The Holistic Paradigm in the Foreign Language-Culture Curriculum
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Exploring Honour and Shame for South Asian British Muslim Men and Women
EXPLORING HONOUR AND SHAME FOR SOUTH ASIAN BRITISH MUSLIM MEN AND WOMEN A thesis submitted to The University of Manchester for the degree of Doctor of Philosophy in the Faculty of Humanities 2017 NASREEN MANSOOR School of Environment, Education and Development LIST OF CONTENTS LIST OF FIGURES 9 LIST OF TABLES 9 LIST OF GLOSSARY 11 LIST OF ABBREVIATIONS 13 ABSTRACT 14 DECLARATION 15 COPYRIGHT STATEMENT 16 ACKNOWLEDGEMENTS 17 CHAPTER 1 INTRODUCTION 1.1 Chapter Overview 18 1.2 Researcher’s Personal Experience of Honour and Shame 18 1.3 Researcher’s Professional Experience of Working with Honour and 21 Shame Issues 1.4 Researcher’s Academic Interest in Honour and Shame 22 1.5 Reasons for the South Asian Diaspora Selection 22 1.6 Setting the Study into Context Nationally and Internationally 24 1.7 Honour and Shame as a Worldwide Issue 24 1.8 Honour Based Crimes and Killings 26 1.9 Honour and Shame as a UK Issue 27 1.10 Precis of Honour and Shame 29 1.11 Research Process 29 1.12 Research Questions, Aims and Objectives 32 1.13 Researcher Insider/Outsider Positionality and Reflexivity 32 1.14 Reflexivity 40 1.15 Summary 41 CHAPTER 2 LITERATURE REVIEW 2.1 Chapter Overview 42 2 2.2 Literature Review Aim 42 2.3 Literature Review Process 42 2.4 Honour 45 2.4.1 The Definition of Honour 45 2.4.2 Islam and Honour 46 2.4.3 South Asian Culture and Honour 47 2.4.4 Gender and Honour 48 2.4.5 Individual Honour 51 2.4.6 Collective Honour 52 2.4.7 Internal Honour 54 2.4.8 External Honour 54 2.5 Shame 55 2.5.1 The Definition of Shame 55 2.5.2 Islam and Shame -
TOWN of MOUNT PLEASANT, SOUTH CAROLINA COMMITTEES of COUNCIL MEETINGS Municipal Complex Building A
TOWN OF MOUNT PLEASANT, SOUTH CAROLINA COMMITTEES OF COUNCIL MEETINGS Municipal Complex Building A - Public Meeting Room 1 100 Ann Edwards Lane, Mount Pleasant, SC ************************** MONDAY, DECEMBER 3, 2012 Annexation Committee 8:45 a.m. Fire Committee 9:15 a.m. Finance Committee 10:00 a.m. Police, Judicial, and Legal Committee 10:30 a.m. Recreation Committee 11:30 a.m. Special Council meeting 12:15 p.m. Planning and Development Committee 1:15 p.m. **************** The following Committees will not meet: Bids and Purchases Committee Economic Development Committee Human Resources Committee Public Services Committee Transportation Committee Water Supply Committee 100 Ann Edwards Lane Mount Pleasant, South Carolina 29464 tel (843) 884-8517 fax (843) 856-2180 www.tompsc.com TOWN OF MOUNT PLEASANT, SOUTH CAROLINA MEETING NOTICE ANNEXATION COMMITTEE MONDAY, DECEMBER 3, 2012 8:45 a.m. Municipal Complex Building A - Public Meeting Room 1 100 Ann Edwards Lane, Mount Pleasant, SC * * * * * * * * * * * * * * * A G E N D A 1. Approval of Minutes from the November 5, 2012 meeting 2. Review and discussion of Draft Annexation Plan 3. Adjourn 100 Ann Edwards Lane Mount Pleasant, South Carolina 29464 tel (843) 884-8517 fax (843) 856-2180 www.tompsc.com TOWN OF MOUNT PLEASANT, SOUTH CAROLINA MEETING NOTICE FIRE COMMITTEE MONDAY, DECEMBER 3, 2012 9:15 a.m. Municipal Complex Building A - Public Meeting Room 1 100 Ann Edwards Lane, Mount Pleasant, SC * * * * * * * * * * * * * * * A G E N D A 1. Approval of Minutes from the September 4, 2012 meeting 2. Employee years of service recognition 3. Consideration of property swap for Fire Station No. -
Self Assessment of Cross-Cultural Sensitivity for Faculty Who Teach in the Multicultural Classroom
tOdUMENT'RESUME ED 299 657 CS 506 454 AUTHOR Schnell, James A. TITLE Self Assessment of Cross-Cultural Sensitivity for Faculty Who Teach in the Multicultural Classroom. PUB DATE 88 NOTE 14p.; Best available copy. PUB TYPE Guides - Non-Classroom Use (055) -- Tests/Evaluation Instruments (160) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Classroom Communication; *Cultural Awareness; Cultural Background; *Cultural Differences; Higher Education; *Intercultural Communication; Ifitetpersonal Comtunication; *Teacher Role IDENTIFIERS Teacher Surveys ABSTRACT- Cross-cultUral awareness in the multicultural classroom has become an important issue in recent