Bibliografías temáticas / Education, Language and Literature|Theater|Education, General

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Literatura académica sobre el tema "Education, Language and Literature|Theater|Education, General"

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Publicado: 4 de junio de 2021
Última modificación: 3 de febrero de 2022

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Artículos de revistas sobre el tema "Education, Language and Literature|Theater|Education, General"

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Crandall, JoAnn (Jodi). "LANGUAGE TEACHER EDUCATION." Annual Review of Applied Linguistics 20 (January 2000): 34–55. http://dx.doi.org/10.1017/s0267190500200032.

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Language teacher education programs are likely to be housed in departments of applied linguistics, education, or languages and literature: These three disciplines provide the knowledge base and opportunities for developing skills and dispositions for both prospective and experienced teachers. Until recently, applied linguistics (psycholinguistics, sociolinguistics, discourse analysis, language description, and language teaching and testing methodology) formed the core of language teacher education, not unexpected, since language teaching has historically been the primary focus of applied lingu
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Kryeziu, Sindorela Doli. "Language Development Through Drama in Preschoolers." European Journal of Language and Literature 5, no. 1 (2019): 15. http://dx.doi.org/10.26417/ejls-2019.v5i1-189.

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The child develops as a whole, in all developmental areas. The overestimation or underestimation of any field is a mistake because the child does not develop once in the physical aspect, then emotional, intellectual, and so on. Therefore, the division between the fields is also largely formal. Just as the child's development is thorough, specific areas of development must also be seen as part of a whole, the effectiveness of which depends largely on the level of integration between them. One of the most important infrastructures of today's society of information is education, the main purpose
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Kamwendo, Gregory H. "Health education through literature and language courses in Malawi." Promotion & Education 1, no. 3 (1994): 26–27. http://dx.doi.org/10.1177/102538239400100315.

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Revyakina, Nina. "Juan Luis Vives on the use of Ancient literature in education." Hypothekai 5 (September 2021): 214–35. http://dx.doi.org/10.32880/2587-7127-2021-5-5-214-235.

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The work “On Education” (De tradendis disciplinis) by the Spanish humanist Juan Luis Vives (1492/3–1540) is considered from the perspective of the use of ancient literature during the in-itial period of child school training (from 7 to 15 years). Vives’ appreciation of the Latin language, a positive attitude towards teaching Greek at school, and the influence of ancient languages on modern European languages — Italian, Spanish, and French are discussed. The article draws attention to some features in teaching the Latin language that are not characteristic of the hu-manists who preceded Vives a
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Goldsmith, Peggy W. "Second language learners in special education." Volume 3 3 (January 1, 1986): 92–107. http://dx.doi.org/10.1075/aralss.3.06gol.

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During 1984, New South Wales Department of Education conducted a survey of ethnic-specific needs of students of non-English speaking backgrounds (NESB) in schools for specific purposes (SSPs), which are special education schools. This paper indicates the results and outcomes of that survey. The percentage of students of NESBs in responding schools was 15.4%. The distribution of languages other than English spoken in homes of NESB students in SSPs is similar to that of the general population. The issues seen to be of greatest importance for schools with NESB pupils were assistance in communicat
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Silva dos Santos, Ivaneide, and Laiane Oliveira dos Santos. "INTERAÇÕES ENTRE TEATRO E GEOGRAFIA NA PRÁTICA DA EDUCAÇÃO GEOGRÁFICA." Revista Brasileira de Educação em Geografia 10, no. 20 (2020): 475–97. http://dx.doi.org/10.46789/edugeo.v10i20.762.

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O artigo discute a contribuição do teatro para a prática da educação geográfica em diversos contextos sociais, por considerar que a linguagem teatral interage com a Geografia, sendo importante para a leitura e compreensão da realidade em suas múltiplas dimensões, auxiliando-nos a percebermos nosso papel na construção e transformação do mundo. O texto resulta de uma pesquisa de graduação realizada no curso de licenciatura em Geografia da Universidade do Estado da Bahia, Campus IV, Jacobina, que objetivou analisar as contribuições do teatro para a apreensão de temas emergentes
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Riordan, Emma. "Language education for non-native speaker language teachers." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 44–55. http://dx.doi.org/10.35903/teanga.v24i0.42.

