HC Zeitschriften Anglisik Signatur Titel

Total Page:16

File Type:pdf, Size:1020Kb

HC Zeitschriften Anglisik Signatur Titel HC Zeitschriften Anglisik Signatur Titel A HC 1100 Abstracts of English studies HC 1125 Accent HC 1135 Acolit HC 1140 Adelphi HC 1150 Adventurer HC 1155 Adventures in poetry HC 1165 African literature today HC 1168 Age of Johnson HC 1170 Agenda HC 1175 Aglared HC 1195 Ainsworth´s magazine HC 1220 Akwesasne notes HC 1221 Akwesasne notes HC 1250 Akros HC 1280 Alternative futures HC 1300 Amazing HC 1304 Amedian HC 1306 Amerasia journal HC 1308 American annual HC 1312 American Antiquarian Society: Proceedings HC 1315 American book review HC 1320 American Dialect Society: Newsletter HC 1330 American foreign language teacher HC 1350 American heritage HC 1360 American indian quarterly HC 1390 American literary history HC 1410 American literary realism HC 1420 American literary scholarship. An annual. HC 1500 American literature HC 1506 American magazine HC 1509 American museum or universal magazine HC 1515 American notes and queries HC 1535 American poetry review HC 1539 American prefaces HC 1550 American quarterly HC 1552 American quarterly review HC 1590 American spectator HC 1600 American speech HC 1601 American speech HC 1700 American studies HC 1701 American Studies International. Newsletter. HC 1705 American studies HC 1710 American studies in scandinavia HC 1720 American studies library newsletter HC 1730 American studies newsletter HC 1740 American theatre HC 1750 American transcendental quarterly HC 1765 American west HC 1900 Analog science fiction & science fact HC 1915 Analyst Seite 1 von 18 HC Zeitschriften Anglisik Signatur Titel HC 1925 Analytical magazine HC 1950 Angel hair HC 1970 Angerthas HC 2000 Anglia + Reg. HC 2003 Anglia. Supplement. HC 2100 Anglistik und Englischunterricht HC 2140 Anglo-american studies HC 2180 Anglo-irish studies HC 2190 Anglophonia HC 2200 Anglo-Saxon England HC 2230 Anglo-Welch review HC 2600 Angol filólogiai tanulmányok HC 2685 Annual report on english and american studies HC 2700 Annual review and history of literature HC 2800 ANQ HC 2890 Anthologia hibernica HC 2900 Antigonish review HC 2920 Anti Jacobin HC 2923 Antioch review HC 2925 Antipodes HC 2930 Apple HC 2935 Approach HC 2945 Arbeiten aus Anglistik und Amerikanistik HC 2950 Arena HC 2955 Argosy HC 2960 Ariel HC 2962 Arizona quarterly HC 2965 Arkham sampler HC 2980 Art and letters HC 2985 Arthurian literature HC 2990 Ase HC 2995 Asian englishes HC 3000 Association for african literature in english. Bulletin. HC 3003 Association for Commonwealth Literature and Language. Bulletin. HC 3010 Atlantic HC 3025 Aurora HC 3035 Australasian drama studies HC 3040 Australasian sketcher with pen and pencil HC 3050 Australian literatury studies HC 3055 Autobiography studies HC 3070 Avalon to camelot B HC 3095 Babel HC 3200 Backtrack HC 3220 Baker street journal HC 3225 Barnhart dictionary companion HC 3226 B.A.S. : British and american studies HC 3230 Beacon HC 3235 Bee HC 3250 Beiträge zur Amerikakunde HC 3270 Bell Seite 2 von 18 HC Zeitschriften Anglisik Signatur Titel HC 3280 Beltaine HC 3290 Best canadian stories HC 3300 Best detective stories of the year HC 3320 Best poems HC 3335 Bibliographical Society of America. Papers. HC 3339 Bim HC 3340 Biography and source studies HC 3342 Black books bulletin HC 3344 Black man HC 3345 Black mountain review HC 3347 Black orpheus HC 3348 Black position HC 3349 Black scholar HC 3349.5 Black world HC 3350 Blackwoods magazine HC 3360 Blake HC 3370 Blast HC 3400 Blue review HC 3445 Bookman HC 3450 Boundary two HC 3460 British Association for American Studies. Newsletter. HC 3470 British book news HC 3480 British journal of aestetics HC 3490 British linguistic newsletter HC 3495 British review of New Zealand studies HC 3500 Brno studies in english HC 3525 Broadway