329,595 research outputs found
Studying Games in School: a Framework for Media Education
This paper explores how media education principles can be extended to digital games, and whether the notion of âgame literacyâ is an appropriate metaphor for thinking about the study of digital games in schools. Rationales for studying the media are presented, focusing on the importance of setting up social situations that encourage more systematic and critical understanding of games. The value of practical production, or game making, is emphasized, as a way of developing both conceptual understanding and creative abilities. Definitions of games are reviewed to explore whether the study of games is best described as a form of literacy. I conclude that games raise difficulties for existing literacy frameworks, but that it remains important to study the multiple aspects of games in an integrated way. A model for conceptualizing the study of games is presented which focuses on the relationship between design, play and culture
Building a resource for studying translation shifts
This paper describes an interdisciplinary approach which brings together the
fields of corpus linguistics and translation studies. It presents ongoing work
on the creation of a corpus resource in which translation shifts are explicitly
annotated. Translation shifts denote departures from formal correspondence
between source and target text, i.e. deviations that have occurred during the
translation process. A resource in which such shifts are annotated in a
systematic way will make it possible to study those phenomena that need to be
addressed if machine translation output is to resemble human translation. The
resource described in this paper contains English source texts (parliamentary
proceedings) and their German translations. The shift annotation is based on
predicate-argument structures and proceeds in two steps: first, predicates and
their arguments are annotated monolingually in a straightforward manner. Then,
the corresponding English and German predicates and arguments are aligned with
each other. Whenever a shift - mainly grammatical or semantic -has occurred,
the alignment is tagged accordingly.Comment: 6 pages, 1 figur
ON THE VALUE OF PHILOSOPHY: THE LATIN AMERICAN CASE [abstract]
There is very little study of Latin American philosophy in the English-speaking philosophical world. This can sometimes lead to the impression that there is nothing of philosophical worth in Latin American philosophy or its history. The present article offers some reasons for thinking that this impression is mistaken, and indeed, that we ought to have more study of Latin American philosophy than currently exists in the English-speaking philosophical world. In particular, the article argues for three things: (1) an account of cultural resources that is useful for illuminating the fact of cultural differences and variations in cultural complexity, (2) a framework for understanding the value of philosophy, and (3) the conclusion that there is demonstrable value to Latin American philosophy and its study
Meeting the National Interest through Asia Literacy - An Overview of the Major Stages and Debates
This paper traces the evolution of ideas on the question of how Australians might become Asia-literate. It examines the main phases in those government and non-government reports on Asian languages and studies that called for a national strategy for Asia literacy. As well, it explores the major debates about the place of the study of Asia and its languages in Australian education. It contends that the Council of Australian Governments (COAG) commission and acceptance in 1994 of Asian Languages and Australia's Economic Future, known as the Rudd Report (Rudd 1994), was the culmination of more than three decades of debate and lobbying. Also, it argues that the Rudd Report's ambitious long term plan, aimed at producing an Asia-literate generation to boost Australia's international and regional economic performance, was unprecedented. First, an overview of the significance of the Rudd Report is established. Second, the main stages in those reports and documents that advocated the study of Asia and its languages are identified. Third, the core debates surrounding such phases are traversed in order to establish the contested nature of the context for the study of Asian languages and cultures in Australia, prior to the 1992 COAG brief which commissioned the Rudd Report
Editorial: Grammar in the face of diversity
The river one dips oneâs toes into from one editorial to the next is never the same, as Heraclitus might have observed. Part 1 of this double issue (December, 2005) consisted of eight articles from contributors based in five countries: the United States, England, New Zealand, South Africa and Canada. Part 2 contains six articles and two teacher narratives from the United States (two), Scotland, the Netherlands, Australia (2), Indonesia and Denmark. The inclusion of contributors from European countries outside of the United Kingdom is a reminder that debates over the âgrammarâ question are not confined to the Anglophonic world. I am grateful to Amos van Gelderen and Anette Wulff for finding time to contribute to a journal, which hitherto has addressed itself to readers in a relatively small range of (officially) English speaking constituencies. I am also grateful to Handoyo Widodo for his contribution, written in the context of English-language teaching in Indonesia
A Strategy Cut-short: The NALSAS Strategy for Asian Languages in Australia
This paper examines the first national attempt to establish the study of Asian languages and cultures in the Australian education system. The National Asian Languages and Studies in Australian Schools (NALSAS) Strategy was based on the recommendations of a report commissioned by the Council of Australian Governments (COAG) in December 1992, Asian Languages and Australia's Economic Future (1994). The Report detailed a strategic framework for the implementation of an Asian languages and cultures program in Australian schools. This paper proposes that the Report was unprecedented in the history of policy efforts to teach Asian languages in Australia. It then analyses the Reportâs focus on language study, its reception and implementation during its first quadrennium. It argues that despite some shortcomings, the Reportâs implementation from 1995-1998 was significant in establishing formative foundations for Asian language study in Australia. This paper proposes that although progress towards targets was made during the second quadrennium, the Howard governmentâs decision to cut the Commonwealthâs funding commitment for this long term Strategy in 2002 was inappropriate at a time when Australiaâs engagement with the nations of Asia was increasingly significant
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