Language for Specific Purposes and Corpus-based Pedagogy

This chapter describes how corpus-based pedagogies are used for teaching and learning language for specific purposes (LSP). Corpus linguistics (CL) refers to the study of large quantities of authentic language using computer-assisted methods, which form the basis for computer-assisted language learning (CALL) that uses corpora for reference, exploration, and interactive learning. The use of corpora as reference resources to create LSP materials is described. Direct student uses of corpora are illustrated by three approaches to data-driven learning (DDL) where students engage in hands-on explorations of texts. A combination of indirect and direct corpus applications is shown in an illustration of interactive CALL technologies, including an example of an inclusive corpus-based tool for genre-based writing pedagogy. The chapter concludes with potential prospects for future developments in LSP

The Murchison Widefield Array: The Square Kilometre Array Precursor at Low Radio Frequencies

The Murchison Widefield Array (MWA) is one of three Square Kilometre Array Precursor telescopes and is located at the Murchison Radio-astronomy Observatory in the Murchison Shire of the mid-west of Western Australia, a location chosen for its extremely low levels of radio frequency interference. The MWA operates at low radio frequencies, 80–300 MHz, with a processed bandwidth of 30.72 MHz for both linear polarisations, and consists of 128 aperture arrays (known as tiles) distributed over a ~3-km diameter area. Novel hybrid hardware/software correlation and a real-time imaging and calibration systems comprise the MWA signal processing backend. In this paper, the as-built MWA is described both at a system and sub-system level, the expected performance of the array is presented, and the science goals of the instrument are summarised

Creating a space for young women's voices: Using participatory 'video drama' in Uganda

This article draws upon research that explored the experiences of young women in relation to sexual health in Uganda with a view to enhancing gender-sensitive strategies. We have coined the phrase ‘participatory video drama’ to describe the exploratory methodology that the young women participants in our research used to present stories about their lives. The aim of this article is to suggest that ‘participatory video’ (PV) and ‘participatory video drama’ (PVD) are innovative methodological tools to utilise when working with participants who experience voicelessness in their everyday lives. We contribute to an emerging body of work around this methodology by suggesting that the process of PV provides a novel and engaging platform for participants to express their experiences. PVD further creates spaces for the performative exploration of embedded power relations and is therefore informative and has the potential to be transformatory and empowering