Search results - CEJSH

1

Problematyka przekładu dawnej literatury ustnej Mexików i Majów

100%

Szoblik K.

Między Oryginałem a Przekładem

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2015

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vol. 28

124-138

EN

The artistic verbal expression of the native inhabitants of the pre‑Hispanic Mesoamerica presented great variety of forms, among which there could be distinguished, for example, solemn speeches, ritual songs and even very complex performances, that could be compared to some forms of the European theatre. Most of these pieces were destroyed with the conquest and colonization of America. Some of them, however, survived, mainly thanks to the effort that some missionaries and their indigenous students made to register parts of the native oral tradition in the alphabetic writing. The present article presents chosen problems related with the translation of this kind of texts, one of the most important difficulties being a huge distance in time and space that separates the source and the target cultures.

2

The Blending of Cultural Patterns in Texts of Teenagers

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Pletl R.

Acta Universitatis Sapientiae, Philologica

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2015

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vol. 7

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issue 3

55-65

EN

My paper examines how the cultural attitude of teenagers develops in the dual force field of the public pedagogy mediated through the school and that of environmental culture. More precisely. I would like to track the changes and alterations of cultural attitude in a force field defined by several cultural patterns determined by different codes.

3

Mexican university teacher-researchers’ biliteracy beliefs and practices

100%

Crhová J., Domínguez M. d. R.

Journal of Language and Cultural Education

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2016

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vol. 4

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issue 3

3-31

EN

There has been a growing interest in describing higher education academic literacy. In our study, literacy is conceived as multi-layered phenomena, multiple in its character, denominated “multiliteracies” (Cope & Kalantzis, 2013). Furthermore, within the multiliteracies frame, multilingual literacies (Martin-Jones & Jones, 2000) are distinguished and discussed in the present paper, in particular the development of biliteracy in local academic settings. This paper explores connections between the teachers’ perceptions on literacy, teachers’ own biliteracy development as publishing authors and researchers. The research draws on the data obtained through a questionnaire applied in the first phase of the project to 100 participants from three public universities from northern, central and southern part of Mexico, which was completed by analysis of narratives gathered through interviews from a reduced sample of participants (31). The results seem to indicate that language teachers-researchers perceive their L2 literacy in wider terms, beyond mere reading-writing skills development and decodification of the text, which seems to be apparent in academics with higher academic credentials.

4

Literacy as a tool of civic education and resistance to power

100%

Zápotočná O. g.

Human Affairs

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2012

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vol. 22

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issue 1

17-30

EN

This paper discusses literacy as a socio-political phenomenon from the perspective of several relatively independent educational discourses. The first is critical education theory and research revealing the hidden mechanisms by which education policies act in the interests of a global market economy. The second is the perspective of critical pedagogy scholars on contemporary educational challenges, who offer responses similar to those discussed in current discourse on informal civic education. The third is the heated discussion of high-stakes literacy testing (related to OECD literacy studies such as PISA, IALS, etc.) the results of which are used as a source of argumentation for diverse attitudes and educational consequences. Based on an analysis of literacy theory, research on active citizenship and civic education, the term “civic literacy” is proposed and argued as a relevant conceptual frame for conceptualizing school as an institution which can be involved in resistance to all forms of power politics or ideological indoctrination and manipulation, while at the same time, respecting the traditional values and aims of general education.

5

From Arsinoe and Alexandria and beyond: Taxation and information in early Roman Egypt. A discussion of P.Bagnall 70

100%

Yiftach U.

The Journal of Juristic Papyrology

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2015

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issue 45

291-312

EN

The practice of dispatching monthly reports sent by tax collectors to the strategos of the nome in the early Roman period is relatively well documented. While the following stage in the information collection process, that of forwarding of the information by the strategos to the provincial administration in Alexandria, has already been recorded, in particular in the context late third century Panopolis (P. Panop. Beatty 1 and 2, dated to 298 and 300 CE respectively), earlier evidence is relatively sparse. The addition of P. Bagnall 70 (232 CE, Arsinoites), sheds new light on the procedure and proves its deployment in the early third AD century.

