Volume 7, Issue 1 , March 2019, Pages 0-0
Volume 7, Issue 1 , March 2019, Pages 0-0
Alireza Jalilifar; Reza Banari; Zohreh Gooniband Shooshtari
Volume 7, Issue 1 , March 2019, Pages 1-15
Abstract
The current study qualitatively examined blurbs in the discipline of physics which is perceived to be less infused with evaluative resources and more objective and impersonal in its textual argumentation. The study followed the appraisal framework proposed by Martin and White (2005) to see how interpersonal ...
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The current study qualitatively examined blurbs in the discipline of physics which is perceived to be less infused with evaluative resources and more objective and impersonal in its textual argumentation. The study followed the appraisal framework proposed by Martin and White (2005) to see how interpersonal meaning is textually constructed in blurbs. Findings indicated that writers of the blurbs are more favorably disposed towards employing appreciation than other kinds of attitudinal resources. Two major waves of interpersonal meanings were observed in the hyper-Theme and hyper-New of blurbs. The latter appeared stronger because of the interpersonal contributory effect of the former. Findings showed that the ideational entity receiving initial thematic prominence in the beginning phase of the blurbs is the book rather than the author, leading to the major prominence given to the book, the dense accumulation of appreciation in comparison to other attitudinal resources, the grammatical passivity of blurbs’ structures, and the realization of blurbs’ discourse as a marked theme.
Amanda Dascomb
Volume 7, Issue 1 , March 2019, Pages 16-26
Abstract
The purpose of this article is to evaluate the role that colonization played in language education policy and illustrate the need for first language instruction. Using postcolonial scholar Franz Fanon, the reasons for and consequences of using a second language medium of instruction in postcolonial nations ...
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The purpose of this article is to evaluate the role that colonization played in language education policy and illustrate the need for first language instruction. Using postcolonial scholar Franz Fanon, the reasons for and consequences of using a second language medium of instruction in postcolonial nations are explored. Colonial languages were used to reinforce the imperialistic goals of colonizing nations and this language policy was rarely reversed after decolonization. Many nations have instated pilot mother tongue programs into their school systems, but they rarely move past this stage. This article deconstructs how colonization and decolonization affect the language of instruction and language education policy in developing nations (with a focus on francophone nations). Haiti is used as an example to illustrate the difficulties and complexity that decolonization brings to education policy. It is important that as we start to face new global forces that hinder first language instruction (globalization, westernization) we do not forget the historical oppressions that have a current impact on policy.
Antony Luby
Volume 7, Issue 1 , March 2019, Pages 27-39
Abstract
This research paper addresses secularization from both political and religious perspectives. One of its manifestations in the political sphere is that of globalization that can lead to alienation within society; and in the United Kingdom this is exemplified by Brexit. Within the religious sphere secularization ...
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This research paper addresses secularization from both political and religious perspectives. One of its manifestations in the political sphere is that of globalization that can lead to alienation within society; and in the United Kingdom this is exemplified by Brexit. Within the religious sphere secularization is usually couched in oppositional terms. This paper reclaims the original use of the word secular as envisaged in a three realms’ model of society comprising profane, sacred and secular realms. The secular realm acts as a buffer between the profane and sacred realms and in this neutral, public sphere the power of reason prevails. An educational starting point for such creation is pedagogy and through linguistic, psychological and cultural analysis, this paper identifies the development of reasoning through the dialogic skills of building consensus (cumulative talk) and constructive criticism (exploratory talk). Sixty-five students from a varied background of UK secondary schools have participated in the development of these dialogic skills.
Mohammad Hossein Keshavarz; Majed Amro
Volume 7, Issue 1 , March 2019, Pages 40-51
Abstract
This study aimed at investigating the attitude of Muslim students towards the use of certain English idioms and proverbs. Thirty Muslim students were asked to express their reactions and feelings towards two categories of English idioms and proverbs: the first category included idioms and proverbs containing ...
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This study aimed at investigating the attitude of Muslim students towards the use of certain English idioms and proverbs. Thirty Muslim students were asked to express their reactions and feelings towards two categories of English idioms and proverbs: the first category included idioms and proverbs containing the names of animals that are prohibited in Islam, and the second category contained culturally inappropriate idioms and proverbs. The results of data analysis revealed that idioms and proverbs belonging to the first group were found by the majority of the participants to be rather offensive, while culturally inappropriate idioms and proverbs were less offensive. This indicates that religion is the main influential factor in the reaction of Muslim students towards English idioms. Non-Muslim English teachers may find the results of this study useful in gaining awareness about the attitudes of Muslim students towards the use of religiously and culturally-loaded idioms and proverbs and taking precautions in using such idioms in the classroom environment.
Siripen Ungsitipoonporn; Kumaree Laparporn
Volume 7, Issue 1 , March 2019, Pages 52-66
Abstract
Although 1.4 million people speak Northern Khmer in Thailand, they are aware that their language is still in decline. To deal with this threat, native speakers have cooperated with linguists from Mahidol University to work on a community-based research project since 2007. Teaching the Northern Khmer ...
