DOCSLIB.ORG

Bachelor Thesis Culture in the EFL Classroom How and Why Integrate Culture in the EFL Classroom?

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Bachelor Thesis Culture in the EFL Classroom How and Why Integrate Culture in the EFL Classroom? PROFESSIONELE BACHELOR IN HET ONDERWIJS SECUNDAIR ONDERWIJS Bachelor thesis Culture in the EFL classroom How and why integrate culture in the EFL classroom? PROMOTER NATASHA EVANS LIEVE CUYPERS FRENCH - ENGLISH ENGLISH ACADEMIC YEAR 2016-2017 Preface Choosing to write my bachelor thesis about culture in the EFL class was by far one of the easiest decisions I’ve made during my journey to become a foreign language teacher. Having been born and raised in England, I spent a great deal of my life surrounded by the British culture and lifestyle. When I moved to Belgium at the age of 13, I attended a Flemish and Walloon secondary school. The English lessons were always the highlight of my week, but they also made me realise that my fellow pupils weren’t learning much in the way of the culture that is very much a part of the language. I found this such a shame and spent my break times telling other pupils what life in Britain was really like. By the time I had decided to become an English teacher, I knew that culture was something I wanted my pupils to discover and experience. During my teaching practices, I spent a lot of time trying out different work forms to see what motivated the pupils the most. When a pupil asked me if I could send him my presentations, so he could look at them again in his free time, I knew I had found my calling. I would like to thank several people for their support during the making of this bachelor thesis. First and foremost, my promoter, Miss Lieve Cuypers, for always being on standby when I needed help and being such a wonderful guide during this whole process. Your wisdom and expertise meant an awful lot, so thank you very much! Furthermore, I’d like to thank Mrs Heidi Devue and the Provinciale Middenschool Diepenbeek for allowing me to test my culture booklets in their school. I’d also like to thank my family for their patience, help, and last but not least, moral support by means of cups of tea during the past year and a half. It wouldn’t have been possible without you all! Table of contents Preface .................................................................................................................................. 3 Table of contents ................................................................................................................... 4 Introduction ........................................................................................................................... 7 1 Culture .................................................................................................................... 8 1.1 What is culture? ...................................................................................................... 8 1.2 In what way are language and culture linked? ........................................................10 1.3 Why use culture in the EFL classroom? .................................................................11 1.3.1 The benefits of learning about culture ....................................................................11 1.4 What are the guidelines for teaching culture? .........................................................13 2 The Belgian curriculum ...........................................................................................14 2.1 Community education (het gemeenschapsonderwijs GO!) .....................................14 2.1.1 General Secondary Education ................................................................................14 2.1.2 Technical and Art Secondary Education .................................................................16 2.1.3 Vocational Secondary Education ............................................................................16 2.2 Subsidised free school (vrij gesubsidieerd onderwijs) .............................................17 2.2.1 General Secondary Education ................................................................................17 2.2.2 Technical and Art Secondary Education and Vocational Secondary Education ......18 3 Motivating work forms that can be used to teach culture in the EFL classroom. .....19 3.1 Observation ............................................................................................................19 3.1.1 Semi-authentic material ..........................................................................................19 3.1.2 Videos and films .....................................................................................................19 3.1.3 Commercial television ............................................................................................20 3.1.4 Objects and the comparison method ......................................................................20 3.1.5 Culture assimilator .................................................................................................20 3.1.6 Culture capsule ......................................................................................................20 3.1.7 Culture island .........................................................................................................21 3.2 Listening .................................................................................................................21 3.2.1 Total Physical Response ........................................................................................21 3.3 Reading ..................................................................................................................21 3.3.1 Newspapers and magazines ..................................................................................21 