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“I get paid for my American accent”: the story of one Multilingual English Teacher (MET) in Japan

Approach’ and implications for language education policy. Journal of English as a Lingua Franca, 1 (1), 121-139 Lasagabaster, David & Juan Manuel Sierra. 2005. What do students think about the pros and cons of having a native speaker teacher? In Enric Llurda (ed.), Non-Native Language Teachers. Perceptions, Challenges and Contributions to the Profession , 217-241. New York: Springer. Lee, Cheu-jey. 2010. Native versus non-native: A literacy teacher educator’s story. Language and Literacy, 12 (1), 46-56. Leung, Constant

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Repositioning English and multilingualism in English as a Lingua Franca

. Language policies in multilingual states. In A. Gonzalo (ed.) Panagani. Language Planning, Implementation and Evaluation. Manilla: Linguistic Society of the Philippines. Pennycook, Alastair. 2007. Global Englishes and Transcultural Flows. London: Routledge. Pennycook, Alastair. 2010. The future of Englishes: one, many or none? In A. Kirkpatrick (ed.) The Routledge Handbook of World Englishes. London: Routledge. Pratt, Mary Louise. 1991. Arts of the contact zone. Profession 91: 33-40. Pratt, Mary Louise. 2002. Building a new idea about language

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Intergenerational Learning: A Cornerstone of Quality Aging

Abstract

The presentation of the professions from the older generation to elementary school pupils is one of the segments of intergenerational learning and intergenerational cooperation. Young people meet a person who actually did a particular occupation or profession. The older generation explains to the young generation what is needed to learn for a particular profession, and the young generation have the opportunity to test, or at least monitor the work they would do in the profession. The aim of our survey was to confirm that intergenerational learning is one of the cornerstones of quality aging. The data was collected with the survey questionnaire, which 200 representatives of older generation aged 65 and more have answered and was then quantitatively analyzed using a quantitative methodology. The results of the research confirmed that intergenerational cooperation through intergenerational learning, which involves the presentation of a profession of older generation to younger generation, affects the quality of life in the third life period. We can conclude that within intergenerational learning older generation gets the opportunity to transfer their knowledge, experience and share it with young generation, which leads to a higher quality of life even in the third stage of life. The younger generation is able to acquire concrete and useful information about professions first hand and in addition learn about aging and social tolerance.

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„Dann leg’ ich meinen Hobel hin...”. Nachrufe und Todesanzeigen mit Tätigkeitsbezug aus interkultureller Sicht

Abstract

Beyond the communicative function of death notices, to informe about a death case, one will be repeatedly surprised by auxiliary functions of this category of private notices. The following article analizes from an intercultural perspective the representation of the (professional) identity in obituaries and death notices pertaining to a Romanian and a German corpus – the achievements attained to in the job environment and – in case of a blurred or merely outlined professional identity – on interests outside of one’s job, which were cherished by the deceased to the effect of shaping and defining him.

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State of Women in Academia: Extent of Supportive Environment for Female Researchers

Abstract

While women’s rights activists and advocates fight for equality in the professions, the state of women in academic research is not very impressive. Fewer women are actively undertaking major doctoral studies and research. Although the number increases at a very low rate, women’s participation, specifically in science, technology, engineering, and information technology research at academic levels or for doctoral purposes, is minimal. In this situation, many acclaimed authors have reasoned that womanhood itself and gender-specific attributions cause low participation in academia. A few have referred to motherhood as well. At this juncture, this literature review explores whether environmental support and facilitation are more responsible for this situation than gender attributes are by approaching the topic from the viewpoint of the extent of environmental support for women researchers.

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Overview of English for Specific Purposes in a Technical High School “Lutfi Musiqi” in Vushtrri

Abstract

This research outlines the challenges and obstacles of introducing English for Specific Purposes (ESP) in a Technical High School “Lutfi Musiqi” in Vushtrri, and most importantly, the benefits for the students, who can use this acquired knowledge in their future professions as well. In spite of the fact that most of the students are likely to get employed after they graduate from this school, there will always be some of them, who might continue their studies at a Technical University. Having a sound base of English, ESP will equip students with the relevant professional vocabulary and language skills needed for their further professional studies. The students were 17 up to 18 years old; they’re attending the 12th grade in the secondary Technical High school. The total number was 56. Because of the nature of this school there were more male students than female. This research was realized by the quantitative and qualitative methods through questionnaires I used with my students.

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What are the Adequate Pedagogical Approaches for Teaching Scientific Disciplines? Physics as a Case Study

Abstract

Different teaching approaches have revealed that teaching is a complex process, a profession that must adapt to the specific needs of the learners, the nature of the subject taught and the general context of the training. However, the act of learning is a common activity. In the educational sciences there is no one-sided approach to the didactics of physical sciences. Therefore, teachers of the physical sciences are invited to choose the appropriate pedagogical approaches based on the performance and limitations of each approach. In this article, we will review the literature of the main pedagogical approaches used to facilitate the acquisition of physical phenomena. On the basis of this study, we will highlight the added value of the combination of a relatively recent approach, based on historical investigation and simulation of physical phenomena.

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The Teacher Mentor’s Need for Pedagogical Instruction at Bethlehem University

Hills, CA. Sage. Trautman, P. I. J. (2000). Mentoring, social interaction, and transformations: Overview and framework. In D. J. McIntyre & D. M. Byre (Eds.). Research on effective models for teacher education (pp. 132-135). Thousand Oaks, California: Corwin Press. Veal, M. L. & Rikard I. (1998). Cooperating teachers' perspectives on the student triad. Journal of Teacher Education, 49(2), 109-119. Williams, D. A. & Bowman, C. L. (2000). Reshaping the profession: One teacher at a time. In. D. J. McIntyre & D. M. Byrd (Eds

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A Study on Students’ Choice of Programme in the University

References Adeokun, C. O and Opoko, A. P. (2015). Exploring the Link between Motivation for Course-Choice and Retention in the Architectural Profession: Students’ Perspectives. Mediterranean Journal of Social Sciences. 6(6), 191-201. Akyina, K. O., Oduro-Okyireh, G., and Osei-Owusu, B. (2014). Assessment of the Rationality of Senior High School students’ Choices of Academic Programmes in Kwabre East District of Ghana. Journal of Education and Practice. (5)28, 2014. Alika, I. H. (2010). Parental and Peer Group

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Relative Importance of Indicators of Teachers’ Professional Skills as Perceived by Senior High School Economics Teachers in Ghana

, A. E. & Klein, S. (1995). A license to teach: Building a profession for 21 st century schools . Boulder: Westview Press Darling-Hammond, L. & Barnett, B. (2001). Does teacher certification matter? Evaluating the evidence. Educational Evaluation and Policy Analysis , 23 (1), 57 – 77 Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer Press Duron, B., Limbach, B., & Waugh, W. (2006). Critical thinking framework for any discipline. International Journal of Teaching and Learning in Higher Education , 17

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