years for two main reasons: a continued increase in the number of international students 'studying in the UnitedStates and an increased emphasis on faculty -stills for dealing with minorities in the classroom. Faculty approadhes to maintaining cultural equilibrium in the classroom are frequently mistaken for croas=cultural insensitivity. A self-reporting instrument can help faculty gauge their awareness of primary areas of cross-cultural difference in the classroom. Culture bound areas are areas that can be interpreted and emphasized in significantly different ways depending upon an individual's cultural -background. The survey instrument offered in this paper is based on an outline of culture bound areas which was created by the National Association for Developmental Education-. Faculty indicate their responses to-each statement in each area. The instrument focuses on teacher expectations, -
Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document
DOCUMENT RESUME ED 482 489 FL 027 909 AUTHOR Liskin-Gasparro, Judith E., Ed. TITLE Patterns and Policies: The Changing Demographics of Foreign Language Instruction. Issues in Language Program Direction:A Series of Annual Volumes. ISBN ISBN-0-8384-5732-0 PUB DATE 1996-00-00 NOTE 246p.; Prepared by the American Association of University Supervisors, Coordinators, and Directors of ForeignLanguage Programs. AVAILABLE FROM Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (TollFree); Web site: http://www.heinle.com. PUB TYPE Books (010) Collected Works General (020) EDRS PRICE EDRS Price MF01/PC10 Plus Postage. DESCRIPTORS Bilingualism; Case Studies; Chinese; *Curriculum Development; *Demography; Diversity (Student); Elementary Secondary Education; French; Gender Issues; German; Higher Education; Intercultural Communication; Literature; Native Language Instruction; Second Language Instruction; Spanish; Student Attitudes; Student Characteristics; Student Evaluation;Two Year Colleges IDENTIFIERS Georgia ABSTRACT This collection of papers is divided into threeparts. Part 1, "Changing Patterns: Curricular Implications," includes "Basic Assumptions Revisited: Today's French and Spanish Students at a Large Metropolitan University" (Gail Guntermann, Suzanne Hendrickson, and Carmen de Urioste) and "Le Francais et Mort, Vive le Francais: Rethinking the Function of French" (H. Jay Siskin, Mark A. Knowles, and Robert L. Davis) . Part 2, "Changing Patterns: Student Populations," includes "Do German Students Hold Gender Biases about Their TAs?" (Monika Chavez) ;"Teaching Chinese to the Chinese: The Development of an Assessment and Instructional Model" (Scott McGinnis); "Students Classified as Learning Disabled and the College Foreign Language Requirement: A Case Study of One University" (Richard L. Sparks, Lois Philips, and Leonore Ganschow); "Changing Demographics in Foreign Language Study and the Impact Upon Two-Year Colleges: A Case Study from Georgia" (Carol A. -
THE CULTURAL REINVENTION of PLANNING by Gregory
THE CULTURAL REINVENTION OF PLANNING by Gregory Young MA (Syd), Dip Urb Studs (Macq), MPHA, MPIA A thesis submitted in fulfilment of the requirements for the Doctor of Philosophy Faculty of the Built Environment University of New South Wales THE CULTURAL REINVENTION OF PLANNING Abstract THE CULTURAL REINVENTION OF PLANNING Culture is expanding and has greater weight and explanatory potential in our culturalised age. Following the earlier literature of the ‘cultural turn’, culture is now perceived as ubiquitous in society, the economy, and theory, and with the capacity to intervene on itself. Further, it may be seen to characterise both the nature and the progressive potential of a range of contemporary social and intellectual technologies such as planning, education, health, and organisational development. While this general process of ‘culturalisation’ proceeds apace, the capacity of culture to act as an organising idea and category for sectors such as planning is still largely underdeveloped, most particularly in planning itself. A new Culturised Model for planning that is reflexive and ethical is proposed. Differentiated from the trend to culturalisation and its association with commodification, ‘culturisation’ has true sustainable and transformational potential. The thesis consists of three main parts – each of three chapters - with a substantial scene- setting Introduction and a Conclusion. Part One examines culture and planning, Part Two develops a new Culturised Model for planning, and Part Three illustrates the Model. In Part One the grounds of culturisation are prepared by: 1) describing our culturalised age; 2) developing a new positionality for planning; 3) presenting a critical analysis of neomodern and postmodern planning theory; and 4) outlining an original history of culture and planning in the 20 th and 21 st centuries. -
