Un des objectifs des niveaux élémentaire et indépendant du Cadre européen commun de référence pour les langues (CECRL) est d’amener l’apprenant — alors qu’il n’est pas encore un utilisateur autonome de la langue — à être capable d’interagir dans les situations authentiques de la vie quotidienne. Or, la plupart des matériaux pédagogiques consacrés à ces niveaux ne présentent qu’un échantillonnage partiel et souvent incomplet du langage authentique. Dans cet article, nous proposons une méthodologie dédiée, d’une part, à la construction de (...) corpus thématiques à des fins pédagogiques aux niveaux A1+ à B1 du CECRL et, d’autre part, à l’identification du vocabulaire-clé associé.Notre approche repose sur une sélection thématique de textes allemands selon les sujets définis par le CECRL afin de créer (1) un corpus ciblé et (2) de taille relativement faible, (3) regroupant des textes (quasi-)authentiques, adaptés aux niveaux des apprenants. En accord avec les résultats issus de la linguistique de corpus, soulignant la place centrale des unités multi-lexicales (UML) dans la construction du vocabulaire, le vocabulaire-clé tiré de cette collection consiste en UML plutôt qu’en mots individuels. Le procédé de sélection est illustré à travers l’exemple concret d’un sous-thème de la catégorie « Essen und Trinken » (Nourriture) du CECRL formé à partir d’un corpus de critiques de restaurants. Nous concluons par le constat que cette approche empirique peut mener à un changement dans la perception de la nature du vocabulaire-clé susceptible d’être présenté aux apprenants aux niveaux de compétences linguistiques inférieurs. (shrink)

This book positions itself at the intersection of the key areas of the modern humanities. Different authors from a variety of countries take innovative approaches to investigating multimodal communication, adapting pedagogical design to digital environments and enhancing cognitive skills through transformations in teaching and learning practices. The eclectic forms under study require eclectic approaches and methodologies, and the authors cross disciplinary boundaries drawing on philosophy, linguistics, semiotics, computational linguistics, mathematics, cognitive studies and neuroaesthetics. Part I presents methods of analysing multimodal (...) communication in its different displays, covering promotional video in crowdfunding project presentations, multimodal public signs of prohibition and visuals as arguments. Part II explores varied teaching methodologies that have emerged as a result of and in response to modern technological changes and contains some practical hints for educators. It demonstrates the pedagogical potential of video games, virtual worlds, linguistic corpora and online dictionaries. Part III focuses on psychological and cognitive factors influencing success in the classroom, primarily, ways of developing students’ and teachers’ personalities. The volume sits at the intersection between Communication Studies, Digital Humanities, Discourse Analysis, Education Theory and Cognitive Studies and is useful to scholars and students of communication, languages, education and other areas of the humanities. This book should trigger scholarly discussions as well as stimulating practitioners’ interest in these fields. (shrink)

This study examined lexical bundles (LBs) used differently by Chinese and American PhD students of linguistics in their dissertation abstracts. Two corpora were built, with each having 700 dissertation abstracts produced by Chinese and American PhD students of linguistics, respectively. The study then used lexical analysis software to retrieve frequently used three-word LBs, from which LBs having different frequencies at a significant level across the two corpora were identified and termed as bundles used differently (BUDs). BUDs were then (...) categorized and analyzed manually in terms of structure, function, and distribution in rhetorical moves. The major findings were: (1) 57.14% of the frequently used LBs were BUDs, of which 90.67% had occurrences in both corpora. The BUDs distributed inequivalently across categories and moves, with the text-oriented category and the move of Result having the most BUDs; and (2) BUDs exhibited two major patterns: the Chinese and American students filled different constituents into structurally and functionally similar constructions, and used LBs of dissimilar functions to fulfill the same communicative purposes. These findings indicate that variations in LB use have a high pedagogic value and confirm the need for using corpora to identify and teach core genre-specific vocabularies to second/foreign language learners. (shrink)

This book reports on the contrastive-semantic investigation of sadness expressions between English and Chinese, based on two monolingual general corpora and a parallel corpus. The exploration adopts a unique theoretical approach which integrates corpus-linguistic theories on meaning (as a social construct, usage and paraphrase) with a corpus-linguistic lexical model. It employs a new complex but workable methodology which combines computational tools with manual examination to tease meaning out of corpus evidence, to compare and contrast lexical items that do not (...) match up neatly between languages. It looks at sadness expressions both within and across languages in terms of three corpus-linguistic structural categories, i.e. colligation, collocation and semantic association/preference, and paraphrase (both explicit and implicit) to capture their subtle nuances of meaning, disclose the culture-specific conceptualisations encoded in them, and highlight their respective cultural distinctiveness of emotion. By presenting multidisciplinary original work, Sadness Expressions in English and Chinese will be of interest to researchers in corpus linguistics, contrastive lexical semantics, psychology, bilingual lexicography and language pedagogy. (shrink)