journal HC 3550 Browning-society-papers HC 3565 Brownson´s quarterly review HC 3580 Buckland news HC 3600 Burns chronicle and club directory HC 3630 Butterfly C HC 3665 Caell-journal HC 3680 Cahiers Elisabethains HC 3690 Cahiers de la nouvelle HC 3700 Calendar of modern letters HC 3800 Caliban HC 3805 California english HC 3806 Callaloo HC 3807 Cambridge quarterly HC 3809 Canada. Commissioner of Official Languages. Annual report. HC 3810 Canadia childrens literature HC 3810.3 Canadian book review annual HC 3811 Canadian drama HC 3812 Canadian essay and literature index HC 3815 Canadian fiction magazine HC 3817 Canadian forum HC 3820 Canadian literature HC 3826 Canadian poetry HC 3830 Canadian review of american studies Seite 3 von 18 HC Zeitschriften Anglisik Signatur Titel HC 3835 Canadian theatre review HC 3838 Canadian woman studies HC 3840 Canadian writing newsbulletin HC 3845 Caribbean quarterly HC 3848 Carrollian : the Lewis Carroll journal / Lewis Carroll Society HC 3850 Caterpillar HC 3860 Centennial review HC 3870 Centre d´etudes anglo-irlandaises.Cahier. HC 3875 Centre des Recherches sur l´Amérique Anglophene HC 3878 Centre for research in the new literatures in english HC 3900 Chapbook HC 3902 Chapbook HC 3910 Chaucer review HC 3915 Chelsea hotel HC 3925 Chicago review HC 3925.5 Children´s book review HC 3926 Children´s literature HC 3926 Children´s Literature Association HC 3926.3 Children´s literature in education HC 3926.6 Chimera HC 3926.8 Chimo HC 3927 Cimarron review HC 3930 Cincinnati miscellany HC 3932 Cinema Canada HC 3932.5 Cirth de Gandalf HC 3933 City lights journal HC 3934 City University New York: CUNY english forum HC 3935 CLA-journal HC 3937 Colby library quarterly HC 3938 College composition and communication HC 3940 College english HC 3942 College literature HC 3945 Colorado quarterly HC 3952 Comic alamanach HC 3954 Comic news HC 3956 Commonwealth HC 3957 Commonwealth newsletter HC 3958 Commonwealth novel in english HC 3959 Commonwealth quarterly HC 3960 Companion HC 3960.5 Comparative American studies. HC 3961 Compendium of university entrance requirements for first degrec courses HC 3961.5 Computer Corpora des Englischen in Forschung, Lehre und Anwendung HC 3962 Concerning poetry HC 3962.5 Conch HC 3962.7 Concord saunterer HC 3962.8 Connotations HC 3962.9 Conradiana HC 3963 Constitutional press HC 3964 Contemporary literature HC 3965 Contemporary poetry and prose Seite 4 von 18 HC Zeitschriften Anglisik Signatur Titel HC 3970 Contrast HC 3976 Cornhill magazine HC 3976.5 Corpus linguistics and linguistics theory HC 3977 Criticism HC 3978 Costerus HC 3978.2 Costerus. N.S. HC 3978.5 Country life HC 3978.7 Crayon Criterion siehe HC 3980.4 HC 3979 Critical inquiry HC 3980.4 Criterion HC 3980.6 Critical arts Critical inquiry siehe HC 3979 HC 3981 Critical quarterly Criticism siehe HC 3977 HC 3982 Critique HC 3982.1 CSL: Bulletin HC 3982.2 Cultural studies HC 3982.4 Current writing D HC 3982.8 Dalhousie review HC 3983 Delta HC 3983.2 Delta HC 3984 Departure HC 3985 Dial HC 3987 Dialectologia et geolinguistics HC 3988 Dickinson studies HC 3992 Dictionaries HC 3995 Dictionary of literary biography. Yearbook. HC 4000 Dime novel round up HC 4010 Deutsche Gesellschaft für Amerikastudien. Mitteilungsblatt. HC 4030 Discourse HC 4040 Dome HC 4070 Drama review HC 4073 Dramatist HC 4075 Dramatists guild quarterly HC 4080 Dublin magazine HC 4082 Dublin penny journal HC 4085 Dutch quarterly review of anglo-american letters E HC 4090 Early american literature HC 4100 Echos du Commonwealth HC 4110 Edge HC 4112 Edge HC 4120 Edinburgh magazine and literary miscellany HC 4130 Educational theatre journal HC 4140 Eighteenth century life HC 4142 Eighteenth-century fiction HC 4144 Eire-Ireland HC 4146 EKIB newsletter Seite 5 von 18 HC Zeitschriften Anglisik Signatur Titel HC 4150 ELH HC 4200 Elementary