6

Passing on Wisdom. Plato on Wisdom and Memory

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Amat Obryk M.

Classica Cracoviensia

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2017

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issue 20

71-88

EN

By means of an analysis of the tension between orality and literacy the following paper tries to discover how Plato understood the task of transmitting wisdom. Considering his vehement critique both of poetry and of writing, a sharper understanding of the nature of Platonic wisdom came about. Wisdom seems to be beyond all appearances and can be achieved only through dialogue within meaningful relationships.

7

Wpływ czytania na rozwój języka dziecka

100%

Książek-Bryłowa W.

Logopedia Silesiana

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2013

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issue Logoepdia Silesiana nr 2

15-23

EN

The article presents an attempt to develop methods of research showing the impact of multi-dimensional reading on the child’s language. According to the author, a multi-faceted study to measure the impact of reading on child’s language ability and disseminate the results of such studies should be implemented in order to promote reading effectively. It should be pointed out that a modern man in fact pays attention on precise figures as well as quantitative and qualitative methods. The author examined the length of child’s utterance (a number of words), an exact number and the average number of words included in the utterance, frequency and an increase of vocabulary, fluency (a number and types of pauses), repetition of words and phrases, a number of words and unfinished words and a number of elements in texts for children.

8

LITERACY EDUCATION IN THE DIGITAL AGE: USING BLOGGING TO TEACH WRITING

100%

Tanti M.

Teaching English with Technology

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2012

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vol. 12

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issue 2

132-146

EN

Through an in-depth and detailed analysis of one specific case, this study demonstrated that digital technologies, for example, blogging, wikis and social networking, have a role to play in the development of literacy skills in the primary classroom. The findings from this study suggest, that in this instance blogging was successfully integrated into teaching and learning sequences to achieve numerous English syllabus writing outcomes. This study also demonstrated that, in addition to the development of traditional literacy skills, concerned mainly with the ability to construct “well structured and well presented” (BOS, 2007, p37) texts, the collaborative use of the classroom blog provided students with the means to develop critical literacy skills in relation to interacting with an audience and each other (BOS, 2007).

9

Kultura tudzież rehabilitacja: Ku zmianie paradygmatu w edukacji głuchych i słabosłyszących w Polsce

100%

Sak M., Moroń E., Tomaszewski P.

Kultura i Edukacja

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2018

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issue 1(119)

99-114

EN

The social functioning of people with dysfunctions is an essential part of any training programme for future special education teachers. Special Education Studies involve two large class modules dedicated, among other things, to the methodology of teaching and the social functioning of children, youth and adults with disabilities. With respect to deaf and hard of hearing persons (DHH), one can speak about focusing on rehabilitation and integration of DHH students into the whole of hearing society in the broad sense of the terms: this approach is specific to Polish surdopedagogy which is one of the fields of Special Education. Consequently, Polish surdopedagogy devotes relatively little attention to deaf people’s manual communication, in particular the Polish Sign Language (PJM) or to deafness from the cultural perspective. These two dominant features of Polish surdopedagogy, i.e., the affirmation of special therapy and the ignorance of the communication aspect, will be subject to an analysis that is necessary in view of the emancipation of Deaf Studies, or of an interdisciplinary approach to the problems of deafness from the DHH community’s perspective. Deaf Studies cover the same issues as surdopedagogy. However, while surdopedagogy is based on the medical definition of deafness (inability to hear) and its effect on the functioning of people with hearing loss, the foundation for Deaf Studies is the social functioning of DHH persons among d/Deaf people, which reflects the developmental dynamics of their cultural identity within the linguistic minority, with all the consequential implications.

10

Oralność, piśmienność i XIX-wieczna krytyka cywilizacji druku. Przpadek Norwida

100%

Abriszewska P.