Summary The Holocaust is now part of the history curriculum for all 11?14 year?olds in maintained schools in England and Wales. This paper directs attention to some of the ethical and pedagogic issues involved in teaching the subject. In particular, concern is expressed at the dangers of teaching it in ways likely to promote anti?Semitism. Other ethical issues raised include the extent to which freedom of speech should be permitted in the classroom; the merits or otherwise of drawing children's (...) attention to Holocaust denial; the lengths to which teachers should go in introducing children to inherently painful subject matter and the rights of parents to withdraw their children from this part of the curriculum. The question of whether to accord teachers a similar right of withdrawal is also addressed. The chief pedagogic concern of the paper is the failure of existing Holocaust curricula to take cognisance of the way children conceptualise Jewish culture and identity. Findings from some small?scale research in this area are reported and their implications discussed. (shrink)

A variety of semiotic resources makes the construction of scientific knowledge possible and meaning-making resources are conveyed by certain semiotic modes. Next, numerous studies have demonstrated the pedagogical importance of gestures in the demonstration of scientific knowledge in the classroom. Drawing on social semiotic systemic functional theory and legitimation code theory, this study explores the types and the role of gestures in the semiotic construction of scientific knowledge in pedagogic semiosis and their pedagogical values for the meaning-making of science (...) content. With this aim, a gesture observation protocol (GOP) is developed to annotate and analyze data. Two science lectures, which are broadcast remotely for middle school students including gifted students, are observed. Systemic Functional Multimodal Discourse Analysis (SF-MDA) method is employed to analyze and evaluate data. Results demonstrated that the deployment of gestures that contributes to the construction of scientific knowledge is low and deployed gestures mostly do not have pedagogical value. It is recommended that teachers should be more conscious and educated about deploying gestures to present scientific knowledge efficiently. (shrink)

Teaching and Learning as a Pedagogic Pilgrimage is premised on an argument that if higher education is to remain responsive to a public good, then teaching and learning must be in a perpetual state of reflection and change. It argues in defence of teaching and learning as constitutive of a pedagogic pilgrimage and draws on a range of scholars and theories to explore concepts such as transcendental journeys, belief, hope and imagination. The main objective of the book is (...) to show how teaching and learning ought to be reconsidered in relation to that which lies beyond the parameters of the encounters, as well as that which is intrinsic to the encounters. This book gives shape to rituals and routines of engagement and debate, before extending the limitations in deliberative pedagogic encounters to offer desirable outcomes in which both student and teacher can practice a spiritual take on teaching and learning along a continuum of ongoing action. Themes explored in the chapters include the following: Faith and deliberative encounters Post-human ethics of care in teaching and learning Diffracted teaching and learning This book will be of great interest to academics, researchers and post-graduate students in the fields of philosophy of education, and teaching and learning in the philosophy of education. It will also appeal to school and university educators, policymakers and prospective teachers. (shrink)

This article examines the discursive practices evident in Whole-Class Text-Response Discussion as a pervasive curriculum activity in secondary English classrooms in Australia. This site was selected as an important one in the social construction of adolescents as apprentice citizens capable of reasoning from text in culturally valued ways. Bernstein's model of pedagogic discourse provides a sociologically principled framework within which the construction of particular forms of argumentative reasoning can be examined, as these forms are regulated either through visible or (...) invisible pedagogies. Halliday's model of social semiotics provides the linguistic tools for the examination of how institutionally privileged values and ways of reasoning are realized in the micro-semantic exchanges of two such whole-class text-response discussions; one regulated through a highly visible pedagogy and the other through a relatively invisible pedagogy. (shrink)

The current study investigates classroom interactivity in L2 tertiary literature classrooms in Hong Kong and Taiwan when ESL/efl students engage with and interpret literary texts in classroom talk as a pedagogic process of text recontextualization. It proposes a more ecological-based approach to language and languaging dynamics that is complementary to current social semiotic approaches to multimodality. It also aims to open up a more embodied analysis of the meaning-making process in tertiary literature classrooms. The multimodal investigation of real-time classroom (...) interactivity based on a multi-scalar approach showcases an embodied coordination of vocalization and gesticulation as integral aspects of the dynamic whole-body sense-making activity that arises in the pedagogic process of text recontextualization. The dynamics vary from students’ solo speech in individual presentation to teacher–student interactions in group discussion and to student–student interactions in role-play. The distributed language view of first-order languaging dynamics demonstrates the embodied and distributed dimensions of the real-time classroom interactivity that couples pedagogic subjects to the affordances of their pedagogic environment. It also provides insights into the impact of pedagogic activities on the multi-scalar dynamics of the meaning-making process with reference to embodied speech–gesture coordination. The paper demonstrates the value of applying an ecologically embodied perspective to multimodal studies in classroom research and stimulates a re-thinking of some of the important aspects of classroom interactivity that have received little attention thus far. (shrink)

