THE REPRESENTATION OF IRAN-SAUDI CONFLICT IN THE NEWSPAPERS REGARDING MINA HAJJ STAMPEDE: A CRITICAL DISCOURSE ANALYSIS ON THE ARAB NEWS AND THE TEHRAN TIMES

The Hajj 2015 shows a significance flashpoint of the long-term history of tension between Tehran (Iran) and Riyadh (Saudi Arabia) regarding the Hajj: Iran and Saudi Arabiaexchanged the accusation of standing behind the tragedy of Hajj stampede in Minna SaudiArabia, 2015. Printed media is the crucial for ideology production; this study focuses on therepresentation of the Iran-Saudi conflict on Hajj stampede 2015 in two newspapers, namely theArab News and the Tehran Times newspapers. The study uses a critical discourse analysis,mainly macrostructures analysis by Van Dijk (1980 & 1983). Three texts have been chosenfrom each newspaper and the macro-rules (selection, deletion, generalization, andconstruction) have been used to decrease the information in the micro-level yielding macropropositions in the macro-level; the global topics/themes of the discourse. Ten macrostructuresin the second level of analysis were identified from the Arab News newspaper out of 30 macropropositions in the first level and 21 macrostructures in the second level of analysis out of 43 inthe first level of analysis from the Tehran Times newspaper. The results showed that the Tehran Times newspaper has represented Saudi Arabia more negatively by 66.7% than the Arab Newswhich represented Iran negatively by 50% of the total texts. This indicates the ideologicalsignificance boundary between the ‘us’ and ‘them’ in both newspapers. In addition, the resultsshowed that there is an Islamic ideological competition for taking the Islamic leadershipbetween the Shi’a ideology of Iran and the Sunni Wahabi of Saudi Arabia in the Middle Eastand the Arab World. The study suggested that the discourse of Hajj must be separated from thepolitical discourse between Iran and Saudi Arabia because whenever there is a politicaltension there is a Hajj conflict

The world's even bigger Hambergefonts

Donaldson attended the ATypI conference in Prague 2004 to continue his research experiment and investigations into his theory: Writing in the mind's eye. This is done by the production of big writing; letters so large that they cannot be formed using the muscles and joints of the arm, they must be formed by the whole body. Because the area the writing fills and the size of the letters are so large, it is impossible to get even an overview of the current letter as the stroke being made will finish somewhere behind the writer. These exercises can only usually be performed when the opportunity is provided by a sensitive sponsor. The title of the theory: Writing in the mind's eye, suggests that a large part of writing, and in a related manner, drawing, takes place in the mind. The tool used is specially constructed for each performance. About an hour to two hours are needed to prepare, depending on overall size but the actual writing time is very short, somewhere in the region of 3 minutes. The performances often take the form of a challenge to fit a given text into a given space exactly. This also tests the theory and makes the performance more challenging for the writer and more stimulating for the observer. These performances have had a broad and international effect on the graphic design community; although only a few people actually witness the performances, the subsequent dissemination via documentation placed on the internet, as listed above URL, is helping to fulfil of one of its goals, i.e. awareness of the importance of the written letter

Political and Journalistic Translation Courses and the Market Demand in Iran

Today world is the world of information exchange in a rapid manner. Keeping pace with such rapid world requires being informed of information. In addition, people need to be aware of international news. This is the task of translators to provide the countries with the latest news and information. Therefore, translation industry demands more attention in such environment. Its requirements are not satisfied just by experience; rather transjournalists should be equipped with translating knowledge and science so that they can meet demands of the market. Technical writing, editing, knowledge of information technology, writing summary and text analysis are among skills that now translators are suggested to be equipped with, especially in translating political and journalistic texts. Translator training programs at higher education should be in consistency with media market demands; as a result, such transjournalists would be trained in such a way that can survive in the market successfully. The aim of this paper was to investigate consistency between media market demand and courses related to translating political and journalistic texts in translator training programs at higher education level in Iran. By investigation of market demands and comparison of them with educational goals stated in related lesson plans for translator training classes it can be realized that whether there is consistency between what is needed by market and what is trained in reality in universities to translation students. Hypothesis of the research was as follows: courses related to translating political and journalistic texts in translator training program at higher education in Iran are not consistent with media market demands

Many languages, whither literacy? Understanding the ontology of reading in linguistically-diverse contexts