Full Profile (2014)
Al-Mawred Al-Thaqafi (Culture Resource) Organization launched in 2009 a regional initiative aims to identify the main features of cultural policy in Arab countries. The ultimate goal is to build a Knowledge Base that supports cultural planning and collaboration in the region, as well as propose mechanisms to develop cultural work in Arab countries. First stage of the project targeted preliminary surveys of policies, legislations, and practices that guide cultural work in eight Arab countries: Lebanon, Syria, Jordan, Palestine, Egypt, Algeria, Tunisia, and Morocco. The process of Monitoring was conducted in the period between May 2009 and January 2010 by Arab researchers from all eight countries, and thus “Ettijahat. Independent culture” as the regional coordinator of the project developed the surveys and updated its information and data through specialized researchers who reviewed the information and amended it based on the most recent developments in the cultural scene. The study has been completed according to the Compendium model which is adopted in study about cultural policies around the world. Research is divided into the following: 1- Cultural context from a social and historical perspective. 2- Administrative Subsidiarity and decision-making. 3- General objectives and principles of cultural policies. 4- Current topics debated in cultural policy development. 5- Main legal texts in the cultural field. 6- Financing of culture events and institutions. 7- Cultural institutions and new partnerships. 8- Supporting creativity and collaborations. This survey has been conducted in 2009 and 2010 by the researchers Rita Azar and Watfaa Hamadi. The original material of the current survey is found below in black. -
Barbara Mcdevitt for the Degree of Edd
University of Bath DOCTOR OF EDUCATION (EDD) The search for a "richer literacy": an autobiographical approach to educational research McDevitt, Barbara Award date: 2004 Awarding institution: University of Bath Link to publication Alternative formats If you require this document in an alternative format, please contact: [email protected] General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 09. Oct. 2021 The search for a “richer literacy” an autobiographical approach to educational research submitted byBarbara McDevitt for the degree of EdD of the University of Bath COPYRIGHT Attention is drawn to the fact that copyright of this thesis rests with its author. This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with its author and that no quotation from the thesis and no information derived from it may be published without the prior consent of the author. -
DOCUMENT RESUME ED 055 500 FL 002 601 the Language Learner
DOCUMENT RESUME ED 055 500 FL 002 601 TITLE The Language Learner: Reaching His Heartand Mind. Proceedings sr the Second International Conference. INSTITUTION New York State Association ofForeign Language Teachers.; Ontario Modern LanguageTeachers' AssociatIon. PUB DATE 71 NOTE 298p.; Conference held in Toronto,Ontario, March 25-27, 1971 EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS Articulation (Program); AudiolingualMethods; Basic Skills; Career Planning; *Conference Reports;English (Second Language); *Instructional ProgramDivisions; Language Laboratories; Latin; *LearningMotivation; Low Ability Students; *ModernLanguages; Relevance (Education); *Second Language Learning;Student Interests; Student Motivation; TeacherEducation; Textbook Preparation ABSTRACT More than 20 groups of commentaries andarticles which focus on the needs and interestsof the second-language learner are presented in this work. Thewide scope of