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For non-native speaker language teachers (NNSLT), that is, teachers who teach a language which is not their own first language, one very important skill is competence in the target language. However, the development and maintenance of language skills are often neglected in language teacher training for language teachers. It is assumed that the trainees have already reached the requisite level of competence prior to entry into teacher training programmes, or that the general language courses available to them are sufficient in addressing these language needs. In this paper I argue for the intro
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Hong, Xie, Chen Yanling, Chen Jin, et al. "The current status of medical education literature in Chinese-language journals." Medical Teacher 32, no. 11 (2010): e460-e466. http://dx.doi.org/10.3109/0142159x.2010.507712.

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Salienė, Vilija. "The Lithuanian Language and Literature Teacher: Analysis of Student and Teacher Expectations." Pedagogika 112, no. 4 (2013): 57–64. http://dx.doi.org/10.15823/p.2013.1775.

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Recently, there has been much talk about how the humanities and social sciences are losing their importance and are not necessary for the state. There is no doubt that under current globalization conditions there are more opportunities for technological, physical and biomedical sciences to establish themselves in Europe and elsewhere than the humanities. However, one should not forget that the development of a humanitarian culture has been and will be one of the most important state objectives when it comes to education. When formulating the objectives of the education reform, one of the most
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Oliveira, Patricia Santos de, Mey de Abreu van Munster, Joslei Viana de Souza, and Lauren J. Lieberman. "Adapted Physical Education Collaborative Consulting: A Systematic Literature Review." Journal of Teaching in Physical Education 39, no. 2 (2020): 165–75. http://dx.doi.org/10.1123/jtpe.2019-0037.

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The purpose of this review was to analyze English language articles that addressed collaborative consulting in adapted physical education (APE). A systematic process was used to search the literature in six different databases. First, article quality was analyzed. Subsequently, thematic categorization of data was performed. Eleven articles published between 1995 and 2015 that satisfied the criteria for inclusion in the study were selected. The results were organized into seven thematic categories: the concept and definition of consultation, the role of the APE consultant, the planning and docu
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Tesis sobre el tema "Education, Language and Literature|Theater|Education, General"

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Yoda, Manami. "Henry Caldwell Cook and Drama Education in England." Thesis, Kyoto University (Japan), 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3579948.

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<p> This study aims to clarify the nature of the theatrical way of Henry Caldwell Cook who was the first to introduce theatre into education for English as a first language. This study critically examines the content of his original teaching method, Play Way, and attempts to appropriately place its context in the history of drama education in England in order to explore how effectively drama can be used in language education. The use of theatre for education has a long history. Commencing in ancient Greece and Rome, it has continued until the present time. However, modern drama education has n
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Hermansson, Jim. "Multilingual Language Learning in EFL Education : A Systematic Literature review." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96147.

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The aim of the present study was to give a systematic overview of research literature on how bilingual and plurilingual EFL learners at secondary and tertiary education acquire/learn English. By searching three databases, nine peer-reviewed articles were chosen, categorised and analysed. The results indicated that multilinguals use learning strategies, as well as using certain languages for different contexts and tasks. Proficiency might also affect when their languages were used, since proficiency influenced learning strategies. To improve the Swedish EFL education for multilinguals, teachers
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Brown, Kara D. "Learning the language international, national and local dimensions of regional-language education in Estonia /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3229586.

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Thesis (Ph.D.)--Indiana University, Dept. of Education Policy Studies, 2006.<br>"Title from dissertation home page (viewed July 5, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2823. Adviser: Bradley A. U. Levinson.
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Herrera, Jennifer Ellen. "Language planning and education in Aruba: Contexts and contradictions." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280478.