english HC 4220 ELT-Documents HC 4230 Emily Dickinson journal HC 4240 Encore HC 4241 Encore HC 4250 Encounter HC 4251 Engineering report HC 4252 Enemy HC 4253 Englisch HC 4254 Englisch-amerikanische Studien HC 4254.4 Englisch amerikanische Studien HC 4255 English HC 4255.1 English Association. Newsletter. HC 4257 English Echo HC 4257.5 English for specific purposes HC 4258 English foreign language-gazette HC 4259 English in Africa HC 4260 English in education HC 4262 English institute. Annual publications. HC 4263 English journal English language and linguistics siehe HC 6243.6 HC 4264 English language notes HC 4268 English language teaching HC 4269 English language teaching journal HC 4269.5 English language teaching news HC 4270 Englische Studien HC 4270.5 English language and linguistics HC 4271 English literary renaissance HC 4272 English magazine HC 4272.5 English miscellany HC 4273 English philological studies HC 4274 English Place-Name-Society. Journal HC 4274.6 English record HC 4275 English review HC 4280 English studies HC 4285 English studies in Africa HC 4287 English studies in Canada HC 4290 English literature in transition HC 4300 English review magazine HC 4310 English teaching abstracts HC 4311 English-teaching forum HC 4312 English teaching professional HC 4313 English today HC 4315 English world-wide HC 4322 Envoi HC 4325 Envoy HC 4349 Essays and studies HC 4350 Essays and studies HC 4355 Essays and studies on american language and literature HC 4400 Essays in canadian irony Seite 6 von 18 HC Zeitschriften Anglisik Signatur Titel HC 4420 Essays by divers hands HC 4425 Essays in criticism HC 4427 Essays in literature HC 4428 Essays in theatre HC 4430 Essays on canadian writing HC 4440 Etonian HC 4450 Etudes anglaises HC 4455 Etudes irlandaises HC 4462 European Association for American Studies. Newsletter. HC 4464 European journal of american culture HC 4466 European journal of english studies HC 4468 European studies of english studies HC 4470 Evergreen review HC 4488 Exile HC 4500 Explicator HC 4515 Extrapolation F HC 4540 Fantasy HC 4541 Fantasy and science fiction HC 4543 Fiction index annual volumes HC 4544 Cumulated fiction index HC 4544.3 Fiddlehead HC 4544.5 Flambeau HC 4544.7 Focus HC 4545 Foederal american monthly HC 4546 Folder (with new folder) HC 4550 Folios of new writing HC 4555 Folk-Say HC 4560 For now HC 4562 Foreign quarterly review HC 4562.7 Fortnightly review / New series HC 4563 Forum.
Recommended publications
  • Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom
    Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 12-2017 Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom Michael Spooner Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the First and Second Language Acquisition Commons Recommended Citation Spooner, Michael, "Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom" (2017). All Graduate Plan B and other Reports. 1126. https://digitalcommons.usu.edu/gradreports/1126 This Creative Project is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. i CODE-SWITCHING AND ITS CHALLENGES: PERSPECTIVES ON TRANSLANGUAGING IN THE EFL CLASSROOM by Michael Spooner A portfolio submitted in partial fulfillment of the requirements for the degree of MASTER OF SECOND LANGUAGE TEACHING Approved: Dr. Karin DeJonge-Kannan Dr. Maria Luisa Spicer-Escalante Major Professor Committee Member Dr. Abdulkafi Albirini Dr. Sylvia Read Committee Member Committee Member Dr. Bradford J. Hall Department Head UTAH STATE UNIVERSITY Logan, Utah 2017 Copyright 2017 © Michael Spooner All rights reserved DEDICATION This work is dedicated to the memory of Alberto, whose full name I do not know. Alberto was a Puerto Rican man who worked long ago with my father in a machine shop in Milwaukee. Alberto loved Spanish, his first language, and especially the way it was spoken in Puerto Rico.
