Pub Date : 2024-01-15DOI: 10.37745/bjel.2013/vol12n1922
O. S. Ajayi
Writing skill is a complex skill that poses challenges to its teaching and mastery by teachers and pupils. This study is an expository one that focuses elementary learners who are regarded as emergent writers and struggling writers who have passed emergent stages of writing but are still experiencing writing difficulties. English teachers are expected to have explicit knowledge in language skills particularly writing and adequate instructional strategies to provide timely instructional assistance that can position writing as not a difficult and complex skill. This study provides an academic window that both teachers and learners can access for better cognitive development in writing. The study exemplifies guided writing as a strategy to serve as an intervention to prompt teachers in assisting learners to grasp writing skills with ease. It is the conclusion of the study that guided writing assists both teachers and learners in ameliorating writing problems.
{"title":"Expository Guided Writing for Learners at Elementary Levels","authors":"O. S. Ajayi","doi":"10.37745/bjel.2013/vol12n1922","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol12n1922","url":null,"abstract":"Writing skill is a complex skill that poses challenges to its teaching and mastery by teachers and pupils. This study is an expository one that focuses elementary learners who are regarded as emergent writers and struggling writers who have passed emergent stages of writing but are still experiencing writing difficulties. English teachers are expected to have explicit knowledge in language skills particularly writing and adequate instructional strategies to provide timely instructional assistance that can position writing as not a difficult and complex skill. This study provides an academic window that both teachers and learners can access for better cognitive development in writing. The study exemplifies guided writing as a strategy to serve as an intervention to prompt teachers in assisting learners to grasp writing skills with ease. It is the conclusion of the study that guided writing assists both teachers and learners in ameliorating writing problems.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"20 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140507322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-15DOI: 10.37745/bjel.2013/vol12n15264
S. A. Omotunde
This paper is a critical stylistic analysis of Peter Obi’s presidential campaign speech that he delivered at Chatham House in the United Kingdom on January 26, 2023. Critical stylistics provides the reader or listener with ten analytical tools to make use of in carrying out critical analysis of texts for the main purpose of identifying the meanings and ideologies inherent in such texts. The aim of this work then is to investigate some of the meanings and ideologies which Peter Obi passes on to his listeners through lexical choice as well as sentence pattern and construction using three of the ten tools put forward by Jeffries (2010) for investigating the various meanings in texts. The three tools selected are: naming and describing, prioritising and equating and contrasting. Findings reveal that though all the excerpts bring out different meanings that are relevant to the text, however, the ideology behind them that serves as the foundation for all the interpretations is that of positive self presentation and negative “Other” presentation.
{"title":"A Critical Stylistic Study of Peter Obi’s Campaign Speech Delivered at Chatham House","authors":"S. A. Omotunde","doi":"10.37745/bjel.2013/vol12n15264","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol12n15264","url":null,"abstract":"This paper is a critical stylistic analysis of Peter Obi’s presidential campaign speech that he delivered at Chatham House in the United Kingdom on January 26, 2023. Critical stylistics provides the reader or listener with ten analytical tools to make use of in carrying out critical analysis of texts for the main purpose of identifying the meanings and ideologies inherent in such texts. The aim of this work then is to investigate some of the meanings and ideologies which Peter Obi passes on to his listeners through lexical choice as well as sentence pattern and construction using three of the ten tools put forward by Jeffries (2010) for investigating the various meanings in texts. The three tools selected are: naming and describing, prioritising and equating and contrasting. Findings reveal that though all the excerpts bring out different meanings that are relevant to the text, however, the ideology behind them that serves as the foundation for all the interpretations is that of positive self presentation and negative “Other” presentation.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"11 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140508593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-15DOI: 10.37745/bjel.2013/vol12n13951
M. Aremu
Existing literature on Ola Rotimi’s Our Husband has gone mad again reveals that the study of the text has been largely focused on the literary rather than linguistic analysis. This paper therefore focuses on the study of the practs of violence in participants’ interaction in the text. The study revealed that there are two types of violence in the text: matrimonial and political. Participants hinge on the cognitive, Sociocultural, situational and linguistic common grounds to pract rebuking, boasting, regretting, deceiving, revolting and attacking. Besides, dysphemisms in the text are used as the linguistic toolof ridiculing the protagonist The play sanitises corruption polygamous life of political actors in independent African nations.