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This study is an investigation of issues of language planning and education in Aruba and how these might facilitate effective change on the island. The questions for this study were. (1) What are the predominant language varieties in Aruba, and to what uses are they put? (2) What is the official plan the Aruba government has put into place for educational change? (3) What generalizable implications for language planning and education surface from an in depth look at the context in Aruba? Major findings are the following: (1) The four predominant languages in Aruba are Papiamento, Dutch, Spanis
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Thunnithet, Pornrawee. "Approaches to criticality development in English literature education : a second language case study in a Thai university." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/175103/.

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Irion, Katherine Ann. "A Case Study: Incorporating Young Adult Literature into General Education To Improve Intellectual and Emotional Intelligence." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7023.

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Institutions of higher learning have required students to take general education courses since such they were conceived and implemented in the 1940s. Requirements vary widely across institutions, but there is a broad consensus that a literature course be required in order to graduate. While these courses feature many types of literature, one literary field is overwhelmingly overlooked: young adult literature. Brigham Young University has recently implemented a young adult literature course that will fulfill a general education requirement. This case study examines the question, "What might be
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Liu, Wen-Yun. "A content analysis of English-to-Chinese translated picture storybooks from Taiwan." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289896.

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This doctoral study aimed to research the origins and languages from which the picture storybooks were translated and published in Taiwan in year 2001, to identify the major themes and genres of those translated picture storybooks, and also to examine the language and cultural suitability of a small number of translated picture storybooks. A two-step research design of content analysis was applied as research methodology, and two sets of research questions were asked. The subject that was investigated in the study was English-to-Chinese picture storybooks from Taiwan. Step one was to survey th
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Berlin, Lawrence Norman. "Toward a "working definition" of effective language instruction in the multicultural ESL classroom." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284085.

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The purpose of this case study is to provide a working definition of effective language instruction consonant with the contemporary multicultural, university-level ESL classroom. Using a Grounded Theory methodology, it includes data from six months of teacher and student interviews, classroom observations, teacher evaluations, and questionnaires. Though attempts to categorize effective language instruction have been undertaken, previous taxonomies have been little more than altered models of teaching effectiveness from general education, offering little that is "new" or specific to the languag
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Tello, Rueda Leyla Yined. "Effects of pedagogical intervention on the development of pragmatic competence in adult learners of English as a foreign language (EFL)." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280657.

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During the last several years, the growing interest in the teachability of pragmatics in a second or foreign language has been represented by a number of interventional studies that have examined either the possibility of teaching certain pragmatic features, or the effectiveness of specific teaching methods. This classroom-based project designed to investigate the teachability of pragmatics, focused on four intact classes at two different proficiency levels, using a quasi-experimental research design with the following structure: pretest - treatment - posttest - and delayed posttest. Participa
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Hung, Yueh-Nu. "What is writing and what is Chinese writing: A historical, linguistic, and social literacies perspective." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/280352.

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Many misconceptions and misunderstandings about what writing is pervade in the field of literacy research and practice, and often school children from almost every household bear the brunt of misguided literacy research and inappropriate literacy practice. This dissertation examined the nature of written language generally and the nature of Chinese writing specifically from historical, linguistic, and social literacies perspectives. The problems with the evolutionary concept of writing development are discussed in depth. Several possible explanations for this evolutionary account of writing ar
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Libros sobre el tema "Education, Language and Literature|Theater|Education, General"

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Lamarre, Patricia. Professional development of Core French teachers: Selective review of general literature on inservice education and specific literature on inservice education of second language teachers. Teacher Education and Professional Development Task Force, ACPLS/CASLT, 1986.

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Lamarre, Patricia. Professional development of Core French teachers: Selective review of general literature on inservice education and specific literature on inservice education of second language teachers. Teacher Education and Professional Development Task Force, ACPLS/CASLT, 1986.

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Bryant, Margaret A. Learning about fall with children's literature: Cross-curricular units based on the works of Eric Carle, Robert Kalan, Ludwig Bemelmans, and more. Zephyr Press, 2006.

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A practical guide to teaching English in the secondary school. Routledge, 2012.

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Nystrand, Martin. Opening dialogue: Understanding the dynamics of language and learning in the English classroom. Teachers College Press, 1997.

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Bayer, Jane. A my name is Alice. Hutchinson, 1985.

