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    Genre Archive: Bibliography

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    The Genre Archive, created by the English Language Institute at The University of Michigan, is a collection of around one thousand papers dealing in nearly all cases with some aspect or aspects of non-literary genres. The Archive was assembled by John Swales, his graduate students, and the visiting scholars who came to the institute, often supported by the H. Joan Morley Scholarship Fund, with the assistance of the staff of the ELI Library. The earliest papers are from the 1950s and the latest from 2007, but the majority are from the 1985 to 2005 period. Some are published papers; others dissertations or theses, or parts thereof; some are manuscripts, sometimes drafts of later publications and sometimes term papers or other coursework. Many of the last group have no date (n.d). This bibliography lists the papers contained in the Archive in alphabetical order by author, and then by year of publication. A few of the entries are highlighted in yellow, indicating that these papers themselves are currently missing. The Genre Archive exists solely in paper form and is housed at the ELI offices. Access to the Archive is available by appointment only. Researchers interested in visiting the Archive should email [email protected]. Unfortunately, we are not able to accept requests for scanned copies by mail or email or to otherwise circulate the contents of the Archive. (Introduction by John Swales)http://deepblue.lib.umich.edu/bitstream/2027.42/134394/1/ELI Genre Archive Bibliography 10-12-16.dochttp://deepblue.lib.umich.edu/bitstream/2027.42/134394/2/ELI Genre Archive Bibliography.pdf-1Description of ELI Genre Archive Bibliography 10-12-16.doc : Genre Archive: Bibliography (Word Version)Description of ELI Genre Archive Bibliography.pdf : Genre Archive: Bibliography (pdf version


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    Globalization has entailed a growth in impor-tance of the second/foreign language teachingand learning all over the world with the numberof both voluntary and involuntary language learn-ers increasing on daily basis. There is, however,a widely attested discrepancy in actual resultsachieved by those engaged in second/foreignlanguage learning usually explained by means ofinvocation of a specialized talent that certain in-dividuals have, whilst others lack. Such a talent isthought to be measurable and the results obtainedare regarded as valid predictors of success forintensive foreign language programs. The pres-ent article deals with critical appraisal of one ofsuch instruments in terms of both its theoreticaland practical validity. A number of points to beaddressed for the purpose of the instrument im-provement are demonstrated via referral to bothbasic statistic techniques and scientific consensusin the field of language learning aptitude research

    English language for all

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    The purpose of this study is to look at models of English language learning and innovative financing for the delivery of ESOL to learners not able to access provision funded by the Skills Funding Agency (SFA) as a result of SFA funding changes for 2011/12. - This report identifies the key groups excluded by recent changes: low-paid workers and those with very low levels of language and literacy. - On the basis of research with communities and learning providers across London, this report suggests three possible models of provision that could be used to fill some of the gaps left by changes in the national funding arrangements