The reading experience of those who are literate in more than one language is highly complex. This makes the reading experience a phenomenon that is not easily understood. Yet, in Malaysia’s education policy, reading goals are subsumed under language learning goals. Such implicit ways of assuming that literacy occurs through language learning not only overlooks any impact language learning may have on literacy practice but also undermines the fact that learning to read in a language is ontologically different from reading through all or any language. This paper discusses a part of an in-depth qualitative study which scrutinized the reading experiences of eight multiliterate Malaysian undergraduates studying in a British university in order to understand the difference between being literate in many languages and choosing to read through any one language. The contrast between multilingual Malaysia and monolingual England formed an important backdrop. In this study, the phenomenological interview and diary-writing were used as research methods to capture the participants’ past reading experience as Malaysian school students and as British university undergraduates. Phenomenographic analysis and discourse analysis were used to analyse the data. Findings from this study suggest that multilingual readers experience “language-ness” because of the specificities of multiple language learning. The phenomenon of language-ness then go on to influence the habituation and sustenance of reading choice across different languages. This paper suggests that as linguistically-diverse countries forge ahead to maintain its citizens’ linguistic abilities, they must not forget that linguistic capital alone cannot shape a nation. Semiotic capital which relates to meaning-making is also critical in shaping an informed nation. This study has important implications towards contemporary discourse about Literacies, language and the reading experience

Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program

In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3rd and 7th grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.https://digitalcommons.lmu.edu/ceel_journalarticles/1002/thumbnail.jp

Multilinguals and extensive reading: Two multilinguality portraits of learners of Norwegian

This paper presents an exploratory-interpretive study of two multilingual adults acquiring Norwegian through extensive reading. The study examined social and cognitive aspects of language acquisition, and individual factors, such as the language learning behaviors, experiences, attitudes, and beliefs of the participants. The data were collected using background self-reports, diaries in which the participants recorded their extensive reading and related language learning experiences, and semi-structured interviews. To represent adult language learning from a multilingual perspective, the data were analyzed qualitatively using a priori themes derived from the ecological model of multilinguality (Aronin, 2016; Aronin & Ó Laoire, 2004; Aronin & Singleton, 2012). The findings suggest that environment, previous education, reasons for learning a language, and previous knowledge of other languages affect how multilingual learners approach language learning and how they use a new language

Supporting Students in Learning English Outside the Classroom

Both inside and outside the classroom are essential in learning a language. However, the importance of these two environments may change from here to there. For instance, in Afghanistan, English is a foreign language, and it is mainly learned inside the classroom. Therefore, the classroom is considered an essential place for learning. This paper aims to identify ways of supporting students in learning a language outside the classroom. Specifically, it will discuss ways of learning English outside the classroom, such as the flipped classroom approach, involving students in out-of-classroom learning, online learning, project-based learning, interacting with native speakers, surfing social media, and learning from television

The visual representation of dual language education

Despite well documented benefits of dual language (DL) programs which deliver educational content in two languages, there are still few DL programs in the United States. As such, there is a need to understand how to effectively persuade more states/districts to adopt the programs. In addition, more critical research is needed that focuses on how the programs are represented visually, as well as how this visual representation reflects wider discourses about DL education that could impede the programs from reaching those who need them most. In this article, the author explores ideologies behind DL program discourse by looking at photojournalism (or in some cases, stock photos) from 34 local online news reports. She employed multimodal critical discourse analysis (MCDA), including a thematic analysis of images. Findings reveal that many of the discourses (e.g. neoliberalism) seen in analyses of written text were repeated visually but, in some cases, visual data communicated different discourses that were advanced in nuanced ways. The author concludes by urging more critical work in visual communication that focuses on educational issues

A case study of implementation of international mindedness in the International Baccalaureate Diploma Programme in Hong Kong second language Chinese classroom

Parallel SessionsConference Theme: 'to boldly go... 'This study aims at examining the concept of ‘international mindedness’ as it is evidenced in the International Baccalaureate Diploma Programme (IBDP) in a Chinese as a second language classroom in an international school. The research methodology includes in‐depth semi-structured interviews, classroom observation, classroom discourse analysis (Christie, 2008), and text analysis of students’ work by using Systemic Functional Linguistics (SFL) (Halliday, 1994), Appraisal Theory (Martin and White 2005) and Bernstein’s topology of pedagogies of instruction. The findings show how the teacher in this study could be said to have demonstrated ‘international mindedness’ in her teaching, and how students expressed ‘international mindedness’ and how students expressed ‘international mindedness’ in their representations of values and knowledge. The study concludes that IB curriculum officers and educators should consider how to effectively promote international mindedness in IB curriculum and assessment development.postprin