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Steven, Kellogg, ed. A my name is Alice. Dial Books for Young Readers, 1987.

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ill, Kellogg Steven, ed. A my name is Alice. Puffin Books, 2002.

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Dawn, Fisher Carla, Van Leeuwen Michele D, Mitchell Magen ill, Sorensen Amanda ill, and Rainbow Bridge Publishing, eds. The original Summer Bridge activities.: [reading, writing, math, and language skills!]. Rainbow Bridge Pub., 2006.

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Hobbs, Julia Ann. The original Summer Bridge activities.: [reading, writing, math, and language skills!]. Rainbow Bridge Pub., 2006.

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Capítulos de libros sobre el tema "Education, Language and Literature|Theater|Education, General"

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Pérez-Cabello, Ana María. "Innovation in Foreign Language Literature Didactics in Higher Education." In Using Literature to Teach English as a Second Language. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4670-3.ch009.

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This chapter sets out specific principles for literature in foreign language didactics, specifically, in Higher Education. Three related areas are combined: didactics, literature, and language. The state of the art is presented from the General Didactics to the Foreign Language Didactics. Then, research turns to the scope of EHEA. The objectives of this chapter are mainly two. On the hand, it analyses the evolution in the state of the art of literature in foreign language didactics, and, on the other, it compiles principles to create a working method that brings students closer to their future profession and prepares them as competent professionals.
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Li, Jiahang. "Social Media and Foreign Language Teacher Education." In Preparing Foreign Language Teachers for Next-Generation Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0483-2.ch014.

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This chapter will focus on examining how instructors who are preparing foreign language teachers, both pre-service and in-service, integrate social media in their teaching practices to gain more insights on what beliefs these instructors hold and what differences and similarities between their beliefs and actual teaching practices about social media integration in foreign language teacher education. The chapter will first provide a literature review about the general beliefs that instructors held on the integration of social media and foreign language teacher education. Next, promising examples of the integration of social media in foreign language teacher education will be provided. Last but not least, affordances and challenges of the integration of social media and foreign language teacher education will be discussed, followed by implications and future directions.
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Kalinoski, Charlene. "Spanish Golden Age literature in the general education curriculum: sharing the riches of culture and language." In Incorporating Foreign Language Content in Humanities Courses. Routledge, 2019. http://dx.doi.org/10.4324/9780429325151-6.

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Abera, Berhanu. "Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education." In Multicultural Awareness and Technology in Higher Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5876-9.ch014.

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Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for instructional technology-enhanced education. This chapter addresses the existing literature on technological pedagogical content knowledge framework and of teacher education in Ethiopia in general and English language teacher education in particular. Data were collected through a structured questionnaire, interviews, classroom observations, and documents. The results revealed that the existing literature failed to demonstrate the application of TPACK in English language teacher education in the country. The technological pedagogical content knowledge of classroom English language teachers was also found to be low. Classroom teachers applied their pedagogical content knowledge while teaching English language through televised instruction like the conventional instruction. They were seldom observed applying their technological pedagogical content knowledge. Finally, based on the results and the conceptual framework of TPACK, implications for the Ethiopian secondary school teacher preparation programs are outlined and further studies are suggested.
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Fernández, Adela González. "Development of Linguistic Abilities in Bilingual Education Through Musical Stories." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5167-6.ch008.

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Bilingual education at the earlier stages of education is one of the main concerns of current governments and educative policies. This is resulting in the proliferation of new methodologies and educative proposals in order to obtain the best possible results. However, most of the time, teachers and educators focus on teaching linguistic elements in isolation. The aim of this chapter is to propose the use of musical tales in bilingual education in early childhood education as a tool for teachers and students to learn to communicate fluently in the foreign language. The use of music, literature, and drama in the same activity makes the perfect combination to help children learn a new language, since it improves aspects like vocabulary, grammar, pronunciation, and the communicative compentence in general.
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Fernández, Adela González. "Development of Linguistic Abilities in Bilingual Education Through Musical Stories." In Early Childhood Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch028.