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Although 1.4 million people speak Northern Khmer in Thailand, they are aware that their language is still in decline. To deal with this threat, native speakers have cooperated with linguists from Mahidol University to work on a community-based research project since 2007. Teaching the Northern Khmer language as a subject in the formal school system was the first project which started at Ban Pho-kong school, Surin Province. Later, however, they realized that their children had enough potential in their mother tongue to teach a bilingual program from kindergarten 1, and there were teachers available who could speak Northern Khmer fluently. However, when they started the bilingual education program at the kindergarten level, the children could not use Northern Khmer language to communicate with the teachers. Linguists from Mahidol tried another approach to increase the use of the mother tongue by applying a language nest pattern at the pre-kindergarten level to prepare a strong foundation for the student’s mother tongue, before they go on to kindergarten and then primary school.
Saeed Rezaei; Ava Bahrami
Volume 7, Issue 1 , March 2019, Pages 67-82
Abstract
This survey investigated the cultural identity of Iranian English language teachers. Accordingly, a cultural identity model was proposed a priori, based on which a questionnaire was developed and piloted on 50 Iranian English language teachers (α = 0.87). The developed questionnaire was then administered ...
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This survey investigated the cultural identity of Iranian English language teachers. Accordingly, a cultural identity model was proposed a priori, based on which a questionnaire was developed and piloted on 50 Iranian English language teachers (α = 0.87). The developed questionnaire was then administered to 636 male and female Iranian English language teachers. The results of confirmatory factor analysis showed that the model was fit and eight components namely 1) religious beliefs, 2) history, 3) customs, 4) manners and behaviors, 5) Persian language, 6) literature and art, 7) parents’ influence and 8) family relations were confirmed to form the core of Iranian cultural identity. The findings also revealed that the older and more experienced teachers had the highest level of Iranian cultural identity. Besides, the results showed that female teachers had stronger Iranian cultural identity than their male counterparts, and teachers from different fields of study and with different university degrees and mother tongues did not significantly differ in their cultural identity.
Israa Qari
Volume 7, Issue 1 , March 2019, Pages 83-95
Abstract
This paper was set out to investigate the main cultural differences between Saudi and British participants making apologies with a focus on the role of the gender of the addressee in the selection of apology strategies in gender-segregated vs. coed societies. Written questionnaires were used to collect ...
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This paper was set out to investigate the main cultural differences between Saudi and British participants making apologies with a focus on the role of the gender of the addressee in the selection of apology strategies in gender-segregated vs. coed societies. Written questionnaires were used to collect data from 80 participants: 20 Saudi males, 20 Saudi females, 20 British males and 20 British females. Three apology situations were presented; in the first two situations the hearer (H) was a male, in the third, the H was a female. Data was analyzed based on Brown and Levinson’s (B & L) politeness theory and according to the Cross Cultural Speech Act Research Project (CCSARP) apology strategy coding system. Generally, the results of this study indicated differences between the Saudi and the British apology strategy selections. Moreover, in particular, there were significant differences between the mean scores of apology situations where the gender of the addressee was a male.
Mostafa Morady Moghaddam; Neil Murray
Volume 7, Issue 1 , March 2019, Pages 96-105
Abstract
English language teaching (ELT) in Iran has experienced a turbulent history reflecting an often dynamic context and changing attitudes toward English, yet framed within a discourse of tolerance rather than one of embrace, as this study is going to show. The discourse was much brighter before the Islamic ...
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English language teaching (ELT) in Iran has experienced a turbulent history reflecting an often dynamic context and changing attitudes toward English, yet framed within a discourse of tolerance rather than one of embrace, as this study is going to show. The discourse was much brighter before the Islamic Revolution and this study reveals that there were much fewer adverse policies toward the spread of English (mostly because of economic reasons). However, after the Islamic Revolution, the discourse can be seen as a product of a postcolonial perspective and an accompanying unease – even antipathy – concerning Westernisation and Western values that are seen as being at odds with Iran’s identity and aspirations as an Islamic state. It is discussed in this study that at its current status, language policy and planning in the Iranian context is blatantly at odds with the ‘educational’ and ‘social’ needs of the nation.
Kun Zhang
Volume 7, Issue 1 , March 2019, Pages 106-117
Abstract
As a former Portuguese colony, Macao is the only region in China where Cantonese, a variety of Chinese, and English, an international language, are enjoying de facto official statuses, with Putonghua being a quasi-official language and Portuguese being another official language. Recently, with an increasing ...
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As a former Portuguese colony, Macao is the only region in China where Cantonese, a variety of Chinese, and English, an international language, are enjoying de facto official statuses, with Putonghua being a quasi-official language and Portuguese being another official language. Recently, with an increasing number of Mainland Chinese students crossing the border to pursue their tertiary studies in Macao, the question as to how they cope with the complex sociolinguistic situation there is of great importance. The present study focuses on how Mainland students perceived Chinese-English code-mixing during their sojourn. It has been found that in the process of their adapting to Macao, the Mainland students’ attitudes towards Chinese-English code-mixing shifted due to the influence of local flexible ideologies about multilingualism. Accordingly, they could strategically resort to Chinese-English code-mixing, a linguistic practice negatively perceived on the Mainland, to socialize with people of different linguistic backgrounds when sojourning in Macao. In this process a flexible cross-border identity was constructed.
Elham Naji Meidani
Volume 7, Issue 1 , March 2019, Pages 118-122