doi.org/10.17770/sie2021vol5.6318.
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Healthcare specialists are expected to possess competences essential for a successful fulfilment of their duties. Although specialists’ practical competences enabling them to deal with a wide range of health conditions are the key ones, communicative competence, implying an ability to use a target language “accurately, appropriately, and flexibly” (Yule, 2010, p.194), has also had an immense impact on the accomplishment of professional duties (World Health Organisation, 2005). It follows that apart from giving opportunities to acquire knowledge about medicine and practical skills, medical education institutions are expected to teach 21st century students to communicate effectively using various linguistic tools applicable in their professional context (Zethsen and Askehave, 2006). The present article aims to elucidate the peculiarities of communicative competence that practising or future healthcare providers should possess in order to demonstrate how it enables them to accomplish their responsibilities by communicating with patients and, thus, provide them with qualitative care or treatment in a foreign language, specifically English as a foreign language. With the aim to reach the goal, a scientific literature review was conducted. The theoretical implications were supported by the examples of medical encounters; in the given encounters, the use of the selected language aspects and participants’ non-verbal cues were interpreted.
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Pandey, Gopal Prasad. "English Language Teaching as a Career in Nepal: Social Motives and Drives." Nepal Journal of Multidisciplinary Research 4, no. 2 (August 29, 2021): 49–58. http://dx.doi.org/10.3126/njmr.v4i2.39017.
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Research on teacher motivation has developed and expanded since the beginning of the 21st the century and now there is a considerable increase in literature in the areas of teacher motivation research. A number of research studies have been conducted to gain insights into pre-service and in-service teachers’ reasons for choosing teaching as a career. This study aimed at exploring the social motives and drives that force individuals to opt English language teaching as a career. It also aimed at investigating perceived satisfaction level of the participants. Five teachers of English who have been teaching English at different levels of education in Nepal for twelve years now participated in this study. The narrative inquiry approach was adopted as a research design for this study. Interview was used as a method for data collection. The study revealed that social motives, beliefs and individual desires are integral for choosing English language teaching as a career in Nepal. The love for the subject, the social prestige the English teachers deserved and the passion for teaching are some of the dominant reasons regarding why individuals chose ELT as careers in Nepal. Another frequently highlighted reason for career choice among teachers was a desire to work with children and adolescents. They think that the career as an English teacher also provides them with the opportunity to make a social contribution. So, altruistic motivations are highlighted as one the important reasons for deciding to choose English teacher as a career in Nepal.
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Kiss, Tamas. "Developing intercultural communicative competence: An example of the New College English textbook series." Indonesian JELT: Indonesian Journal of English Language Teaching 12, no. 1 (May 31, 2017): 79–99. http://dx.doi.org/10.25170/ijelt.v12i1.1470.
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The development of intercultural communication has received renewed attention in the professional literature in the past decade. In response to changes brought about by a globalizing world and educational industry, our understanding of culture – and its role in language teaching - has changed. This is clearly indicated by the emerging 21st century educational frameworks that put inter- and cross-cultural skills as one of the core competencies for students to be successful in a rapidly changing world. Research on language teaching materials has found that there has been a shift in cultural representations, moving from mono-cultural portrays to more dynamic, inter-cultural, even hybrid cultural depictions. Yet, two areas need further consideration: a) While the above might be true for materials developed for international markets, how is culture represented in locally produced English language textbooks? b) What tasks are used in the materials to develop the skills, attitudes, and knowledge needed for successful intercultural communication? This paper set out to examine a widely used and locally published English language textbook series by using Byram’s (1997a) framework and found that although the material has a potential to develop intercultural competence, it does not provide tasks that would engage students in such learning.
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Đerić-Dragičević, Borjanka. "Family history rewritten: How to narrate the life happening 'Tomorrow'." Reci Beograd 12, no. 13 (2020): 116–33. http://dx.doi.org/10.5937/reci2013116d.