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Bilingual education at the earlier stages of education is one of the main concerns of current governments and educative policies. This is resulting in the proliferation of new methodologies and educative proposals in order to obtain the best possible results. However, most of the time, teachers and educators focus on teaching linguistic elements in isolation. The aim of this chapter is to propose the use of musical tales in bilingual education in early childhood education as a tool for teachers and students to learn to communicate fluently in the foreign language. The use of music, literature, and drama in the same activity makes the perfect combination to help children learn a new language, since it improves aspects like vocabulary, grammar, pronunciation, and the communicative compentence in general.
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Abera, Berhanu. "Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education." In TPACK. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7918-2.ch013.

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Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for instructional technology-enhanced education. This chapter addresses the existing literature on technological pedagogical content knowledge framework and of teacher education in Ethiopia in general and English language teacher education in particular. Data were collected through a structured questionnaire, interviews, classroom observations, and documents. The results revealed that the existing literature failed to demonstrate the application of TPACK in English language teacher education in the country. The technological pedagogical content knowledge of classroom English language teachers was also found to be low. Classroom teachers applied their pedagogical content knowledge while teaching English language through televised instruction like the conventional instruction. They were seldom observed applying their technological pedagogical content knowledge. Finally, based on the results and the conceptual framework of TPACK, implications for the Ethiopian secondary school teacher preparation programs are outlined and further studies are suggested.
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Puig, Idoya. "Literature in language learning in the UK context: from current A-levels to university." In Literature in language learning: new approaches. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.43.1091.

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The aim of this paper is to look at the impact of recent reforms to the General Certificate of Secondary Education (GCSE) and Advanced Subsidiary (AS) curriculum in the UK, which included the teaching of literature in the language classroom in an attempt to make the study of languages more attractive and to better prepare students for university. The delivery of the new GCSEs and A-Levels has served to highlight new challenges, which are hampering the intended purpose of the reforms: language GCSEs and A-Levels are perceived as more difficult than other subjects and severe grading has been confirmed. Moreover, most teachers do not view the compulsory literature element positively. Conversely, academic studies confirm the value of literature in the study of languages and various initiatives demonstrate the attractiveness and effectiveness of literature in terms of increasing motivation and enhancing language skills. In this paper, we suggest some final proposals to improve this situation.
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Christoun, Lara, and Jun Wang. "Misconceptions About ELLs." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3123-4.ch001.

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A growing number of American students are English language learners (ELLs) who speak another language other than English. By 2030, the percentage of students who speak a language other than English is expected to increase substantially. Unfortunately, general education teachers often do not feel prepared to teach ELLs in their classrooms or even hold negative attitudes toward ELLs included in their classrooms. As a result, ELLs are being underserved and continually experience lower achievement. This chapter summarizes several important misconceptions related to the teaching practices of general education teachers for ELLs based on the current literature. The authors then make recommendations for practicing teachers about culturally responsive strategies for ELLs in classrooms. Finally, they conclude with remarks regarding the mindset school communities should offer ELLs.
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Rakovs`ka, Maria, and Dariya Pustovoichenko. "IMPROVING THE EFFICIENCY OF FOREIGN LANGUAGE TEACHING FOR FUTURE NON-LINGUISTIC SPECIALISTS WITH THE APPLICATION OF THE SIOP MODEL." In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-10.