This study engages with the experiences of Dalit-Bahujan (oppressed social castes) students at a higher education institution in India. Drawing from interview-based data, it explores the students’ narratives to map their educational experiences, taking the medium of instruction as a case in point. The study aims to deepen understanding of the intersection of caste and curricular-pedagogic context of higher education and its relation to knowledge production in institutional contexts. The findings highlight a significant gap between the socio-economic backgrounds of (...) Dalit-Bahujan students and the institutional and pedagogical structures, processes, and discourses they encounter. Based on these findings, the study further examines the framing of marginality at the intersection of caste, language and background of Dalit-Bahujan students. The lack of institutional support often relegates Dalit-Bahujan students to the margins within higher education institutions, not only excluding the disadvantaged social groups but also impinging upon the democratisation of knowledge production. We conclude that the question of medium of knowledge production necessitates a critical examination of which lives and voices are included in curricular and pedagogic processes. (shrink)

Background: Although inclusive education is widely discussed, its implementation has not, arguably, been far-reaching. There remains a lack of specific, targeted approaches towards fully including learners with physical and mental impairments in the educational space. Objectives: This study investigated the extent of the inclusion of learners with autism spectrum disorder (ASD) in three schools in Johannesburg. Method: A qualitative interpretivist design was adopted. Teachers who work with learners with ASD were interviewed using open-ended questions. The sampled data were analysed using (...) thematic analysis, making use of both a priori codes and emergent codes that arose from the open-ended questions. Results: The findings reveal numerous pedagogic strategies such as differentiation, scaffolding, use of visual cues, group work and collaboration that can include learners with ASD in the classroom space. Conclusion: Teacher collaboration and teacher training are vital in ensuring that learners with ASD are fully included in the classroom space. (shrink)

This article aims to critically examine how misrecognition is conceived as a challenge for pedagogic action.Krassimir Stojanov’s notion of the pathological behaviour patterns of teachers and Charles Bingham’s ‘pitfalls of recognition’ introduce how misrecognition may appear in schools, and offer advice to teachers and students on responding to the challenges of misrecognition.Their ideas elicit the problems embedded in the theory of recognition and the problems resulting from understanding misrecognition as a challenge for pedagogic action.This article concludes that recognition (...) theory offers pedagogic action a problematic challenge: it is as problematic to follow Honneth’s original ideas as it is to invent new directions in understanding misrecognition as a pedagogical challenge. (shrink)

An Organisation for Economic Cooperation and Development research priority, innovative learning environments have been translated into policy and practice in 25 countries around the world. In Aotearoa/new Zealand, learning spaces are being reconceptualised in relation to this policy work by school leaders who are confronted by an impetus to lead pedagogic change. The article contributes a conjunctural analysis of the milieu around the redesign of these education facilities. Recognising that bodies and objects entwine in pedagogic spaces, we contribute (...) a new materialism reading of ILEs as these are instantiated in New Zealand. New materialism recognises the agential nature of matter and questions the anthropocentric narrative that frames the post-enlightenment conception of what it means to be human. The decentring of human subjects through a materialist ontology facilitates a consideration of the power of objects to affect the spatial politics of learning environments. The article traces a relationship between the New Zealand strategic plan for Education 2015–2021 and principal conceptions of ILE as the lived spaces of this policy actualisation and the disciplinary/control society conjuncture. Informed by theories of spatial practice, we argue that principals’ understandings of ‘space’ are integral to pedagogic approaches within open-plan spaces. A conjunctural analysis can expand the capacity to act politically. By examining the complex conditions of a political intervention, in this case ILEs, we trace the displacements and condensations of different sorts of contradictions, and thus open up possibilities for action. (shrink)

Heterosexist ideology underpins education policy and practice almost universally. It has the effect of rendering invisible and disrespecting practitioners and students of other sexual and non-gender conforming identities. Much explicitly queer work has challenged this normalising and frequently oppressive higher education terrain. To maximise this queer potential this article proposes re-positioning queer within and through a practice and pedagogy of feminism. The broad-based identity politics of feminism and the anti-identitarian politic of queer may appear a slightly improbable alliance. The article (...) argues, however, that intersectional approaches which reinforce queer integrity, challenge oppressive social norms and simultaneously re-emphasise the importance of the political through an identity politics heavily influenced by feminism, are not just possible but necessary. In seeking to explore what unites feminism and queer educationally, the article makes three observations relating to history, pedagogy and activism. It references two particular LGTBQ Irish and European educational programmes, which it argues highlight this sense of the probable in terms of queer–feminist educational alliances. Such alliances can continue to challenge in material ways sustained educational constructions of heterosexuality as normal, natural and moral and in so doing provide a platform for empowerment and change. (shrink)