    [Show full text]
  • Reference Guide for the History of English
    Reference Guide for the History of English Raymond Hickey English Linguistics Institute for Anglophone Studies University of Duisburg and Essen January 2012 Some tips when using the Reference Guide: 1) To go to a certain section of the guide, press Ctrl-F and enter the name of the section. Alternatively, you can search for an author or the title of a book. 2) Remember that, for reasons of size, the reference guide only includes books. However, there are some subjects for which whole books are not readily available but only articles. In this case, you can come to me for a consultation or of course, you can search yourself. If you are looking for articles on a subject then one way to find some would be to look at a standard book on the (larger) subject area and then consult the bibliography at the back of the book., To find specific contents in a book use the table of contents and also the index at the back which always offers more detailed information. If you are looking for chapters on a subject then an edited volume is the most likely place to find what you need. This is particularly true for the history of English. 3) When you are starting a topic in linguistics the best thing to do is to consult a general introduction (usually obvious from the title) or a collection of essays on the subject, often called a ‘handbook’. There you will find articles on the subareas of the topic in question, e.g. a handbook on varieties of English will contain articles on individual varieties, a handbook on language acquisition will contain information on various aspects of this topic.
    [Show full text]
  • Relevance of SLA to English Language Teachers
    5 Ways Second Language Acquisition Is Relevant to ELT by Michael Lessard-Clouston Teachers who complete a TESOL certificate or further training typically take a course in second language acquisition (SLA). Yet in teaching, soon after graduation, they find themselves busy with lesson plans, grading, and many other tasks. So why bother studying SLA or its research? In this article, I discuss five ways that SLA is relevant to English language teachers, and I introduce 10 SLA-related journals and encourage teachers to check out relevant articles. 1. It Helps English Language Teachers Understand Student Learning It is not unusual for English as a second language (ESL) or English as a foreign language (EFL) teachers to include a statement of teaching philosophy with job applications, and for college, school, or university employers to require such a statement. However, it is really difficult to write a good teaching philosophy if you haven’t thought carefully about classroom English language learning. In the MA TESOL program where I teach, one of the options for the final assignment in our SLA course is to write up your philosophy of language learning. After considering a range of topics from our textbooks and discussing relevant articles, students have the opportunity to prepare a well-articulated statement of how various SLA topics influence students’ English language learning, and therefore inform their ESL/EFL teaching. To teach well, one needs to understand learning, so SLA is key. 2. It Allows Teachers to Reflect on Their Own Learning Reflecting on learning to inform your teaching is simply a best practice in English language teaching (ELT).
    [Show full text]
  • Leeds Working Papers in Linguistics and Phonetics
    LWPLP Leeds Working Papers in Linguistics and Phonetics The University of Leeds Volume 18, 2013 Leeds Working Papers in Linguistics and Phonetics Volume 18, 2013 Editors: David Wright, Marilena Di Bari, Christopher Norton, Ashraf Abdullah and Ruba Khamam Contents Christopher Norton and David Wright ii–iii Editorial preface Alaric Hall 1–33 Jón the Fleming: Low German in Thirteenth-Century Norway and Fourteenth-Century Iceland Barry Heselwood and Janet C. E. Watson 34–53 The Arabic definite article does not assimilate Sandra Nickel 54–84 Spreading which word? Philological, theological and socio-political con- siderations behind the nineteenth-century Bible translation into Yorùbá Mary Alice Sanigar 85–114 Selling an Education. Universities as commercial entities: a corpus-based study of university websites as self-promotion Abdurraouf Shitaw 115–132 Gestural phasing of tongue-back and tongue-tip articulations in Tripoli- tanian Libyan Arabic Marilena Di Bari 133–137 An interview with Marina Manfredi on the use of systemic functional linguistics, and other ways of teaching translation studies Ran Xu 138–141 An interview with Dr. Franz Pöchhacker on interpreting research and training Norton and Wright LWPLP, 18, 2013 Editorial Preface Chris Nortona and David Wrightb aThe University of Leeds, UK; [email protected] bThe University of Leeds, UK; [email protected] Leeds Working Papers in Linguistics and Phonetics (LWPLP) is a peer- reviewed journal which publishes reports on research in linguistics, lan- guage studies, phonetics, and translation studies by staff and students at the University of Leeds. First published in 1983, the journal was revived in 1998 by Paul Foulkes (now at the University of York) and Diane Nelson.