3.3.2 Literature ................................................................................................................22 3.4 Speaking ................................................................................................................22 3.4.1 Interviews ...............................................................................................................22 3.4.2 Role play ................................................................................................................22 3.5 Formulaic language ................................................................................................22 3.5.1 Proverbs .................................................................................................................22 3.5.2 Quotes ...................................................................................................................22 3.6 Websites ................................................................................................................23 4 Survey ....................................................................................................................25 4.1 Workbooks used in the EFL class ..........................................................................25 4.2 Cultures discussed in the EFL class .......................................................................26 4.3 Cultural topics that teachers would like to see added to the EFL workbooks ..........27 5 English textbooks for the EFL classroom ................................................................29 5.1 Analysis of EFL workbooks ....................................................................................29 5.1.1 New Contact 1 Two-in-one .....................................................................................30 5.1.2 Connect 1 ...............................................................................................................31 5.1.3 New Takeaway Next 1 ...........................................................................................32 5.1.4 Spark 1...................................................................................................................33 5.1.5 New Contact ..........................................................................................................34 5.2 Conclusion .............................................................................................................35 6 Developed material ................................................................................................36 6.1 How can we link British culture to the pupils’ day to day lives? ...............................36 6.1.1 British food .............................................................................................................36 6.1.2 Is British culture different to yours? ........................................................................36 6.1.3 Christmas traditions................................................................................................38 6.1.4 Music around the world ..........................................................................................39 6.1.5 Miscommunication .................................................................................................40 6.1.6 London and beyond ...............................................................................................41 6.2 How can we link British culture to the curriculum of a year 2 EFL class? ................42 6.3 Worksheets/activities/exercises ..............................................................................43 6.4 Reflection ............................................................................................................. 143 Conclusion…………………………………………………………………………………………..145 Attachments…………………………………………………………………………………………146 Literature list ......................................................................................................................
Load more

Recommended publications
  • Orate Pro Nostris Et Oravimus Pro Vestris. Promised Prayers for an Anniversary of Death. the Case of Elisabeth ‘Sconincs’ Mortuary Roll (1458-1459)
    KU Leuven Faculty of Arts Blijde Inkomststraat 21 box 3301 3000 LEUVEN, BELGIË Orate pro nostris et oravimus pro vestris. Promised prayers for an anniversary of death. The case of Elisabeth ‘sConincs’ mortuary roll (1458-1459) Maria Mejia Sian Presented in fulfilment of the requirements for the degree of Advanced Master of Arts in Medieval and Renaissance Studies Supervisor: prof. dr. Paul Trio Academic year 2015-2016 135.052 characters Preface The first few months I spent working on this thesis, I knew the mortuary roll of Elisabeth ‘sConincs only by photographs. In November of 2015, I had the opportunity to visit the John Ryland’s Library in Manchester. I was given the rare chance to actually see and touch this well-kept mortuary roll, known there as Latin MS 114. It was a very special moment to be so close to a manuscript that passed through the hands of so many people over 500 years ago. The manuscript is fragile, of course, but the gold used in the illuminations is still shining, and the inscriptions bear the traces of their makers, with ink in different colours, additional lines, corrections and spots. So many handwritings, hundreds of entries, vellum after vellum stitched together, too many to unveil the entire roll that afternoon. But my brief physical encounter gave me a strong and lasting impression of a unique document that holds so much in it: an archaeological object, a work of medieval illustrational art, a collection of Latin handwritings, a devotional object meant to keep the memory of a deceased person alive and to pray for salvation of all souls, an agreement between parties to strengthen mutual bonds.