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This paper is dedicated to exploring the narrative points and strategies in the novel Tomorrow, written by Graham Swift, a prominent English postmodern writer, with the main objective to draw attention to the nature of narration and narrators. The aim of the research is to give answers to the questions of choices made by the novelist when it comes to narrators, narration, narrative methods and techniques, and whether the narrators are (un)reliable, etc. The author of this paper tries to determine to which extent the 2nd person narration has become influential in postmodern literature - by being mysterious, ambiguous and unknown. We often do not know to whom a narrator is speaking, nor whose voice is being heard by readers. Contemporary narratological theories deny the existence of this clear, precise and uniformed narratological voice, whether it is an author, a narrator or a reader. These days, numerous avant-garde narratological strategies are being emphasized, most notably the "wandering" second person, used by the main character of the novel Tomorrow as well. The inseparable part of the research is also questioning the postmodern premises such as the final doubt considering the (re)presentation of a story, the truth and the past (both individual and collective) which influence the choices made while forming the narration in the novel. The narratological analysis has shown the nature of psychological, moral, as well as ethical competence of the narrator, Paula Hook - a successful woman of the 21st century - a professor, a mother, a wife, living an ideal life threatened by a profound family secret. She acts as a representative of the 21st century wandering narrator - she doubts, questions, rethinks - because the history, past and truth are being constantly questioned in contemporary societies and literature as well.
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Goode, Claire. "English language in Brunei: Use, policy, and status in education – A review." Indonesian JELT: Indonesian Journal of English Language Teaching 15, no. 1 (May 30, 2020): 21–46. http://dx.doi.org/10.25170/ijelt.v15i1.1411.
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This paper explores the literature on the status of the English language in Negara Brunei Darussalam, particularly in education. The review encompasses a total of 103 sources, including 44 journal articles, 27 book chapters, 15 books, and 17 other items (institution/organisation websites and reports, government documents, newspaper articles, and conference presentations), published between 1985 and 2020, with at least 70 sources published in the last decade. The author summarises findings from research in key areas in the Bruneian context including bilingual education, linguistic diversity, the status of English, educational policies, educational divides, and challenges to the student experience, particularly in higher education in the bilingual setting. The author found that: i) while there are concerns over the impact of English on the Malay language and on indigenous languages in the Sultanate, and apprehension around an educational divide, the majority of attitudes appear to be very positive about the use of English in Brunei, including in education; ii) the bilingual education policy has evolved over time, and now places an emphasis on English as a key competency for the 21st century; iii) the student experience in the bilingual context is a particularly under-researched area. Staff working in tertiary education can always benefit from further insights into different aspects of learning, teaching, and content delivery, which may be applicable in many settings. The paper concludes with recommendations for further research in Brunei.
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Wiyaka, Wiyaka, Entika Fani Prastikawati, and AB Prabowo Kusumo Adi. "Higher-Order Thinking Skills (HOTS)-based Formative Assessment: A Proposed Model for Language Learning Assessment." Vision: Journal for Language and Foreign Language Learning 9, no. 2 (October 20, 2020): 115. http://dx.doi.org/10.21580/vjv9i25859.
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<div><p class="StyleABSTRAKenCambria">The integration of higher-order thinking skills (HOTS) in language learning assessments has become a crucial issue in 21st-century learning. However, not many teachers are aware of the need to incorporate HOTS in assessments due to their insufficient knowledge and the absence of good examples. Further, there is not much research and literature on HOTS-based formative assessment that can be used as references. This research aims to fill the existing gap by providing a model of higher-order thinking skills (HOTS)-based formative assessments for English learning, especially in junior high schools. By employing research and development design, this research describes the validation of the assessment model. The proposed model of assessment may be used as a prototype for assessing language learning.</p></div><p> </p>
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Kharchuk, Liliia. "Presentation of the Ukrainian electric power engineering terminology in national lexicography in the end of the 20th – beginning of the 21st century." Terminological Bulletin, no. 5 (2019): 352–59. http://dx.doi.org/10.37919/2221-8807-2019-5-48.