{"title":"Practs of Violence in Ola Rotimi’s OurHusband has gone Mad Again","authors":"M. Aremu","doi":"10.37745/bjel.2013/vol12n13951","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol12n13951","url":null,"abstract":"Existing literature on Ola Rotimi’s Our Husband has gone mad again reveals that the study of the text has been largely focused on the literary rather than linguistic analysis. This paper therefore focuses on the study of the practs of violence in participants’ interaction in the text. The study revealed that there are two types of violence in the text: matrimonial and political. Participants hinge on the cognitive, Sociocultural, situational and linguistic common grounds to pract rebuking, boasting, regretting, deceiving, revolting and attacking. Besides, dysphemisms in the text are used as the linguistic toolof ridiculing the protagonist The play sanitises corruption polygamous life of political actors in independent African nations.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"7 2-3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140507860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-15DOI: 10.37745/bjel.2013/vol12n118
Rana Naji Aziz
There are different ways to express positive emotions and feelings when people come across happy occasions. The present study investigates how people pragmatically express congratulations. One hundred and sixteen participants were recruited to answer a DCT which was used as a tool for uncovering the strategies of congratulations and answering the questions: (1) what are the main pragmatic strategies for congratulations? (2) what are the differences in using these strategies when it comes to males and females? (3) pragmatically, what are the positive politeness strategies used in expressing congratulations? And (4) are there any differences between males and females in using these positive politeness strategies? Among the findings revealed seven pragmatic strategies of congratulations saying congratulations, giving good wishes, expressing happiness, using jokes, mentioning the reason, asking for information or details, and giving compliments and encouragement.
{"title":"Congratulation Strategies: Pragmatic Study","authors":"Rana Naji Aziz","doi":"10.37745/bjel.2013/vol12n118","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol12n118","url":null,"abstract":"There are different ways to express positive emotions and feelings when people come across happy occasions. The present study investigates how people pragmatically express congratulations. One hundred and sixteen participants were recruited to answer a DCT which was used as a tool for uncovering the strategies of congratulations and answering the questions: (1) what are the main pragmatic strategies for congratulations? (2) what are the differences in using these strategies when it comes to males and females? (3) pragmatically, what are the positive politeness strategies used in expressing congratulations? And (4) are there any differences between males and females in using these positive politeness strategies? Among the findings revealed seven pragmatic strategies of congratulations saying congratulations, giving good wishes, expressing happiness, using jokes, mentioning the reason, asking for information or details, and giving compliments and encouragement.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140506746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-15DOI: 10.37745/bjel.2013/vol11n2131
Said al Jahdhami
Motherese, alternatively known as parentese, infant directed speech, or baby talk, is the spontaneous emotive manner in which mothers converse with their newborns and young children to establish mother-child communication. The occurrence of motherese in mother-child communication is attested cross-linguistically with variant extent and frequency in languages and cultures of the globe. Due to its distinct linguistic features that tease it out from adult directed speech, it is believed to have a positive role in facilitating and accelerating children’s acquisition of their mother tongue. Prominent linguistic features that characterize motherese are often the use of simplified constructions, specific lexical items intentionally meant for children, higher pitch, slower tempo, and prolonged pronunciation, among several other ones. The role these features play in enhancing children’s exposure to and comprehension of their mother tongue as well as the establishment of a compassionate mother-child relationship stand as the driving force behind its use by mothers from different walks of life cross-culturally. The Arab culture is not an exception to this tendency since motherese is attested in several varieties of Arabic. Omani Arabic as one member of these varieties does have motherese in its daily use; yet, it is not brought to light. In an attempt to sightsee such untraversed area and bring it to light, this paper is, thus, a humble endeavor to investigate the practice of using motherese among Omani mothers and children to establish mother-child communication. Results show that several features characterize Omani Arabic motherese, those that may conform to or differ from features that characterize baby talk in other languages and cultures.