    [Show full text]
  • Ghent Climate Adaptation Plan 2016-2019.Pdf
    WORKING TOWARDS A CLIMATE-ROBUST CITY GHENT CLIMATE ADAPTATION PLAN 2016-2019 FOREWORD Ondertekening Mayors Adapt op 16 oktober 2016 te Brussel Ghent signs the European Covenant of Mayors Initiative on Adaptation to Climate Change , 16 October 2014 Our climate is changing. Weather records are being routinely broken. Extremes in temperature, rainfall, and wind are being recorded around the globe. The city of Ghent is going to great lengths to drive down energy consumption and greenhouse gas emissions, making a contribution to the mitigation of climate change. At the same time, we must adapt our cities - including Ghent - to the effects of climate change. This is called climate adaptation, and ensures that in the future our city will remain a nice and liveable place to live and work. Heat waves, prolonged bouts of winter precipitation, extreme summer storms, or simply extended drought periods entail risks. Climate change hits cities even harder. The considerable infrastructure of cities, such as buildings, pavements, streets and squares, … store heat. In summer this may lead to uncomfortably warm nights. This is known as the urban heat island effect. Because of this, downtown Ghent is on average 3°C warmer than surrounding areas. On hot days this difference may even grow to 8°C. But there is more. For instance, extreme rainshowers are becoming more frequent. This causes problems for our sewers which struggle to cope with the vast quantities of rainwater washing off infrastructure. Time to seek solutions in this area as well. On 16 October 2014, Ghent was one of the first cities in Flanders to sign the European Covenant of Mayors ‘Mayors Adapt’.
    [Show full text]
  • Meet in Flanders
    Quirky Flanders 20 of the region’s oddest or most unexpected activities CONTENT Derek Blyth Author Quirky Flanders 2 / Walk barefoot in Limburg 12 / Discover the new Berlin landers is full of offbeat things to do. 3 / Visit a bizarre Belgian enclave 13 / Take a foodie tour in the Westhoek They can be surprising, sometimes 4 / Walk through a forest that was once 14 / Explore the dark secrets of a Fa little disturbing, but always a battlefield Brabant Castle unexpected. Most are off the beaten track, 5 / Find old Antwerp in a lost Scheldt 15 / Cycle down the golden river away from the crowds, in places that are village 16 / Sneak a look at the forbidden sometimes hard to find. 6 / Follow the Brussels street art trail sculpture 7 / Find the Bruges no one knows 17 / Stroll through eccentric You might need to ask in a local bar 8 / Take the world’s longest tram ride architecture for directions or set off on foot down a 9 / Admire the station that moved 36 18 / Take a night walk in Ghent muddy track. But it’s worth making the metres 19 / Hop on a free bike to explore effort to find them, because they tell you 10 / Wander along Mechelen’s lost river Ostend’s hinterland something about Flanders that you don’t 11 / Visit the world’s most beautiful 20 / Walk under the river in Antwerp read in the guide books or learn from chocolate shop Wikipedia. Quirky Flanders 2 WALK BAREFOOT IN LIMBURG VISIT A BIZARRE BELGIAN ENCLAVE he village of Baarle-Hertog is described as a Belgian enclave within the Nether- Tlands, but it’s a lot more complicated than that.
    [Show full text]
  • Triest Tour, in the Footsteps of Father Triest Bro
    TRIESTIn the footsteps ofTOUR Father Triest A visit to the places where Father Triest was living and working Bro. René Stockman, Superior General Brothers of Charity Triest tour, In the footsteps of Father Triest Bro. René Stockman, General Superior Brothers of Charity © 2004,Brothers of Charity Publications, Stropstraat 119, B-9000 Gent, Belgium [email protected] 2 TRIESTIn the footsteps ofTOUR Father Triest 3 1 2 4 3 1 = St Michael’s Cathedral 2= Grand Place 3= Cheese Market + Hoedemakersstraat 4= St Nicolas’s Church 4 BRUSSELS Peter Joseph Triest was born to Jan Triest and Cecilia Mello as their ninth child in Brussels on 31 August 1760. Triest’s parents were well-to-do citizens of Brussels. His father achieved the rank of warden of the guild of the blacksmiths and had acquired several houses and landed property as his business flourished. His mother belonged to a rich family; certain documents suggest that Cecilia Mello sprung directly from the patrician families ‘t Ser Huyghs and ‘t Ser Roelofs, two of the seven patrician lineages whose ancestors are considered to be the founders of Brussels in the 10th century. For some time, the Triest family was supposed to be related to the aristocratic Triest family of whom the 17th century bishop Antonius Triest (1567-1657) was the most famous figure. There were many reasons for thinking so, including the fact that Antonius Triest had been bishop of Ghent not so long before Fr Triest’s activities. Well-to-do, of common descent, thriving by dint of serious work and good management - that is how we can characterise the Triest family among the citizens of 18th century Brussels.