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The lexicographical study of the Ukrainian electric power engineering terminology at the present stage of its development is analyzed and outlined. The characteristics of national explanatory and translation dictionaries that contain the terms of the electric power engineering industry is proposed in this study. It is observed that from 1991 till now the Ukrainian electric power engineering terminological system is at the stage of development, revival and revitalization of terminological searches. During the mentioned period significant number of dictionaries of high quality, providing both teaching of professional disciplines in the Ukrainian language and the creation of the Ukrainian educative literature were published. The analyzed lexicography of the present indicates the existence in Ukrainian terminology of a number of valuable and closely related to the electric power industry lexicographic works, which, to a greater or lesser extent, contain electric power engineering terms that serve the electricity industry with a clearly expressed own terminology. Particularly the specific dictionaries that were published in the end of the 20th – beginning of the 21st century, namely, Brief Russian-Ukrainian Electric Power Engineering Dictionary: 5000 terms created by a team from Lviv Polytechnic National University (Lviv, 1990); Russian-Ukrainian Scientific and Technical Dictionary by V. Perkhach, B. Kinash (Lviv, 1997); Russian-Ukrainian Explanatory Thermal Power Dictionary edited by Ya. Mysak, M. Kruk (Lviv, 2001); Explanatory Russian-Ukrainian-English dictionary on Energy. Basic terms: over 3500 terms edited by А.А. Rudnik (Kharkiv, 1999); Ukrainian-Russian-English-French Explanatory Dictionary of Basic Terms in Power Engineering and Electrical Engineering edited by Ye.S. Yemelianova (Kharkiv, 2012) are analyzed. The research once again showed that modern series of terminology dictionaries should be supplemented by a narrow-sector electric power engineering dictionary of explanatory type. This will promote compliance with standards, unification of Ukrainian electric power engineering terminology, and will prevent divergences in existing normative documents.
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Braithwaite, Jeffrey, Yvonne Zurynski, Kristiana Ludlow, Joanna Holt, Hanna Augustsson, and Margie Campbell. "Towards sustainable healthcare system performance in the 21st century in high-income countries: a protocol for a systematic review of the grey literature." BMJ Open 9, no. 1 (January 2019): e025892. http://dx.doi.org/10.1136/bmjopen-2018-025892.
Full textAbstract:
IntroductionThere is wide recognition that, if healthcare systems continue along current trajectories, they will become harder to sustain. Ageing populations, accelerating rates of chronic disease, increasing costs, inefficiencies, wasteful spending and low-value care pose significant challenges to healthcare system durability. Sustainable healthcare systems are important to patients, society, policy-makers, public and private funders, the healthcare workforce and researchers. To capture current thinking about improving healthcare system sustainability, we present a protocol for the systematic review of grey literature to capture the current state-of-knowledge and to compliment a review of peer-reviewed literature.Methods and analysisThe proposed search strategy, based on the Preferred Reporting Items for Systematic Review and Meta-Analyses guidelines, includes Google Advanced Search, snowballing techniques and targeted hand searching of websites of lead organisations such as WHO, Organisation for Economic Cooperation and Development, governments, public policy institutes, universities and non-government organisations. Documents will be selected after reviewing document summaries. Included documents will undergo full-text review. The following criteria will be used: grey literature document; English language; published January 2013–March 2018; relevant to the healthcare delivery system; the content has international or national scope in high-income countries. Documents will be assessed for quality, credibility and objectivity using validated checklists. Descriptive data elements will be extracted: identified sustainability threats, definitions of sustainability, attributes of sustainable healthcare systems, solutions for improvement and outcome measures of sustainability. Data will be analysed using novel text-mining methods to identify common concept themes and meanings. This will be triangulated with the more traditional analysis and concept theming by the researchers.Ethics and disseminationNo primary data will be collected, therefore ethical approval will not be sought. The results will be disseminated in peer-reviewed literature, as conference presentations and as condensed summaries for policy-makers and health system partners.PROSPERO registration numberCRD42018103076.
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Bouder, Frederic. "Does Hazard-Based Communication Work?" European Journal of Risk Regulation 2, no. 2 (June 2011): 173–75. http://dx.doi.org/10.1017/s1867299x00001057.
Full textAbstract:
The view that risks and hazards are distinct concepts is commonly held in the scholarly literature on risk especially in the English-speaking community. The dichotomy is also enshrined in key documents commissioned or developed by Governments to help regulators conceptualise, regulate and communicate harmful events. Yet, the implications of risk-based versus hazard-based regulations have often been overlooked. Scholars have only conducted limited discussions, in contrast to the extensive debates about the respective merits of evidence-based and precautionary-based regulation. Lofstedt's article “Risk versus Hazard – How to Regulate in the 21st Century” offers a new and important perspective on the relationship between science and regulatory decisions. Lofstedt essentially argues that the conceptual distinction between hazards (the potential for a substance, activity or process to cause harm or adverse effect) and risks (a combination of likelihood and the severity of a substance, activity or process to cause harm) presents a meaningful classification to analyse regulations.