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Autobiografie osob s autismem: neznámé pohledy na prožívání autistického postižení

100%
Hrdlička M.
Československá psychologie (Czechoslovak Psychology)
|
2011
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vol. 55
|
issue 1
82-89
EN
The article analyses three autobiographies of autistic individuals translated into the Czech language – Nobody nowhere (Donna Williams), Life behind glass (Wendy Lawson), and Life with Asperger syndrome: a story of psychotherapy (Christine Preissmann). It shows, how the authors describe their specific symptoms and interests, family and partner relationships and career. The analysis focuses on strategies that were selected by the authors for coping with the autistic handicap. It comes to a conclusion that autistic persons consider different symptoms to be the worst than those conventionally described in textbooks and monographs on autism. In these three autobiographies, sensory overload in stressful situations was estimated from the subjective point of view to be the most unpleasant symptom.
2
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Diaspora digital literature: role reversal and the construction of self in selected Ikheloa’s autobiographies

88%
Onuoha O. P.
International Journal of Pedagogy, Innovation and New Technologies
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2018
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vol. 5(2)
33-42
EN
The digital space serves, for the diaspora Nigerians, as a creative platform for identity and cultural preservation: a way through which they maintain connection with their homeland. This notion is evidently articulated in their creative writings on the digital space through where they imaginatively explore diverse social realities and personal experiences. This paper sets out to examine diaspora digital literature: role reversal and the construction self in selected Ikheloa’s Autobiographies. It interrogates memories of the home concept and the lamentation of the self as a social construct. The mechanism adopted by Ikheloa in trying to manage the other (new personality) while struggling to reconcile the memory of gender roles in Nigeria. Memory is an anchor and a strategy for survival for most diaspora writers. Memory of home is emphasized in the narrator’s autobiographies and a desire of home as representation of freedom and authority. But the price for a better life for his children seems to hold him captive and as such, he practices ‘fatherhood’. However, this practice is with an endless wish of returning home as a means of preserving his mind while carrying out his new gender roles in America. Psychoanalytic is adopted as premise for the analyses of the texts.
3
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Working with language learner histories from three perspectives: Teachers, learners and researchers

88%
Mercer S.
Studies in Second Language Learning and Teaching
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2013
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vol. 3
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issue 2
161-185
EN
In the present investigation, 15 first term university students were faced with 80 context-based idioms in English (L2) and Swedish (L1) respectively, 30 of which were in the source domain of animals, commonly used in both languages, and asked to explain their meaning. The idioms were of varying frequency and transparency. Three main research questions were thus addressed:1. How well do students master idioms in their L2 as compared to their L1?2. How do (a) degrees of transparency, (b) idiom frequency and (c) the choice of source domain affect students’ L1 and L2 comprehension?3. To what extent is context used when interpreting L1 and L2 idioms?Results show that while the frequency of an idiom does not appear to play a part in whether it is comprehended or not in either language, the degree of transparency is of great importance in students’ L2. Also, students make extensive use of context in their L2.
4
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Working with language learner histories from three perspectives: Teachers, learners and researchers

88%
Mercer S.
Studies in Second Language Learning and Teaching
|
2013
|
vol. 3
|
issue 2
161-185
EN
Recent developments in SLA, such as learner-centredness, social constructivism, the postmethod era, and complexity perspectives, have highlighted the need for more localized, situated understandings of teaching and learning and greater recognition of learner individuality and diversity. In this article, I suggest an effective way of meeting these needs is to employ learner histories. This powerful form of writing allows learners to use their L2 to engage in authentic, personally meaningful communication with others about their identities, experiences, perceptions and emotions related to their language learning histories. As a text type, they are able to facilitate a more holistic perspective of the learner’s life and reveal the unique interconnections that an individual makes across various domains. They also enable the situated, contextualised and dynamic nature of their learning experiences to become apparent and provide learners with a genuine, motivating purpose for writing. Exploring data generated in Austria with tertiary-level EFL learners, I seek to illustrate some of the rich potential of these text types from three perspectives, namely, those of the teacher, learner and researcher.
5
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Adversity and redemption: Learning and teaching in the language learning histories of two EFL student-teachers