    [Show full text]
  • Code Switching in ESL Teaching at University Level in Pakistan
    English Language Teaching; Vol. 13, No. 8; 2020 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education Code Switching in ESL Teaching at University Level in Pakistan Muhammad Younas1, Muhammad Afzaal2, Uzma Noor1, Samina Khalid1 & Swaleha Naqvi2 1 School of Education, Soochow University, China 2 Department of English, Foundation University Islamabad Rawalpindi Campus, Pakistan Correspondence: Muhammad Afzaal, Senior Lecturer, Department of English, Foundation University Islamabad, Rawalpindi Capmus, Pakistan. Received: June 20, 202 Accepted: June 29, 2020 Online Published: July 10, 2020 doi: 10.5539/elt.v13n8p63 URL: https://doi.org/10.5539/elt.v13n8p63 Abstract Code-switching (CS) is a communicative strategy used by ESL bilingual teachers to teach English as a second language to non-native English speakers. Based on quantitative analysis of transcribed data from thirty ESL teachers at Pakistani universities, the present study examined the influence of code switching (CS) on ESL learners in Pakistan, exploring in particular the impact of CS on and teacher attitude towards CS in ESL instruction. The findings of the study indicate significant use of code-mixing and frequency of mixing words, phrase and the smallest unit of one language into another language. Furthermore, the findings suggest that CS is frequently used by the ESL teachers. The study also highlights that common nouns are followed by proper nouns, adjectives, verbs and abbreviations, with the most significant words used during instantiation of CS in the data comprising lexical items, phrases, compound words, and encouraging words. Thus, this study suggests that CS is used to facilitate the comprehension and participation of the bilingual learners.
    [Show full text]
  • Publications in Pers Format
    1 Curriculum Vitae Robert P. Stockwell Professor Emeritus, Department of Linguistics, UCLA Address: (Home) 4000 Hayvenhurst Ave, Encino, CA 91436 (Office) Department of Linguistics, UCLA, Los Angeles, CA 90095 Phone: (Home) (818) 783-1719 (Office) (310) 925-8675 E-Mail: [email protected] Born June 12, 1925, Oklahoma City, Oklahoma Education: BA. (English and Greek) 1946, University of Virginia MA. (English) 1949, University of Virginia Ph.D. (English Philology) 1952, University of Virginia Experience: 1952-56 School of Languages, Foreign Service Institute, Department of State (in charge of Spanish and Portuguese language instruction; co-authored the FSI Spanish text which was the main instructional tool at FSI for the next 20 years and became the principal model for the MLA Modern Spanish and the ALM series of language texts from Harcourt Brace Jovanovich. 1956-66 Professor of English, UCLA (Assistant Professor 1956, Associate Professor 1958, Full Professor 1962). Responsible for graduate and undergraduate courses in history and structure of English language. 1966-1994: Professor of Linguistics, UCLA. Responsible for graduate and undergraduate courses in historical linguistics, history of English, syntactic theory, historical theory. 1994--: Professor Emeritus, Recalled to Active Service 1994-1999, Department of Linguistics, UCLA 1963-66 Chair, Interdepartmental Program in Linguistics, UCLA 1966-73 Founding Chair, Department of Linguistics, UCLA 1980-84 Chair, Department of Linguistics, UCLA Visiting professorships (summers): 1955, 1956
    [Show full text]
  • An Exploration for Glocalizing Critical Pedagogy in the Korean Middle
    An Exploration for Glocalizing Critical Pedagogy in the Korean Middle School Context: Toward Critical Co-teaching Praxis between Local and Native-English-Speaking Teachers By Hyera Byean A Master’s Paper Submitted in Partial Fulfillment of The Requirements for the Degree of Master of Arts in TESOL Major Advisor’s Signature Date University of Wisconsin-River Falls 2011 Byean i Table of Contents: General Introduction ................................................................................................................... 1 Critical Pedagogy: General Education ................................................................................. 10 Introduction .......................................................................................................................... 10 1. Historical Background of CP ............................................................................................ 13 2. Definition and Overview of CP ........................................................................................ 14 3. Pedagogical Approach in CP ............................................................................................ 17 4. Critical Multiculturalism in CP ........................................................................................ 21 5. Critical Classroom Discourse Analysis ............................................................................ 24 6. Critiques of CP ................................................................................................................. 28