    [Show full text]
  • This Route Is Offered to You by Discovering Belgium
    Ghent This route is offered to you by Discovering Belgium RouteYou route guide: Ghent Overview map eg te el 5 is o 26 a P Ba O m u a de Ho h 3 2 d 25 N 6 ed waa erp K u Gent o t lei lder t a 24 p e ndg 9 23 e a R l 4 e g n 22 I 1 Se 21 m p inariestraa e n e e R O g eer r i t ud e M be N r nl e otarisstraat e i t e Houtlei u r j d o n A K O B rab 7 antda lei m n Kouter8 tte Bra e 10 V bant ll laande dam o c Re r Kuipgat enst Iepen 12 S ava straat r an a s a traat Li 1 t n d e 19 n l ei Bagattenstraat F ranklin R o o seveltlaan Zuidparklaan i Rozier 3 kaa k n 13 H t o a Mui fstr tra H a s t e at r rt 11 o 14 s o traa p t trijkse or S i K n t - P i e 15 inklaan tersplein Mu 16 K R40 a 2 ttenberg l at a dstra nar lda Eekhout e B o H ançois Fr Leeu w straat tlaan N414 Kuns 100 m map data: © OpenStreetMap Contributors; Cartography: © RouteYou 2 RouteYou route guide: Ghent Overview map Patershol, 9000 Ghent, Flanders, Belgium Flanders, Ghent, 9000 Patershol, Ghent - 15 m 15 - Ghent Ghent - 15 m 15 - Ghent Patershol, 9000 Ghent, Flanders, Belgium Flanders, Ghent, 9000 Patershol, Ghent - 27 m 27 - Ghent Ghent - 10 m 10 - Ghent Ghent - 12 m 12 - Ghent 9 m 4 km 3 km 2 km 1 km 3 RouteYou route guide: Ghent Practical Information Ghent A few years ago, in the spring of 2000, an art- 00 exhibition called 91 Over the edges' was set up in Ghent by the international but from Belgian This route is offered to you by Discovering origin modern-art-gourou Jan Hoet.
    [Show full text]
  • Paper Proposal Water History Conference Delft June 2010
    Water History Conference Delft June 2010. The quest for peat in medieval Flanders. Geological and historical arguments compared. Tim Soens1, Iason Jongepier2, Erik Thoen3 and Veerle Van Eetvelde(???) Abstract Nowadays it is hard to imagine that peat might have played an important role in the history of the Flemish coastal wetlands. Along the North Sea Coast and the estuary of the River Scheldt, heavy clay soils are sheltered behind a dune ridge or a man-made sea-wall, with no sign of open peatlands or peat bogs. Consequently the importance of peat for the Holocene landscape history of the area was largely ignored until the middle of the 20th century, when historians found ample evidence of medieval peat extraction in the Flemish coastal plain, and geologists also found remnants of peat layers during the geological survey for the Belgian soil maps. A prolonged scientific debate arose with regard to the chronology of peat growth, its former extent, its biological composition and the causes of its disappearance. Basically, two contrasting narratives were developed by both geologists and historians, each using different methodologies and different opinions on what can be called scientific evidence. The „minimalist‟ position, mainly advocated by geologists, does not accept the historical presence of peat where this is not positively confirmed by soil samples. In a more „maximalist‟ opinion, circumstantial evidence like toponyms or written data on peat industries was accepted as well. Analyzing the construction of evidence in the different disciplines concerned, this paper will try to revitalise the debate, by shifting the focus from an analysis on the „macro-level‟ of the Flemish coastal wetlands as a whole to the micro-level of individual subregions.