Rocznik Antropologii Historii

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2017

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issue 10, Antropologia - folklor - historia

255–271

XX

The article starts with a brief overview of the problems of the media studies approach to Polish Romanticism. The aim of the introductory remarks is to pinpoint possible research directions in this respect. Then I elaborate one of them in the main argument of my text. The media studies approach (following W. Ong, E. Havelock and J. Goody) is used to view Cyprian Norwid's oeuvre as a literary reflection on the media as culture creators, and also to analyze how complex media environment influences Norwid's poetry.

11

Pigułki na nieczytanie. Dwugłos autorsko-czytelniczy w kalendarzu na 1696 rok

100%

Arendt A.

Rocznik Antropologii Historii

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2018

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issue 11, Kulturowa historia wiedzy

119-128

XX

This paper argues that Old Polish almanacs could be seen as documents of the process of „the surfacing into visibility (and more especially into print), of certain kinds of popular or practical knowledge and their legitimation by some academic establishments”(Burke 2005, 14-15), and that their authors played a role of “animators of the Old Polish textual community”. Using a particular copy of an almanac for the year 1696, containing handwritten annotations, I examine the dynamics of this textual community and demonstrate that its discourse was rooted in orality, academic knowledge, and practical, local knowledge.

12

Suulisus, kirjalikkus ja digitaalsus kultuuris ja teaduses

100%

Jaago T.

Mäetagused

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2018

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vol. 70

5-12

EN

The introductory overview provides a more general framework for understanding the articles published in this special issue. The discussions presented from the folkloristic point of view dwell upon the writing practices followed by Jakob Hurt’s correspondents in the late 19th century. The authors highlight the multilevelness of the writing experience and style manifest in the contributions of Hurt’s correspondents, which draw partly either on oral speech, reading, dialects, or unified spelling system. Also, in this period folklore was regarded as a phenomenon of oral culture, and therefore folklore collectors eliminated the idea of these stories being related to written culture. However, this approach did not correspond to reality. According to the 1881 census data, 34% of Estonians could both read and write, and 60.9% could only read. For an easier understanding of this situation in a historical perspective, this introductory overview presents, drawing on history research, the development features of Estonian peasants’ writing culture in the Reformation and Enlightenment eras (16th–18th cc.) and data about literacy in 19th-century Estonia. It is shown how Estonian-language writing turned from a means of communication (local Germans needed Estonian-language texts to communicate with the peasantry) into a language of education. It is also possible to follow how different information and diverse spheres of culture are related to either oral or written texts (e.g., religious and legal literature, which differed from oral lore based on experience). Further studies into orality and literacy discuss their dissimilarities on both linguistic and communicative levels. Late 20th-century research, however, moved to studying the connections between orality and literacy in comparison to digital presentations. On the one hand, scholars discuss the issues of environmental influence on text creation, on the other hand, the novel ways and boundaries of communication spaces.

13

Literacy Change as a Result of the Education Reform: Comparison Among the Post-Soviet Countries

100%

Dudaitė J.

The New Educational Review

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2018

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vol. 54

17-28

EN

In 1989 – 1991, after the collapse of the Soviet Union, it was an auspicious moment for structural changes in education systems in the new independent countries, which had been under control of the Soviet government for a long time. About three decades have passed since the beginning of the education reforms in the post-Soviet countries and several generations who studied within the framework of the reformed systems starting from the first grade have already grown up. Therefore, it is relevant to estimate the results of the reforms. One of the possible measures for estimating the results of the education system or education reform is the change in population literacy within certain education systems. The purpose of the article is to compare the results of education reforms of the post-Soviet countries based on the population literacy considered as a result of former learning. The data of the Programme for the International Assessment of Adult Competencies (PIAAC) organised by the Organisation for Economic Cooperation and Development (OECD) are used for literacy comparison. The OECD PIAAC survey databases of Lithuania, Estonia, Russia, Poland, the Czech Republic, Slovakia and Slovenia were used for comparison of the results of the reforms implemented in the post-Soviet countries. Data analysis showed that at the lower and upper secondary education levels, the most positive results of the education reform were observed in Lithuania, while in Russia, the results were negative.

