In the U.S. colleges and universities, language courses and cultural studies courses are usually under separate departments and programs. This separation represents the heart of liberal arts education, where students can explore a variety of disciplines. However, a comparative nature of cross-cultural analyses may cause generalized and stereotypical views toward the target country. This present study will introduce the practice of CLIL (Content and Language Integrated Learning) and examine the value of studying the literature in the original language, so that the students will improve linguistic skills, gain knowledge on Japanese literary characteristics, and build on their intercultural competence skills.
The study concentrated on mothers’ reading to their preschool children. Three broad questions were posed about how the mother’s educational level is associated with: (1) the mother’s reasons to read to the child, (2) frequency and duration of this reading, (3) mother-child literacy interaction with the child. The sample of low education mothers (n=55) and high education mothers (n=213) was recruited to fill in a questionnaire of 46 items. Higher education mothers outperformed low education mothers in these variables: reading to the child in order to enhance cognitive development, appreciate the time they are with the child in reading sessions, reading to child frequency, and the number of books the child possesses. On the other hand, low education mothers more frequently than high education mothers ask children about book characters and explain reasons for reading.
The aim of the paper is to characterize the city of Bratislava after the First World War as a literary space in the short story The Worst Crime in Wilson City (Najhorší zločin vo Wilsonove) and its film adaptation Wilson City (Wilsonov). For millions of Czechs and Slovaks, the US President W. Wilson was a legendary figure. The multi-ethnic city wanted to gratify him and suggested to name itself after him. This short episode of our history was found interesting for a Slovak writer Michal Hvorecký, who set a mysterious (horror) short story in Wilson City (Bratislava). The topos of the city became the basic organizational, or, structural element on which the story is built. In the film adaptation of the Czech director Tomáš Mašín there was a generic shift and the film became a detective comedy, or parody of historical events that happened (or could have happened). The paper focuses on the motif of the city and compares this urban space in the literary and film form. It tries to answer the question whether the city – space is only a backdrop of the story or it becomes its (role)player.
Content and language integrated learning (CLIL) is a major area of interest within the field of formal education. There are numerous studies presenting data and results of CLIL implementation. The positive impacts have been reported in building positive attitudes to language learning, to content subject learning, increasing efficacy of language learning. Questions have been raised about the factors that (may) affect research results and their interpretation. Many small studies bring statistically non-significant data as they use small convenience samples. Meta-analyses enable the researchers to synthesise data from research with the same characteristics. The present article analyses the studies that focus on CLIL implementation at primary and secondary schools with special focus on receptive skills and vocabulary gains. Out of 385 selected studies were 9 included and applying randomised-effect model evaluated. The analysis found no statistically significant differences between the CLIL and EFL groups in listening and reading performance. Concerning vocabulary the statistically significant difference in favour of CLIL (p<0,0001) with overall estimate effect 0,84 and confidence interval ranging from 0,56 to 1,11 was observed.
This article focuses on children who cannot speak the language of the majority when they enter the school system. It recommends that the term child speakers of other languages should be adopted in Slovakia. Various approaches and types of support used in other European countries (Germany, Denmark, Czechia) are presented. These could be adopted nationally to integrate these children in school. The legal situation and current situation in preschools and primary school is also explored. The article outlines potential forms of support for preschool children and their families that require little in the way of additional funding and human resources.
The paper focuses on one’s perception of factuality in selected online news media. A group of university students of English were approached and presented with ten statements about Sweden and asked to evaluate their truthfulness. Half of the group (informed respondents) were then advised on the ways media use to infer a narrative onto the reader, potentially influencing the way they view events, while the other half (uninformed respondents) were not made aware of this fact. The respondents were then presented with a news report describing a specific event that took place in Sweden; however, half of each group were asked to read its tabloid description while the other halves were shown the event as reported by a broadsheet (both online). They were then asked to reevaluate the statements they were presented with before and decide whether their opinions changed based on the article they had just read. The results suggest that one is inclined to believe what they read, regardless whether the source seems reliable and whether they are aware of the fact media might manipulate their audiences.
The idea of teaching a target language via a monolingual medium of instruction in the classroom has long predominated in the pedagogical context. In Saudi Arabia, excluding the students’ mother tongue (Arabic) in the foreign language classroom has been seen as a tool that accelerates the acquisition of the target language (English). This is widely viewed as the most practical and effective method of language learning, especially in the Gulf region, where English is a foreign language employed in the fields of economics and business. The recent academic argument that exploiting the students’ linguistic repertoire, including the mother tongue, in the target language classroom boosts and fosters the students’ learning cycle is still encountering huge resistance, especially among second/foreign language teachers. To explore this dispute from the perspective of English as a foreign language (EFL) teachers in intermediate and secondary schools, a case study was conducted with 34 teachers in the Qassim region, Saudi Arabia, through questionnaires and a focus group interview. The study found that most teachers believe that the policy of using the target language (English) only is the most effective method of language learning. They employed the students’ mother tongue (Arabic) on an ad hoc basis to ensure complete comprehension, organize classroom tasks or convey personal remarks. In addition, the study revealed that teachers’ understanding of plurilingualism was unclear and limited to the verbal use of two languages, and that EFL teachers need more clarification on its application in the classroom.
There are no doubts that the interconnections between translation competence and revision competence are constantly increasing and contribute to better coherence of the translated product. Other-revision may be developed and made use of as a competence on its own. Self-revision is always part of translation competence.
The study is based on students’ attitudes towards self-revision and other-revision. Before starting the revision training in practical translation courses, a survey was conducted to determine students’ attitudes towards the process of revision, the benefits of self- and other-revision training and the forms of such training thereof. The study also followed a research design where a semi-structured interview protocol was employed to find out the students’ attitudes to self-revision and other revision competences including possible modifications to be made in the translated text and skills required. The findings reveal students’ opinions and experiences acquired in translation courses at a higher education institution in terms of the revision process and student attitudes prevailing.
Studying these questions may provide helpful theoretical and practical implications about the use and benefit of revision-related activities in translation classes.
This study highlights the imperative fact that students are the personification of a teacher’s persona. The professional persona of the teachers is the reflection of personal and emotional traits that helps their students in the development of a nation. This is a quantitative study of 40 teachers and 153 students from Sahiwal district, Pakistan based on Erikson’s theory of psychosocial development. For questionnaires, the study gyrates around the conceptual framework of teachers’ personal traits independent variables: empathy, resourcefulness, wittiness, acknowledgment, determination, and creativeness are aimed to analyze their reflection in students’ performance as a dependent variable. For data collection, the purposive sampling technique is used and SPSS software for calculations. This study traces that it is a need the hour to improve the society through training of a teacher to develop a paradigm of ‘Teacher’s persona’ that ultimately, influences the students en masse.