    [Show full text]
  • A Reappraisal of Medieval Peat Marshes in Northern Flanders (Belgium)
    Water Hist (2011) 3:73–93 DOI 10.1007/s12685-011-0037-4 The brown gold: a reappraisal of medieval peat marshes in Northern Flanders (Belgium) Iason Jongepier • Tim Soens • Erik Thoen • Veerle Van Eetvelde • Philippe Crombe´ • Machteld Bats Received: 6 February 2011 / Accepted: 3 August 2011 / Published online: 24 August 2011 Ó Springer Science + Business Media B.V. 2011 Abstract Although the importance of peat as energy supplier in the medieval and early modern North Sea Area is well known, the location, extent and nature of the peat-pro- ducing areas—peat marshes or mires—remains amongst the major problems in the land- scape history of the coastal wetlands. This is especially true for areas like Northern Flanders, where peat marshes have since completely disappeared. This article reconsiders the ‘peat debate’ between geoscientists, who rely on ‘positive’ soil evidence, and histo- rians, who accept ‘circumstantial’ historical data so as to reconstruct former peat marshes. Based on a systematic comparison of the arguments of both geoscientists and historians, we argue that recent methodological advances, such as integration of historical and geo- physical data in a GIS, allow for bridging the gap between the two approaches and to reconcile contrasting opinions on historical peat marshes. This is tested in a case study for two villages—Moerbeke and Wachtebeke—in Northern Flanders, where re-evaluation of both geophysical features (soil, elevation models, hydrology) and archaeological and historical data (maps, documentary evidence on landed property and peat extraction and toponyms) leads to a completely new model for the presence of (Holocene) peat marshes.
    [Show full text]
  • EARA Newsletter November 2018
    Newsletter November, 2018 Editor Fabrizia Giannotta From the President Mäladarens University, School of Health, Care and Social Welfare, Västerås, Sweden. Almost two months ago, we were in the beautiful city of Ghent, Belgium for the 16th Biennial Conference of EARA. About 450 scholars were at the conference and enjoyed a very high quality program. We had high quality symposia, interesting poster sessions In this Issue… and inspiring addresses from invited speakers from Europe and the United States, such as Eveline Crone, expert on adolescent brain development, and Lisa Crockett, past- p. 1 Letter from the President. p. 3 Looking back and ahead: Reflections on the 16th president of the Society for Research on EARA conference and ideas for future practice. Adolescence, our North American sister p. 5 Minutes of the EARA General Assembly in organization. The discussion session on Ghent, Belgium. power dynamics in academics addressed p. 7 The EARA Lifetime Achievement Award: many related issues that require our Professor Håkan Stattin p. 9 The EARA Young Scholar Award: continuous attention. During the Dr. Marlies Maes conference, several awardees were honored. p. 10 Outstanding Mentor Award The EARA lifetime honorary achievement p. 10 National Representatives: Fourth meeting in award was given to Håkan Stattin, a Ghent. distinguished European scholar and past- p.12 From the EARA Young Scholars (former SECNet): EARA Young Scholars Activities at the president of EARA. The young scholar EARA conference. award was given to Marlies Maes of KU p. 13 Report EADP-EARA-SRA Summer School Leuven in Belgium. The EARA Outstanding 2018. Mentor Award, which has been introduced p.