Philosophers and linguists currently lack the means to reliably identify evaluative concepts and measure their evaluative intensity. Using a corpus-based approach, we present a new method to distinguish evaluatively thick and thin adjectives like ‘courageous’ and ‘awful’ from descriptive adjectives like ‘narrow,’ and from value-associated adjectives like ‘sunny.’ Our study suggests that the modifiers ‘truly’ and ‘really’ frequently highlight the evaluative dimension of thick and thin adjectives, allowing for them to be uniquely classified. Based on these results, we believe our (...) operationalization may pave the way for a more quantitative approach to the study of thick and thin concepts. (shrink)

This article is investigated the concept of ‘national identity‘, its essence, the structure and components parts. Discusses the purpose of forming of national identity. The functions and the technology of forming of national identity in Khanty pedagogic are considered. Furthermore, put much emphasis on modern condition the process of formation of national identity and the analysis of the problems associated with its forming in the national school.

Topics in Cognitive Science, Volume 14, Issue 2, Page 388-399, April 2022.

To recognize the causes of unhappiness is thus a part of our political cause. This is why any politics of justice will involve causing unhappiness even if that is not the point of our action. So mu...

Dans un premier temps, cette contribution fournit une présentation rapide des corpus médiévaux, principalement pour l’anglais et le français, en relation avec des projets d’annotation centrés sur l’annotation syntaxique. La seconde partie traite des aspects spécifiques de l’annotation syntaxique pour les textes d’ancien français et s’intéresse particulièrement aux interactions entre la préannotation automatique et les outils d’annotation manuelle.

In this work we will show the role of lexical resources in machine translation processes, giving several examples after a brief overview of Machine Translation studies. Then we will advocate the need for a richer lexicon in MT processes and sketch a methodology to obtain it through a mix of corpus-based and machine learning approaches.

L’interrogation en Italie du Nord : ce que les corpus nous disent et les questions qu’ils laissent ouvertesCet article traite de l’interrogation dans les variétés de l’Italie du Nord, plus précisément celles du ladin dolomitique. Une discussion sur les corpus disponibles, leurs avantages et leurs inconvénients est complétée par la présentation de mes enquêtes dialectales : méthodologie et données recueillies. Ainsi, on verra comment la recherche basée sur des corpus déjà existants et l’enquête de terrain peuvent se compléter, les données (...) des atlas linguistiques offrant un point de départ indispensable à des investigations plus spécifiques et nécessaires. (shrink)

Le livre édité par Tommaso Raso et Héliana Mello est une contribution fondamentale à la recherche sur les corpus oraux. Il rassemble les contributions majeures données lors d’un colloque international au Brésil, à Belo Horizonte, en février et mars 2012, organisé par le « Gruppo di Studio sulla Comunicazione Parlata », qui est un groupe de recherche de la Société de Linguistique Italienne. Les langues appréhendées sont diverses : l’anglais, trois langues romanes (portugais brésilien, français...

The central aims of this paper are to show how linguistic corpora have been used and can be used in philosophy and to argue that linguistic corpora and corpus analysis should be added to the philosopher’s toolkit of ways to address philosophical questions. A linguistic corpus is a curated collection of texts representing language use that can be queried to answer research questions. Among many other uses, linguistic corpora can help answer questions about the meaning of words (...) and the structure of discourse. Through a discussion of examples, the paper shows that there are many philosophical questions that can be addressed by using a linguistic corpus. However, linguistic corpora need not (and often cannot) replace traditional philosophical methods. Lastly, it argues that the special properties of linguistic corpora, including their independence and the current ease and cheapness of access, make them an indispensable resource for philosophers. (shrink)

This paper argues for a decolonial praxis in critical peace education. Drawing on an integrative review method, the paper synthesises approaches, practices, and theories from peace and peace education literature with special attention paid to the concepts of critical peace education, cosmopolitanism, postcolonial thought, and decolonial action. The paper particularly explores the philosophical contributions of postcolonial and decolonial thought and how each could help toward decolonising approaches for critical peace education. The concept of ‘structural violence’ is critiqued as obfuscating individual (...) responsibility. Insights are drawn here from the closely related field of global citizenship education that argues for a focus less on empathy and more on causal responsibility. Before concluding, the paper discusses a ‘pedagogy for the privileged’ and ‘pedagogy of discomfort’ that both might better support a decolonial praxis for critical peace education in theory and practice. (shrink)