    [Show full text]
  • Curriculum Change Proposal Approval Page
    CURRICULUM CHANGE PROPOSAL APPROVAL PAGE Proposal Title: B.A. in Technical Writing and User Experience College: Liberal Arts Department: English DEPARTMENT CHAIR I have read the enclosed proposal and approve this proposal on behalf of the department. _______________________________________ _______________________________ Signature Date COLLEGE CURRICULUM COMMITTEE CHAIR I have read the enclosed documents and approve the proposal on behalf of the college curriculum committee. _______________________________________ _______________________________ Signature Date COLLEGE DEAN I have read the enclosed documents and approve the proposal on behalf of the college. I certify that the necessary funds will be allocated by the college in support of this proposal. _______________________________________ _______________________________ Signature Date To: From: Lucia Dura, PhD, Assistant Professor and Program Director of Rhetoric and Writing Studies Re: Proposal for BA Degree in Technical Writing and User Experience September 17, 2018 The Rhetoric and Writing Studies program has been thriving at UTEP with its current offerings: ● PhD in Rhetoric and Composition ● MA in Rhetoric and Writing Studies ● Graduate Certificate in Technical and Professional Writing ● Minor in Rhetoric and Writing Studies ● First Year Composition Program The attached proposal for a BA degree in Technical Writing and User Experience (TWUX) is a natural plan that enables us to “round out” our offerings by expanding the current minor (with the addition of only 4 new courses in the major) and by creating a bridge to the MA program. The BA in TWUX aims to anticipate and respond to the demographic, technological, and socio- economic changes facing the students of our region who are positioned to make both a local and a global impact in a variety of industries.
    [Show full text]
  • Ohio TESOL Journal Spring 2017
    Spring 2017 - Vol. 9, No. 1 Ohio TESOL Journal ► Creativity Based Instruction in the EFL Classroom ► Book Review: Educating Students with Interrupted Formal Education: Bridging Where They Are and What They Need ► ESOL Conference Attendees Responses ► Book Review: Fostering International Student Success in Higher Education ► Reading Strategies that Second Language Students Use to be Successful Readers ► Community Partnerships that Matter: Refugee Families Welcome Team ► A Tale of Two Teachers: Learning from Both Sides of the Classroom ► Employing Grammar to Help ELLs Create Authentic Simple Storylines ► The Urgency for Equivalent Reform to a Rapidly Growing Diverse Population of ELLs in Ohio ohiotesol.org Ohio TESOL Board Executive Committee - Voting Members President Vice President Second Vice President Treasurer Recording Secretary Lejla B. Maley Erica Dumm Nathan Reiter Jennifer Fennema-Bloom Jill Kramer [email protected] erica_dumm@plsd. [email protected] fennema-bloom@findlay. kramerjill@sbcglobal. us edu net Interest Section Representatives Post Secondary/Higher Adult Education/Refugee Research and Teacher K-12 Ed. Ahmed Fahad Education Cori Stevens Ivan Stefano [email protected] Sharon Underwood [email protected] stefanoi@ohiodominican. sunderwood959@gmail. edu com Emily Williams [email protected] Advisory Board - Non-Voting Members Past President Membership Coordinator Advocacy David Brauer Sara Levitt Francine Lasley [email protected] [email protected] [email protected] Advisory Liaisons OFLA Liason ODE Lau Resource Center Liaison Ohio TESOL Advisor Derek Braun Donna Villareal Dan Fleck [email protected] [email protected] [email protected] Committees Awards and Grants 2017 Conference Chair Marketing Professional Development Emily Williams Lejla B. Maley Sara Levitt Jessica Burchett [email protected] [email protected] [email protected] [email protected] Brooke Leach Grable Lori Welsh brookeleachgrable@gmail.