the study ranges from curriculum planning to theoretical aspects ofsecond-language acquisition. Topics covered include: (1) textbook writing, (2) teacher education,(3) career longevity, (4) programarticulation, (5) trends in testing speaking skills, (6) writing and composition, (7) language laboratories,(8) French-Canadian civilization materials,(9) television and the classics, (10)Spanish and student attitudes, (11) relevance and Italianstudies, (12) German and the Nuffield materials, (13) Russian and "Dr.Zhivago," (14) teaching English as a second language, (15)extra-curricular activities, and (16) instructional materials for theless-able student. (RL) a a CONTENTS KEYNOTE ADDRESS: DR. WILGA RIVERS 1 - 11 HOW CAN STUDENTS BE INVOLVED IN PLANNING THE LANGUAGE CURRICULUM 12 - 24 TRIALS AND TRIBULATIONS OF A LANGUAGE TEXTBOOK WRITER 25 - 38 PREPARING FOREIGN LANGUAGE TEACHERS: NEW EMPHASIS IN THE 70'S 39 - 52 STAMINA AND THE LANGUAGE TEACHER: WAYS IN WHICH TO ACHIEVE LONGEVITY 53 - 64 A SEQUENTIAL LANGUAGE CURRICULUM IN HIGHER EDUCATION 65 - 81 NEW TRENDS IN TESTING THE SPEAKING SKILL IN ELEM AND SEC. -
Celeste Kinginger Curriculum Vitae
1 Celeste Kinginger Curriculum Vitae Home: Office: 1603 Ridge Road Department of Applied Linguistics Warriors Mark, PA 16877 The Pennsylvania State University 814 632-3409 305 Sparks Building [email protected] University Park, PA 16802 814 867-1373 [email protected] PERSONAL INFORMATION Current rank Professor of Applied Linguistics, Penn State University (2011 – present). Educational background University of Illinois at Urbana-CHampaign, Department of FrencH, Ph.D. Second Language Acquisition and Teacher Education. George WasHington University, WasHington, DC, M.A. FrencH Literature. AntiocH College, Yellow Springs, OHio, B.A. FrencH. Employment background Associate Professor of Applied Linguistics and FrencH, Penn State University (2002 – 2011). Director, Penn State Summer Intensive Language Institute (2001 – 2004). Assistant Professor of FrencH, Penn State University (1999 – 2001). Assistant Professor of FrencH, SoutHwest Missouri State University (1996 – 1999). Assistant Professor of FrencH, University of Maryland, College Park (1992 – 1996). 2 Acting Assistant Professor of FrencH and Foreign Language Acquisition, Stanford University (1990 – 1992). Visiting Assistant Professor of FrencH, Boston College (1988 – 1990). RESEARCH AND SCHOLARLY ACTIVITIES Books Kinginger, C. (Ed.) (2013). Social and cultural aspects of language learning in study abroad. Amsterdam: JoHn Benjamins. Kinginger, C. (2009). Language learning and study abroad: A critical reading of research. Basingstoke, UK: Palgrave/Macmillan. Kinginger, C. (2008). Language learning in study abroad: Case studies of Americans in France. Modern Language Journal, 92, Monograph. Handbook Kinginger, C. (2010). Contemporary study abroad and foreign language learning: An activist’s guidebook. University Park, PA: Center for Advanced Language Proficiency Education and Research (CALPER) Publications. Articles publisHed in refereed journals Kinginger, C. & Carnine, J. -
EFL Teachers' Perspectives on Culture Integration in the FL
Ministry of Higher Education and Scientific Research Belhadj Bouchaib University Centre- Ain Témouchent Institute of Letters and Languages Department of English EFL Teachers’ Perspectives On Culture Integration In the FL Classrooms. The Case of Second Year Pupils in Maghni Sandid Secondary School - Ain Temouchent CASE SECONDARY SECOND YEAR PUPILS An Extended Essay Submitted in Partial Fulfillment of the Requirements for a Master’s Degree in Linguistics Submitted by: Supervised by: Ms. Khadija Sarah Attou Dr. Kheira Hadi Ms. Halima Saadia Cheikh Board of Examiners President: Dr. Chahrazed Hamzaoui MC.B University Centre of Ain Temouchent Supervisor: Dr. Kheira Hadi MC.B University Centre of Ain-Temouchent Examiner: Dr. Rym Allal MC.B University Centre of Ain-Temouchent Academic Year: 2019/2020 Dedications I dedicate this modest work to my dear mom, aunt and grandparents for always believing in me, for always encouraging me even when I doubted myself, to my beloved brothers Mohamed el Amine and Bahae edinne for comforting me in my darkest moments, to my little cousins Kenza, Omar and Sidi Mohamed, for supporting me. To my little angel Ceraj edinne For all the ones that stud by my side, for the people that I love from A to Z. Khadija Sarah First of all, I am very thankful to Allah who helped me finish this humble work. I dedicate this dissertation to the sweetest parents who gave me moral lessons on discipline from an earlier age, whose words of encouragement and push ring in my ears, for always respecting my dreams, for my beloved and special Sisters, Amina and Wafaa. -