14

Talk in Dramatic Interactions: An Examination of Three Discourse-Based Studies in Literacy Classes

100%

Rifai I., Parlindungan F., Nuthihar R.

Language, Discourse & Society

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2022

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vol. 10

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issue 2

89-104

EN

Process drama or educational drama, the use of dramatic approaches in literacy class, is not a classroom performance or a skit. It is not a classroom event where students memorize a script and perform a story for other students to watch. For Heathcote and Herbert (1985), Carroll (1986), O’Neill and Lambert (1982), Warner (2013) and Taylor (2006), or Edmiston (2013), it has become the tool to explore social issues, history, or science lessons that have “less emphasis on story and character development and more on problem-solving and living through a particular moment in time” (Wagner, 1999, p.5). Studies on classroom talks during dramatic interactions, unfortunately, are limited. After a systemic online search, three studies are selected for further analysis: Harden (2015), Epstein (2004), and Kao, et al. (2011). These three existing studies explore the discourses in educational drama settings from various contexts, participants, and texts. The three studies are examined for their positions in the extant literature, methodology, and contributions to the field. The examination reveals the predominant perspectives, methodologies, dramatic strategies, and issues frequently discussed within the field.

15

Vztah mezi koresidencí s prarodiči a školními výsledky patnáctiletých žáků z úplných a neúplných rodin

88%

Sladká D.

Sociologický časopis. Czech Sociological Review

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2021

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vol. 57

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issue 1

25-46

EN

This article investigates the association between coresidence with grandparents in three-generational households and the academic performance of 15-year-old students in the Czech Republic. The conceptual part focuses on intergenerational relationships and multigenerational coresidence in the Czech Republic and summarises past research on the links between coresidence with grandparents, family structure, and academic performance. The aim of this article is to find out if there is an association between coresidence with grandparents and an adolescent's academic performance, and if there is to discover whether the association is different for two-parent and one-parent families and whether it can be explained by the families' socioeconomic status. Data from PISA 2012 are used to investigate the association with mathematics, reading, and science literacy test scores as an indicator of school achievement. The results of the analysis revealed a weak positive association between coresidence with grandparents and adolescents' academic performance. The association becomes statistically significant when controlling for socioeconomic status and is not significantly different in two-parent and one-parent families. The results suggest that there is a positive association between three-generational coresidence and 15-year-old students' academic performance, but it is partially suppressed by the families' socioeconomic status.

16

Complementarity of Reading from Paper and Screen in the Development of Critical Thinking Skills for 21st-century Literacy.

88%

Ślęzak-Świat A. M.

Theory and Practice of Second Language Acquisition

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2019

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vol. 5

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issue 2

75-93

EN

The skill of reading undergoes dramatic changes due to the change of reading interface readers are exposed to. Readers who want to be active participants of knowledge society need to perceive it as more than just a receptive skill. The study aims to assess the condition of homo legens, diagnose what kind of reading interface preferences characterize 21st-century readers, how they respond to texts considering reading both digitally and in print, accepting or viewing critically the underlying ideology of the text. The analysis of the collected data attempts to determine if the reported preferences are conducive to the development of critical thinking skills for 21st-century literacy, which include understanding complex ideas, evaluating evidence, weighing alternative perspectives and constructing justifiable arguments.

17

Associations between music education, intelligence, and spelling ability in elementary school

88%

Hille K., Gust K., Bitz U., Kammer T.

