khgjvh

dsadw

Martes, Marso 20, 2012

Introduction

Linguists will know that most modern languages contain two forms of the word you , one being formal and one informal. Native English speakers often struggle with this, as in the English language there is only one way to say you. This fact has often led to the assumption that the English language is much less formal than its European counterparts, but it is interesting to note that in old English the word thou is used as a second version of you. The word thou seems archaic and stuffy to English speakers nowadays, but actually it was much less formal to say thou than you. The language therefore has evolved over time to make the informal tongue redundant, and preserve the more polite version of the pronoun. This is in marked contrast with other languages such as French or Spanish, where both forms of you have been preserved, although the more formal versions are used less and less as time goes on.
The fact that in English, nouns are not given genders means that a lot less time has to be spent learning what article to place in front of word upon word, and so at first glance a prospective learner of English could be forgiven for thinking that it is an easy language to grasp. However, it is widely acknowledged that English is in fact a relatively hard language to learn if you are not a native speaker, and this is perhaps a reflection of the old frictions between different languages fighting for a place of prominence in England. Whereas most modern languages follow very formulaic grammatical rules, with verb patterns and sentence structures which can effectively be used to master the fundamentals of the language, almost everything about English is irregular. There are rules, but they are broken so often that an English learner will learn most effectively by speaking the language, making mistakes, and then trying again.

I. The Isles of My Portfolio in English 121 (Writing in the Discipline)


Chapter 1 - Avoiding Sentence Errors
Chapter 2 - Levels of Usage
Chapter 3 - Verb Usage
Chapter 4 - Pronoun Usage
Chapter 5 - Subject and Verb Agreement
Chapter 6 - Pronoun and Antecedent Agreement
Chapter 7 - Adjective and adverb Usage
Chapter 8 - Miscellaneous Problems in Usage

II. Students Outputs of E-Portfolio

III. Writing in the Discipline as a Platform in Education for Sustainable Development

Because education is a key factor in achieving sustainable development, UNESCO is committed to promoting the knowledge, skills and values needed to its attainment. In accordance with United Nations General Assembly Resolution 57/254, UNESCO has been fulfilling its designated role as lead agency for the United Nations Decade of Education for Sustainable Development (DESD), the key international framework for giving fresh impetus to education for sustainable development (ESD) in all its forms. UNESCO has performed its leadership role by catalysing and coordinating action and by providing technical support to governments and other partners. At the same time, UNESCO acts as an implementer of the Decade through concrete programmatic activities at global, regional and national levels.



To facilitate and harmonise UNESCO’s implementation role, such mechanisms as the Intersectoral Working Group and the network of DESD Focal Points have been established. As a result of in-house consultation, a broad-based, intersectoral UNESCO Action Plan for the DESD has been devised to guide the Organization’s programmatic contribution to the Decade . Building on these developments, the ESD Intersectoral Platform will harness and improve existing mechanisms and frameworks in order to generate increased intersectoral synergies and enhanced impact.

IV. Reflection in English 121

After a year of focused work in English I feel I have developed the skill to articulate what I want to convey to the reader in multiple ways. Looking at my most recent paper, the research paper, I think that I have grown at organization and careful flow of thoughts. The research paper I wrote was on the “Israeli Palestinian Conflict”. I could have chosen an easier subject to research, but I felt I had acquired the skills that I needed to really learn and understand this complicated issue. My dad’s side of the family is all Jewish and throughout my life I have always heard them talking about the conflict in Israel. I wanted to learn for myself each side of the story and then choose a side for me to take. After heavy research, I’ve realized that each group of people has valid
 
points on why they think the holy land should be theirs. Using this 10th grade English class, I have furthered my knowledge on current events and what’s going on in the world around me. I would say that “The Israeli Palestinian Conflict” was my favorite piece to write.
Another paper that I really enjoyed writing and felt I had a lot of insight on was the in class essay we wrote on “Black Boy” one day. As I was whipping out my ideas on paper I realized I was citing a lot of what happened in the book, and I was becoming increasingly talented at using specific information from a book source in a paper I was writing. I think that “Black Boy” affected me a lot also because there were a lot of racial issues and prejudice that really focused me into understanding what times were like back then. I think reading that book in class improved my reading skills because Richard Wright had a specialty at conveying emotions.  I’ve learned from him to add more of what my characters are feeling and thinking when I’m writing.

V. Integration of Education for Sustainable Development to English 121

Brief Description

This project assessed the impact of ecocriticism on students’ awareness of environmental issues by means of questionnaires and focus groups. It aimed to assess the baseline awareness of environmental issues in English undergraduates at Bath Spa University and see how taking different modules modified it. It also aimed to disseminate examples of best practice in education for sustainable development 

Background

Promoting (ESD) is an urgent moral and political priority. Within English, the field of ecocriticism has been slowly growing in recognition, with the publication of introductory undergraduate texts and the development of organisations such as the Association for the Study of Literature and Environment of which there is a UK branch. A number of HEIs now offer undergraduate modules in ecocriticism and related topics. In the USA, where ecocriticism has had more of an impact on English, ASLE has encouraged and published research into the pedagogy of ESD, but there has thus far been no research in this area in the UK.




Methodology

A survey of ESD pedagogy was undertaken, along with a detailed analysis of the place of ecocriticism in the curriculum at Bath Spa University. Quantitative (questionnaire) and qualitative (focus group) evidence of ESD awareness was gathered before and after students taking certain modules. The selection included 3 modules in which ESD awareness might be thought to increase, and 2 controls with no specific ecocritical content. We also conducted in-depth semi-structured interviews with students taking the module ‘Writing and Environmental Crisis’. The quantitative analysis gave a broad but crude sense of the impact of ESD (with controls), while the qualitative analyses explored in more detail just what the students learned, and why and how they learned it. The interviews also questioned students about their broader commitments to sustainability, and invited suggestions as to how it might be promoted more successfully in the subject.

Learning Outcomes

[adapted from an article in the journal Pedagogy, see below under 'Outputs']
Although rates of return to the questionnaire were good, the quality of responses was poor because of time constraints and the lack of student stake in the outcome.  However, the returns suggest:
  • moderate levels of environmental commitment  with no clear variation over the course of a degree
  • Very low levels of environmental knowledge, be it global or local
  • Significantly increasing knowledge over the years of concepts such as sustainable development and ecocriticism
There is significant interest and concern about environmental issues among students, but also a serious knowledge deficit with which modules in the humanities must come to terms.  Given this deficit, it is possible that even an English module should involve students in collecting and discussing basic environmental knowledge, otherwise they are liable merely to repeat received ideas and environmental platititudes.
Using games such as the 'Prisoner's Dilemma' in the classroom can help to contextualise individual action and reveal where political and economic pressure is best applied.  Field trips or learning journals can enhance students' sense of ownership of sustainability concepts. It may also be possible to engage students in productive critique of their own institution's values and practices.  But lecturers need to acknowledge that ESD is teaching with an overt political agenda and does not therefore sit altogether comfortably with student autonomy.