A SELF-REPORTING INSTRUMENT for GAUGING and IMPROVING CROSS-CULTURAL AWARENESS in the CLASSROOM Document Date
A SELF-REPORTING INSTRUMENT FOR GAUGING AND IMPROVING CROSS-CULTURAL AWARENESS IN THE CLASSROOM Document Date – June 4, 2007 Jim Schnell, Ph.D. Professor Department of Communication Studies Ohio Dominican University Columbus, Ohio 43054 ABSTRACT This article describes a process whereby faculty can self-assess their cross-cultural sensitivity as it relates to promoting a positive learning environment in our multicultural classrooms. This self-assessment measure encourages personal reflection and is intended to perpetuate professional growth that can use self- understanding as a foundation for improved teaching techniques. AUTHOR BIO Jim Schnell, Ph.D. (1982, Ohio University) is a Professor of Communication Studies at Ohio Dominican University where he has earned Master Teacher status. He has taught the basic communication course for over 26 years and has authored six books, over 60 book chapters & journal articles and over 130 conference presentations. Schnell is a 2005-2006 Fulbright Scholar to Cambodia (Royal University of Phnom Penh) and his teaching career has included positions at Ohio University, Miami University, University of Cincinnati and Northern Jiaotong University (Beijing, China). He holds the rank of Colonel in the U.S. Air Force (reserve) where he serves as a cultural analyst. “Today we are faced with the preeminent fact that, if civilization is to survive, we must cultivate the science of human relationships—the ability of all peoples, of all kinds, to live together and work together, in the same world, at peace.” Franklin D. Roosevelt April 13, 1945 The typical American classroom in higher education has changed significantly over the past thirty years. Increased world trade has brought an influx of international students to study at American colleges and universities. -
Behaviorist Theory and Language Learning
Hacettepe Vniversitesi Eğitim Fakültesi Dergisi Yıl 1988 i Sayı 3 i ss. 135 - 140 BEHAVIORIST THEORY AND LANGUAGE LEARNING Doç. Dr. Mehuıet DEMİREZEN* INTRODUCTION There are some basic theories advanced to deseribe how language is acquired and taught. The behaviorist theory, Mentalist theory, Rationalist theory (otherwise calIed Congitive theory), Empiricist theory (Audiolingualism), and Cognitive-code theory are some of these theories. Of these, behaviorist theory and mentalist theory are mainly applicable to the acquisition of native languages while the rest can account for foreign language acquisition. Yet, the se five fundamental theories of language leaming cannot be totalIy divorced from each other, for "the objectives of second language learning are not necessarily entirely de- termined by natiye language competence inevitably serves as a foil aga- inst which to set second language leaming." (H.H. Stem, .1983; 30). Mother Tongue and Foreign Language Learnmg These five basic theories are, furthermore, very much complemen- tary to each other, serving different types of learners or representing various cases of language leaming. They must not automaticalIy make us presume that firstand second language leamings are iden tical or alike processes, though second language leaming is strongly tied up with first language acquisition. Obviously, native language growth must pave the way for foreign language growth. Then these five basiclanguage leaming theories are fundamental pillars of language leaming whose relevance to education is undeniable. The Background of the Behaviorist Theory Behaviorist theory, which is basicalIy a psychological theory in its essence, founded by J.B. Watson, is actualIy a theory of native lan- guage learning, advanced in part as a reaction to traditional grammar.