{"title":"Motherese in Omani Arabic","authors":"Said al Jahdhami","doi":"10.37745/bjel.2013/vol11n2131","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol11n2131","url":null,"abstract":"Motherese, alternatively known as parentese, infant directed speech, or baby talk, is the spontaneous emotive manner in which mothers converse with their newborns and young children to establish mother-child communication. The occurrence of motherese in mother-child communication is attested cross-linguistically with variant extent and frequency in languages and cultures of the globe. Due to its distinct linguistic features that tease it out from adult directed speech, it is believed to have a positive role in facilitating and accelerating children’s acquisition of their mother tongue. Prominent linguistic features that characterize motherese are often the use of simplified constructions, specific lexical items intentionally meant for children, higher pitch, slower tempo, and prolonged pronunciation, among several other ones. The role these features play in enhancing children’s exposure to and comprehension of their mother tongue as well as the establishment of a compassionate mother-child relationship stand as the driving force behind its use by mothers from different walks of life cross-culturally. The Arab culture is not an exception to this tendency since motherese is attested in several varieties of Arabic. Omani Arabic as one member of these varieties does have motherese in its daily use; yet, it is not brought to light. In an attempt to sightsee such untraversed area and bring it to light, this paper is, thus, a humble endeavor to investigate the practice of using motherese among Omani mothers and children to establish mother-child communication. Results show that several features characterize Omani Arabic motherese, those that may conform to or differ from features that characterize baby talk in other languages and cultures.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123971153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-15DOI: 10.37745/bjel.2013/vol11n26878
V. Etim, Emmanuel Okon
The study on the acquisition of negation in the Anaañ child language aimed at examining how an Anaañ child acquires negation. It also identifies the negative forms used by the Anaañ child. Ten children from Afaha Esang, Abak Local Government Area of Akwa Ibom State were studied between the ages of one and a half and four years. The children’s conversations with peers at play- the ground, with siblings and parents as well as interactive questionings by the researchers which were recorded formed the instrument for the collection of data for the study. The framework of principles and parameters (P&P) was adopted for the analysis of the data. The basic assumption for its adoption is the claim that children simply need to learn the values of relevant parameters to acquire the grammar of their native language. The study concluded that the Anaañ child makes use of the pre-verbal negation ‘kú’ – “don’t” and the one-word negation, ‘ìyó’ – “no” to communicate rejection, denial, and disagreement. I, therefore,e recommends that more studies on different aspects of linguistic analysis be carried out on the Anaañ child language acquisition.
{"title":"Acquisition of Negation in The Anaañ Child Language","authors":"V. Etim, Emmanuel Okon","doi":"10.37745/bjel.2013/vol11n26878","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol11n26878","url":null,"abstract":"The study on the acquisition of negation in the Anaañ child language aimed at examining how an Anaañ child acquires negation. It also identifies the negative forms used by the Anaañ child. Ten children from Afaha Esang, Abak Local Government Area of Akwa Ibom State were studied between the ages of one and a half and four years. The children’s conversations with peers at play- the ground, with siblings and parents as well as interactive questionings by the researchers which were recorded formed the instrument for the collection of data for the study. The framework of principles and parameters (P&P) was adopted for the analysis of the data. The basic assumption for its adoption is the claim that children simply need to learn the values of relevant parameters to acquire the grammar of their native language. The study concluded that the Anaañ child makes use of the pre-verbal negation ‘kú’ – “don’t” and the one-word negation, ‘ìyó’ – “no” to communicate rejection, denial, and disagreement. I, therefore,e recommends that more studies on different aspects of linguistic analysis be carried out on the Anaañ child language acquisition.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"181 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123744034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-15DOI: 10.37745/bjel.2013/vol11n27994
Yin-guan Qiu, Jiayun Li
Based on Fairclough’s three-dimensional model, the paper conducts a critical contrastive analysis of the reports related to George Floyd’s death in China Daily and The New York Times to reveal the hidden positions and ideologies of the Chinese and American media. It is found that at the description stage, China Daily objectively presents the main participants and holds a critical attitude towards the violent law enforcement, while The New York Times portrays George Floyd and the protesters as negative images and affirms the actions of the US police. In the interpretation level, specified sources and direct speeches are used more frequently in both media reports. But China Daily had a wide range of news sources, and a higher percentage of direct speeches than The New York Times. Regarding explanation, social factors and institutional factors contribute to the similarities and differences in constructing images of key players in the two media.