Advances in Cognitive Psychology

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2011

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vol. 7

1-6

EN

Musical education has a beneficial effect on higher cognitive functions, but questions arise whether associations between music lessons and cognitive abilities are specific to a domain or general. We tested 194 boys in Grade 3 by measuring reading and spelling performance, non verbal intelligence and asked parents about musical activities since preschool. Questionnaire data showed that 53% of the boys had learned to play a musical instrument. Intelligence was higher for boys playing an instrument (p< .001). To control for unspecific effects we excluded families without instruments. The effect on intelligence remained (p< .05). Furthermore, boys playing an instrument showed better performance in spelling compared to the boys who were not playing, despite family members with instruments (p< .01). This effect was observed independently of IQ. Our findings suggest an association between music education and general cognitive ability as well as a specific language link.

18

Evaluation of Special Education Teachers’ Opinions about Literacy Textbooks, Teaching Individuals with Intellectual Disabilities

88%

SARI H., Gökdağ H., Ahsen Ela K.

Journal of Modern Science

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2018

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issue 3(38)

53-72

EN

Objectives: The overall aim of the study is to evaluate the textbooks used in teaching literacy for students with intellectual disabilities in terms of teacher opinions. Material and methods: It is a qualitative research. Semi-structured interview method was chosen in the research among interview types included in qualitative research methods. The research was carried out with the participation of teachers in the sub-special classes within the primary schools and Vocational Training Centres affiliated to the Directorate of National Education in Konya. Sixteen teachers, eight male, and six female participated in the survey voluntarily. Five of the teachers are from the Special Education Department, five are from the Class Teacher, and six are graduated from different departments and have an average of twelve years of professional experience. Teachers have experience in teaching literacy skills to students with intellectual disabilities for at least six years of their professional lives. Results: As regarding the textbook used in the literacy teaching, the teachers stated that the books used in literacy teaching are written in plain text and that the plain writing is appropriate. They pointed out the importance of its being suitable for daily life, the ability of children with intellectual disabilities to grasp the straight line more easily, and it is also easy writing in terms of motor development. Conclusions: Children with intellectual disabilities learn to read and write at the same stages as normal children. However, this process is long-lasting. In the reading and writing process, the curriculum should be determined according to the needs of the learners and the activities should be increased, designed to appeal to the greatest possible senses, the motivation of the students should be kept at the highest level.

19

A blind student with dyslexia - An overview of the problem

88%

Gindrich P. A.

Szkoła Specjalna

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2019

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vol. LXXX(3)

165-174

EN

The basic purpose of this paper is to present selected theoretical and empirical facts concerning dyslexia, taking into account specific reading and spelling disorders experienced by the sighted and the blind who normally use a tactile writing system (braille) to read and write. The article’s content is focused on such key issues as: the terminology (a review of definitions), the symptomatology and etiology of dyslexia. In the light of the collected qualitative data and empirical research findings, dyslexia is likely to occur in blind braille-reading and braille-writing students. The symptoms of dyslexia may be observable in both contracted and uncontracted braille. They may be linked to the phonological processing deficits. The causes of dyslexia in the blind population can be explained in line with the genetic conception and the magnocellular theory by Stein and colleagues. However, it is necessary to design more complex studies on braille dyslexia in the future.

20

Between Exclusion and Inclusion. Social Transgressions of Illiterate People in Western Culture

88%

Przybylska E., Sobczak M.

Kultura i Edukacja

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2017

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issue 2(116)

144-155

EN

The article attempts to explore the problem of functional illiteracy in the rich countries of the West. The author presents situations of adult illiterate people living in the world of Western culture who-deprived of the ability to read and write -surpass social and symbolic barriers in everyday life, struggling for survival and human dignity. The idiomatic phrase “the torture of Tantalus” symbolizes a person’s pain resulting from the desire of owning things which are close but remain unobtainable. Through their complex biographies, the author indicates crucial moments in their lives: the decision to acquire reading and writing skills, and the pivotal point directly after the accomplished literacy course. If one deprives these people of professional assistance, it reduces their chances to materialise the expectations connected with reading and writing skills. The aim of the article is to draw attention to the phenomenon of adult illiteracy, which became a major task in educational policy and adult education also in many highly developed countries.

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