    [Show full text]
  • Peter Buggenhout
    PETER BUGGENHOUT Born in 1963, in Dendermonde, Belgium Lives and works in Ghent, Belgium SOLO EXHIBITIONS 2011 Shape Of Things To Come, Saatchi Gallery, London Galerie Laurent Godin, Paris, France Konrad Fisher Gallery, Dusseldorf, Germany 2010 Caterpillar Logic, Kunstraum Dornbirn, Austria It's a strange, strange world, Sally, La Maison Rouge, Paris, France The Broccoli Cycle 1, Konrad Fischer Galerie, Berlin, Germany 2009 Konrad Fischer Galerie, Düsseldorf, Germany Museum Dhondt-Dhaenens, Deurle, Belgium 2008/2009 Herzliya Museum of Contemporary Art, Herzliya, Israel 2008 Gallery Maskara at Warehouse on 3rd Pasta, Mumbai, India 2007 Individual presentation, new works acquired by the Flemish Community, SMAK, Ghent, Belgium 2006 De Res Derelictae, Objects owned by nobody, The Garage, Mechelen, Belgium 2005 Gallery Richard Foncke, Ghent, Belgium 2002 Wolken zijn geen bollen/ Clouds are no spheres, De Brakke Grond, Amsterdam, The Netherlands 2001 Pati Natae –Darmsculpturen/ Intestine Sculptures, S Cole Gallery, Ghent, Belgium 2000 Eskimo Blues, Kunstvereniging/ Art society, Diepenheim, Belgium WWW.SAATCHIGALLERY.COM PETER BUGGENHOUT Op het ogenblik geen oplossing/ No solution at the moment. Peter Buggenhout, De Bond, Bruges, Belgium 1998 Tweeluik/Diptych ’98, Campo-Santo, Sint-Amandsberg (Ghent), Belgium 1997 Darmsculpturen/ Intestine sculptures, Huize St.-Jacobus, Ghent, Belgium 1996 The unlogical Proposition/Drawings by Peter Buggenhout, Vereniging voor het Museum van Hedendaagse Kunst/ Contemorary Art Society, Ostend, Belgium The unlogical
    [Show full text]
  • Peter Buggenhout
    Peter Buggenhout Born in 1963 in Dendermonde (BE). Lives and works in Gent, Belgium. Solo exhibitions 2018 Los Ciegos Guiando a los Ciegos, Museo de la Ciudad de Querétaro, Santiago de Querétaro, Mexico 2017 Los Ciegos Guiando a los Ciegos, Galeria Hilario Galguera, San Rafael, Mexico City, Mexico Pas éléphant, Galerie Laurent Godin, Paris, France On Hold, The Box, Los Angeles, USA Keine Schatten im Paradies, Neues Museum Nurnberg, State Museum for Art and Design Nuremberg, Germany Palazzo De’ Toschi, De’Toschi, Bologna, Italy 2015 Für alle und keinen, Konrad Fischer Galerie, Berlin, Germany Peter Buggenhout, Museum M, Leuven, Belgium Peter Buggenhout, Bonnefantenmuseum, Maastricht, The Netherlands 2014 Peter Buggenhout, CIAP, Ile de Vassivière, France Caterpillar Logic II, Barbara Gladstone Gallery, New York Gorgo, Musée de la Chasse et de la Nature, Paris, France 2013 "The Blind Leading The Blind", Palais De Tokyo, Paris, France "Ni chair, ni poisson", Galerie Laurent Godin, Paris, France 2012 Track, Gent, Belgique "De-Titled", Konrad Fisher Gallery, Düsseldorf, Germany Ludwig Forum, Aachen, Germany 2011 “Contes Invertébrés”, Galerie Laurent Godin, Paris, France “Ongewerveld”, De Pont, Tilburg, Holland 2010 “Caterpillar Logic”, Kunstraum Dornbirn, Austria "It's a strange, strange world, Sally", La Maison Rouge, Paris, France Presentation monography “It’s a strange, strange world, Sally”, La Librairie St.Hubert, Bruxelles "The Broccoli Cycle 1", Konrad Fischer Galerie, Berlin, Germany 2009 Konrad Fischer Galerie, Düsseldorf, Germany
    [Show full text]
  • Belgium & Luxemburg Yearly Meeting Newsletter