    [Show full text]
  • Leeds Studies in English
    Leeds Studies in English New Series XLII 2011 Edited by Alaric Hall Editorial assistants Helen Price and Victoria Cooper Leeds Studies in English <www.leeds.ac.uk/lse> School of English University of Leeds 2011 Reviews Dinah Hazell, Poverty in Late Middle English Literature: The ‘Meene’ and the ‘Riche’. Dublin Studies in Medieval and Renaissance Literature, 2. Dublin: Four Courts Press, 2009. 234 pp. ISBN 978-1-84682-1155-4. £50.00. Dinah Hazell’s book provides a wide-ranging survey of representations of poverty in late fourteenth-century literature. It is structured by four topics or categories: ‘Aristocratic’, ‘Urban’, ‘Rural’, and ‘Apostolic’ poverty. Each section provides the reader with a brief ‘socioeconomic overview’ and a selection of descriptions of the place of poverty in a variety of texts. The breadth of texts discussed is unusual and interesting, and includes work on diverse genres. The section on ‘Aristocratic’ Poverty includes discussions of five Middle English ro- mances: Ywain and Gawain; Sir Amadace; Sir Cleges; Sir Launfal; and Sir Orfeo. The chapter on ‘Urban’ poverty contains some brief discussion of Havelok; ‘London Lickpenny’; Hoccleve’s Regiment of Princes; Chaucer’s Prioress’s Tale; and The Simonie. The section on ‘Rural’ poverty is dedicated to more substantial discussions of Chaucer (again), in the form of the Clerk’s and Nun’s Priest’s Tales, and of the various Shepherds’ Plays in the York, Chester, Coventry and Towneley cycles (with a natural emphasis on the Towneley Prima and Secunda Pastorum). The chapter on ‘Apostolic’ poverty is largely focused on anticlerical and antifraternal themes, such as those in Gower’s Vox Clamantis, The Land of Cockaygne, and Pierce the Ploughman’s Crede.
    [Show full text]
  • An Investigation of Trends and Types of Research Over the Last Ten Years
    Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 30 November 2019 doi:10.20944/preprints201911.0380.v1 Research in TESOL: An Investigation of Trends and Types of research over the Last Ten Years Waheeb Albiladi University of Arkansas [email protected] Abstract This paper provides a systematic review of the research around teaching English as a second or foreign language over the last ten years. The review aims to help second and foreign language researchers to recognize the trends that have impacted English teaching and learning research. More than 400 articles from four leading journals (TESOL Journal, TESOL Quarterly, ELT Journal, and Second Language Research) were reviewed to examine the trends and method that were used. The findings suggested that the research interests in the TESOL field have changed as many topics and trends have risen based on students’ academic and social needs. Topics such as teaching methodology, digital literacy, and using technology to teach English have dominated the research during the last decade. Keywords: TESOL, English teaching; ESL; EFL; teaching methodology; research interests :10.20944/preprints201911.0088.v1 1 © 2019 by the author(s). Distributed under a Creative Commons CC BY license. Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 30 November 2019 doi:10.20944/preprints201911.0380.v1 Introduction Over the years, the English language has become one of the most significant and dominant languages over the globe. Millions of people around the world are currently learning English for different purposes such as communicating, working, or pursuing a degree in one of the English-speaking countries. In fact, English is the most widely spoken language in the world, and the number of the non- native speakers who speak English as a foreign or as a second language exceeds that of the native speakers (Sharifian, 2013).
    [Show full text]
  • Cross–Cultural Communication in Thai EFL University Classrooms: a Case Study
    Title: Cross–cultural communication in Thai EFL university classrooms: a case study Name: Satip Kuesoongnern This is a digitised version of a dissertation submitted to the University of Bedfordshire. It is available to view only. This item is subject to copyright. Cross–Cultural Communication in Thai EFL University Classrooms: A Case Study Satip Kuesoongnern PhD 2018 UNIVERSITY OF BEDFORDSHIRE Cross–Cultural Communication in Thai EFL University Classrooms: A Case Study by Satip Kuesoongnern A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Doctor of Philosophy July 2018 Cross–Cultural Communication in Thai EFL University Classrooms: A Case Study SATIP KUESOONGNERN ABSTRACT In the past few decades there has been increased communication among people of diverse cultural backgrounds. Greater internationalisation of education has contributed to academic interest in cross–cultural communication. Thailand is considered an‟English as a Foreign Language‟ (EFL) country in which English is mandatory curriculum subject at primary, secondary, college and university levels. Thai education policy has aimed at improving Thai students‟ English proficiency by hiring more native English speakers to teach at schools and universities. Moreover, having had native English lecturers teaching in Thai universities provides opportunities for Thai students to communicate across cultures. From a social–cultural perspective, this study investigated how native English lecturers and Thai students apply cross–cultural communication strategies within real interactional contexts in the Thai EFL classroom. This research aims to improve communication between native English lecturers, Thai lecturers and non–native English students or Thai students through the use of effective cross– cultural communication strategies in the Thai EFL (English as a Foreign Language) classroom.
    [Show full text]