    Managing the complexities of English Language teaching in engineering

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    In this 21st century, engineering employers seek professional engineers who have excellent scientific knowledge and are able to demonstrate good communication and problem solving skills. With this focus on job demands, engineering education has been restructured, balancing the emphasis between scientific knowledge and soft skills. This shift in focus has not only affected the teaching and learning in engineering education, but also English Language (EL) educators who are involved in teaching non-technical components within an engineering education curriculum. This shift in focus has raised the demand for ESP which include teaching communication skills in English language discourse used in engineering, and teaching problem solving skills in English language teaching. With this demand, challenges are inevitable among EL educators who are generally prepared for teaching English for generic purposes in school settings and who bring with them pedagogical knowledge and beliefs in English language teaching, as well as identities they have developed from their previous to their new workplace. This shift also raises questions about the ways in which English language teaching is positioned, the role of English language courses within an engineering-specific context and the implications of this positioning on the design of the English language courses. The main aim of this study was to investigate how EL educators managed the complexities in teaching English at one technical university in Malaysia. In addressing the research questions, a case study design was developed to highlight the complexities within that context and the ways in \ud which EL educators managed these complexities. The data for this study were collected through qualitative and quantitative methods to unpack the complex process of teaching English for engineering which included teaching problem solving and communication skills. These methods obtained insights into the ways in which EL educators conceptualised English language teaching, positioned themselves and framed their teaching in an engineering context. The quantitative data were collected through a questionnaire involving 12 EL educators. The data from the questionnaire were used to profile the EL educators at the English Language Department of this university. Based on the profiling, four EL educators teaching undergraduate engineering students were selected for the main study. The qualitative data were collected through document study, individual semi�structured interviews, classroom observations, video recording of classroom observations and stimulated recall protocols. This study found that there were disconnections between English language teaching and the engineering discipline at this university. These disconnections were due to the dissemination process of the engineering accreditation requirements whereby these requirements went through ii multiple layers of interpretation, adaptation and translation before they reached the EL educators, causing ambiguities in positioning English language teaching and misalignments in the role of the English language courses within the engineering academic curriculum. As a result, tensions occurred in determining the emphasis of English language teaching. The ambiguities in positioning English language teaching and the misalignments of the English language courses presented the EL educators with challenges in managing their pedagogies and framing their teaching within the context of an engineering university. The study found that the strategies that the EL educators exercised in their agency resulted from the interplay between how they positioned English language teaching and the professional identities they developed in their university context. The demand for ESP required these EL educators to teach beyond their expertise, creating challenges for them to establish their professional identities. Complexities emerged when English language teaching involved integration among English language, communication skills, engineering knowledge, and problem solving skills. This study contributed to the field of English language teaching, specifically to English for Specific Purposes (ESP) by providing knowledge and understanding of the complexities of teaching English for the engineering discipline in higher education. It also contributed to research on professional identities by highlighting the tensions, struggles and negotiations that EL educators faced in positioning themselves within this context to determine their professional identities. The findings of this study deepen our knowledge and understanding of professional identities and agency among EL educators in the Malaysian context, particularly in the discipline-specific context of engineering

    The victorious English language: hegemonic practices in the management academy

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    This study explores hegemonic linguistic processes, that is, the dominant and unreflective use of the English language in the production of textual knowledge accounts. The authors see the production of management knowledge as situated in central or peripheral locations, which they examine from an English language perspective. Their inquiry is based on an empirical study based on the perspectives of 33 management academics (not English language speakers) in (semi) peripheral locations, who have to generate and disseminate knowledge in and through the English language. Although the hegemony of the center in the knowledge production process has long been acknowledged, the specific contribution of this study is to explore how the English language operates as part of the “ideological complex” that produces and maintains this hegemony, as well as how this hegemony is manifested at the local level of publication practices in peripherally located business and management schools


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    This paper will be talking about the possible thing that will happen trough our languages since the issue of globalization. Hence there is a lot of presumption about the transition that will occur in our language which might affect so much to the nation identity, we already know how popular English language is among our society and the prestige along the English language itself.Yes, indeed the English language probably will take over the standard language that we have “Indonesian language”, of course this statement is logical. hence there a lot of people that cannot write or speak Indonesian in standard or grammatically and rare from the people to use the standard language, this is because the infiltration of other language especially English and the cultural that it’s taken from English language itself, so this paper will definitely give the reason among the language itself related each culture of the language itself (Indonesian language and English language) with synchronic and diachronic analysis

    Education and Achievement: A Focus on Latino "Immigrant" Children

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    Describes the Institute for Teaching English Language Learners' comprehensive program to boost English language learners' academic achievement by optimizing the environment, supporting teachers, increasing learning opportunities, and engaging families

    A Riddle

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    Starting with a common NINE letter word in the English language, what word continues to be a commonly used word in the English language each time you remove a single letter

    Cross-Linguistic Universals in Reading Acquisition with Applications to English-Language Learners with Reading Disabilities

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    There is a considerable gap in English reading achievement between English-language learners and native speakers in the United States. Differentiation of whether English language learners’ struggles are symptomatic of reading disability or related to second language acquisition is often challenging. These issues highlight the need for increased insight into reading development and disability in this population. The purpose of this article is to provide an overview of cross-linguistic universals in reading acquisition, how reading disabilities manifest in various languages, and whether diagnostic and instructional approaches that are effective for native English speakers are also appropriate for English-language learners. Recommendations for assessment and intervention practices for at-risk and reading-disabled English-language learners are provided

    Shakespeare and the english language

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    Overview of Shakespeare's language for Open University undergraduate student
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