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Introduction. The article deals with the problem of students’ academic professional literacy development by means of a foreign language based on the implementation of the SIOP Model. The foundations of the question have been borrowed from the SIOP (Sheltered Instruction Observation Protocol) Model that focuses on helping English Language Learners (ELLs) with academics in a mainstream classroom. The SIOP Model provides a practical and flexible tool for educators to use in planning, implementing and observing Sheltered Instruction. The SIOP Model is one of the two major areas, the other being General English, which is established in the English-speaking world. The professionally oriented English course is developed for students from different non-linguistic specialties. The goals, objectives, content of the course are compiled according the students’ requirements of real target foreign language communication situations. The principles and approaches that underlie occupational mobility are outlined. It is revealed that occupational mobility serves as a criterion for evaluating the effectiveness of professional development. The aim of the study. The aim of this paper is to outline the improving the efficiency of foreign language teaching for future non-linguistic specialists with the iplementation of the SIOP Model. Methods of the research. Methods of the research include theoretical - study of literature, experience on the problem, theoretical analysis of philosophical, sociological, psychological, pedagogical literature on research topics, synthesis of theoretical and empirical material, its generalization and systematization of data, modeling, comparison, forecasting; as well as a set of empirical methods – observations, study and generalization of pedagogical experience. Results. . It is revealed that The SIOP Model was developed to assist mainstream teachers in using research-based practices which ensure ELLs success with academic language and vocabulary. Over time, the model has proven to be a form of best practices for educators. It is also known to reach ELLs by focusing on academic language in order to obtain optimal results. Learning foreign languages in the context of intercultural paradigm has great potential for personal development. It is determined that professional mobility and competence are interdependent. The curriculum should include a cultural component, on the basis of which intercultural communication competence is formed. It is revealed that in the process of forming professional mobility it is very important to distinguish personal characteristics that provide mobility, activity and creativity of a person. The pedagogical conditions of professional mobility with the help of foreign languages are outlined. It is determined that the process of learning foreign languages is aimed at forming elements of general cultural and professional competences. Good command of a foreign language enables future professionals to effectively carry out their professional activities in their field, which will significantly increase the level of language training. It is considered that the formation of communication skills at the present stage implies the development of students' communicative competence. The component of directions of formation of multicultural communicative competence in the conditions of studying foreign languages for professional purposes is considered. Conclusion. The purpose of teaching foreign languages for future non-linguistic specialists with the application of the SIOP Model should upgrade the skills and abilities that allow the future specialist to effectively pursue a professional activity in their field: work with foreign literature, participate in discussions in a foreign language, speak or write a professional translation of business literature in professional field. The process of foreign languages learning with the implementation of SIOP Model is aimed at forming professional competencies. The combination of these competencies in the future will determine the level of training future professionals, the degree of their readiness for professional self-determination and professional activity. The SIOP components and functions demonstrate a number of aspects that make a teacher's performance effective. The SIOP Model combines the features of effective learning into one whole, integrates a foreign language with professional learning that in the context of modern Ukrainian education is especially relevant in the transition to a system of training future specialists.
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Actas de conferencias sobre el tema "Education, Language and Literature|Theater|Education, General"

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Hamidah, Siti, and Welsi Damayanti. "Analysis of the Formation of Terms Related to Covid-19 as Lecture Material Diction in General Bahasa Indonesia Courses." In The 3rd International Conference on Language, Literature, and Education (ICLLE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201109.049.

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Drossinou-Korea, Maria, and Athina Avramidi. "Promoting the integration of a student with autism in the General School with Erasmus KA3 / e-twinning actions." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.12121a.

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This paper investigates the dynamics of non-formal learning in the field of teacher preparation, for the acceptance and integration of people with autism in the General School. The main goal of the research is to identify appropriate practices for the formation of a fair attitude towards people with disabilities, with a focus on autism. The research questions posed were: (1) How can understanding autism be achieved i. by the group of teachers and students involved, and ii. by individuals in the environment in which they interact, and (2) How will understanding autism lead to the acceptance and
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Setyaningsih, Retno Wulandari. "A Sociology of Sanskrit Language: The Context of Women and Shudras." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.9-4.

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The language of the Dalits is one of the most crucial constituents in the distinctiveness of Dalit literature. The language disturbs the posture and orderliness of the status quo. That is to say, the language of the Dalits contest the standard language, which is the language used in higher educationa. Dalits being at a lower end of the caste hierarchy have been traditionally secluded from education, and for this reason their registers differ from those used by upper castes. Dalit literature exposes the discrimination the Dalits face and the oppressions that are committed on these communities.
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Rahardi, R., Yuliana Setyaningsih, Rishe Dewi, and Danang Nugraha. "Depicting Intralinguistic and Extralinguistic Contexts to Generate Communicative Skills to Foreign Speakers of the Indonesian Language." In Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295054.

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