63%
Baum M. T.
Studies in Second Language Learning and Teaching
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2015
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vol. 5
|
issue 2
273-299
EN
A better understanding of the multifaceted, dynamic and situated identity of the language learner stands at the center of much current SLA research. One of the main ways in which it is investigated is through the examination of autobiographical language learning histories. In an effort to better understand some of the processes which lead to a motivated, confident and successful language learner and user, this article analyzes the language learning histories of two EFL student-teachers, notable for their commitment to the learning and teaching of English. A close analysis of their narratives, focusing on thematic, stylistic and performative aspects, reveals what narrative psychologist McAdams (2006) has called “redemptive” patterns, that is, narrative structures in which hardship leads to inner growth and difficulties become “springboards” (Pals, 2006) to success. The two narrators also display a similar flexibility in their evolving self-positioning in response to the difficulties they narrate, and for both, attachment to the imagined community of Anglophone popular culture is an essential component in this process. Together, the learning experiences delineated in the accounts support the call for student-focused pedagogy, which puts emphasis on creating a positive emotional atmosphere, on the one hand, and providing rich intercultural knowledge, on the other.
6
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Adversity and redemption: Learning and teaching in the language learning histories of two EFL student-teachers

63%
Baum M. T.
Studies in Second Language Learning and Teaching
|
2015
|
vol. 5
|
issue 2
273-299
EN
A better understanding of the multifaceted, dynamic and situated identity of the language learner stands at the center of much current SLA research. One of the main ways in which it is investigated is through the examination of autobiographical language learning histories. In an effort to better understand some of the processes which lead to a motivated, confident and successful language learner and user, this article analyzes the language learning histories of two EFL student-teachers, notable for their commitment to the learning and teaching of English. A close analysis of their narratives, focusing on thematic, stylistic and performative aspects, reveals what narrative psychologist McAdams (2006) has called “redemptive” patterns, that is, narrative structures in which hardship leads to inner growth and difficulties become “springboards” (Pals, 2006) to success. The two narrators also display a similar flexibility in their evolving self-positioning in response to the difficulties they narrate, and for both, attachment to the imagined community of Anglophone popular culture is an essential component in this process. Together, the learning experiences delineated in the accounts support the call for student-focused pedagogy, which puts emphasis on creating a positive emotional atmosphere, on the one hand, and providing rich intercultural knowledge, on the other.
7
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Sus domesticus w autobiografiach jej ludzkich przyjaciół

51%
Jaxa-Rożen H., Witek M.
Zoophilologica. Polish Journal of Animal Studies
|
2022
|
issue 2 (10)
1-22
RU
В своих публикациях Эрик Баратай требует, чтобы история людей дополнялась историей животных, он переходит на их сторону и пытается освободить историю от ее единственной антропоцентрической перспективы. Животные не способны говорить на человеческом языке и документировать свой опыт, чтобы создать великую историю животных. Вместо этого у них есть друзья-люди. Поэтому косвенным средством достижения поставленной Баратаем цели могут быть рассказы о животных, их биографии, включенные в личные записи людей. В статье представлены истории о свиньях, записанные в воспоминаниях Антонины Жабиньской, Дороты Суминьской и Сай Монтгомери, которые внесли свой вклад в историю животных.
EN
In his writings, Éric Baratay advances that the chronicles of people should be supplemented with animal histories as he stands by the side of non-human animals and supports attempts to free history from its solely anthropocentric perspective. Animals are not capable of speaking any human language, they cannot record their experiences in writing / words, which makes them unable to create the great animal history. However, they have human friends. Therefore, the indirect approach, meeting to the goal intended by Baratay halfway, may rely on the stories about animals, their biographies written in the personal notes. The article presents the stories of pigs recorded in the autobiographies and memoirs of Antonina Żabińska, Dorota Sumińska, and Sy Montgomery, which are contributions to the history of animals.
PL
Eric Baratay w swoich publikacjach upomina się o uzupełnienie dziejów ludzi historią zwierząt, przechodzi na ich stronę i próbuje uwolnić historię od jej wyłącznie antropocentrycznego widzenia. Zwierzęta nie posługują się ludzkim językiem, nie potrafią zapisać swoich doświadczeń, by tworzyć wielką historię zwierząt. Mają za to ludzkich przyjaciół. Zabiegiem pośrednim umożliwiającym osiągnięcie wytyczonego przez Barataya celu mogą być opowieści o zwierzętach, ich zapisane biografie w osobistych notatkach ludzi. W artykule zapisane we wspomnieniach Antoniny Żabińskiej, Doroty Sumińskiej i Sy Montgomery historie świnek, tworzące przyczynek do historii zwierząt.
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