    Religious Society of Friends (Belgium and Luxemburg) Religieus Genootschap der Vrienden (België en Luxemburg) Société Religieuse des Amis (Belgique et Luxembourg) Religiöse Gesellschaft der Freunde (Belgien und Luxemburg) ___________ Quakers BELGIUM and LUXEMBURG YEARLY MEETING BLYM Newsletter July - August 2019 Our diversity invites us, both to speak what we know to be true in our lives and to learn from others. Introduction to Advices & Queries 1.01, Britain Yearly Meeting Quaker Faith & Practice Dear friends, lieve vrienden, chers amis, liebe Freunde, queridos amigos, cari amici, greetings. Listen When I ask you to listen to me and you start giving advice, you have not done what I asked. When I ask you to listen to me and you begin to tell me why I shouldn’t feel that way, you are trampling on my feelings. When I ask you to listen to me and you feel that you have to do something to solve my problem, you have failed me, strange as that may seem. Listen ! All I asked was that you listen. Not to talk or do – just hear me. Author unknown. Appeared in the 2010 Newsletter of the Quaker Tapestry and subsequently published in Stepping into the Light, Irish Quakers, 2011 and 2013. ! BLYM Residential Meeting 2019 15 – 17 November at Drongen Abbey near Ghent in Flanders. Trusting the Light in your daily Life !1 Faire confiance à la Lumière dans mon quotidien Vertrouwen op het Licht in ons dagelijks leven The programme includes related themes around “Discernment in Daily Life.” But we certainly will not spend all of the time looking inwards.
    [Show full text]
  • OVERZICHT 1982-2010 Omslagfoto: Oswald Pauwels Carrousel Van Het Ursulinenklooster in Tildonk
    M&L Monumenten, Landschappen en Archeologie OVERZICHT 1982-2010 omslagfoto: Oswald Pauwels Carrousel van het Ursulinenklooster in Tildonk Eindredactie: Peter Van den Hove Redactie: Marjan Buyle, Marcel Celis, Herman Van den Bossche Met medewerking van: Anna Bergmans, Jo Braeken, Elke Clottemans, Marc De Borgher, Roger Deneef, Jo De Schepper, Catheline Metdepenninghen, Dieter Nuytten, Oswald Pauwels, Greet Plomteux, Diane Torbeyns, Suzanne Van Aerschot, Hedwig Van den Bossche, Paul Van den Bremt, Christine Vanthillo, Linda Wylleman Vormgeving: Oswald Pauwels, Bart Delva Verantwoordelijke uitgever: Luc Tack Vlaamse Overheid Ruimte en Erfgoed Koning Albert II-laan 19 bus 3 1210 Brussel Tel: (02) 553 16 11 Fax: (02) 553 82 05 E-mail: [email protected] Website: www.menl.be CHRONOLOGISCHE INHOUDSOPGAVE c Alle bijdragen hebben een Engelse samenvatting behalve deze waarvan de titel wordt gevolgd door een * All articles have English summaries except those marked with an * c 1/1, 6-11 = jaargang 1, ABONNEMENTEN nummer 1, pagina 6-11 België 40 € / Buitenland 65 € c X = Uitgeput nummer gratis downloadbaar Losse nummers 7 € op www.menl.be M&L OVERZICHT Monumenten, Landschappen & Archeologie 1982-2010 Meer dan een kwart eeuw erfgoedpublicaties! Overzicht 2 Auteurs 61 Trefwoorden 66 jaargang 1 1982 1 2 3 1/1, 6-11 1/2, 9-16 1/3, 14-29 VANDENHOUTE, J. (1981) – Het To- BAUDOUIN, F., DE POORTER, N. DELEPIERE, A.-M. (1982) – Het arron- reken, gildenhuis van de Huidevetters. (1982) – Het gerestaureerde Kolveniers- dissement Veurne: een globale bena- Vrijdagmarkt 34-35. Een voorbeeld van hof en het Rubenianum te Antwerpen.* dering. [The district of Veurne: a com- een zorgvuldige restauratie.* [‘Het Tore- [The Antwerp ‘Kolveniershof’ and ‘Rube- prehensive approach of historic building ken’, the tanners’guildhall in Ghent, Vrij- nianum’ restored.] inventory.] dagmarkt 34-35.
    [Show full text]