{"title":"A Contrastive Critical Analysis of George Floyd’s Death in China Daily and The New York Times","authors":"Yin-guan Qiu, Jiayun Li","doi":"10.37745/bjel.2013/vol11n27994","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol11n27994","url":null,"abstract":"Based on Fairclough’s three-dimensional model, the paper conducts a critical contrastive analysis of the reports related to George Floyd’s death in China Daily and The New York Times to reveal the hidden positions and ideologies of the Chinese and American media. It is found that at the description stage, China Daily objectively presents the main participants and holds a critical attitude towards the violent law enforcement, while The New York Times portrays George Floyd and the protesters as negative images and affirms the actions of the US police. In the interpretation level, specified sources and direct speeches are used more frequently in both media reports. But China Daily had a wide range of news sources, and a higher percentage of direct speeches than The New York Times. Regarding explanation, social factors and institutional factors contribute to the similarities and differences in constructing images of key players in the two media.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"198 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132564079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines the language of definition in explaining a set of synonyms in two dictionaries: LDOCE and OALD. The selected set of synonyms is: ‘shake, tremble, quiver, and shiver’. The procedure of analysis was to decompose the definitions and the examples into meaning conditions and compare them to each other. The results suggested that the dictionary language that was adopted in both dictionaries followed a contradictory style of defining in terms of using restrictive and non-restrictive elements in the language of defining. This result suggests immediate revision in order to enable language learners to make better use of these dictionaries in terms of synonym comprehension.
{"title":"The Language of Defining Synonyms in LDOCE and OALD between Consistency and Contradiction: A Source of Help or Confusion?","authors":"Hussein Abushaaban, Rashad Faleh Alhasan, Khatra Amar","doi":"10.37745/bjel.2013/vol11n23244","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol11n23244","url":null,"abstract":"This paper examines the language of definition in explaining a set of synonyms in two dictionaries: LDOCE and OALD. The selected set of synonyms is: ‘shake, tremble, quiver, and shiver’. The procedure of analysis was to decompose the definitions and the examples into meaning conditions and compare them to each other. The results suggested that the dictionary language that was adopted in both dictionaries followed a contradictory style of defining in terms of using restrictive and non-restrictive elements in the language of defining. This result suggests immediate revision in order to enable language learners to make better use of these dictionaries in terms of synonym comprehension.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123700152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-15DOI: 10.37745/bjel.2013/vol11n24567
Olubunmi Funmi Oyebanji
Same-sex relationship is a critical topic globally, especially as non-heterosexuals often get marginalized both overtly and covertly. Previous studies on same-sex sexualities in the African context have examined the discursive construction of non-heterosexuals, with little attention paid to the comparative reading of how gay people are discursively constructed in two contextually different African countries. Therefore, this study examines the usage patterns of three labels, gay, homosexual, homosexuality, that are commonly used to denote same-sex sexualities in selected Nigerian and South African newspapers. To do so, corpus-based critical discourse analysis is conducted to detect convergence and divergence of such usages since the countries have opposing laws on same-sex relationships. Similar semantic prosodies were found. However, differing prosodic features show that heteronomativity is mainly emphasized in the Nigerian corpus, while this is sometimes challenged in the South African corpus. The overall conclusion is that there could still be some homophobic tendencies in both the Nigerian and South African contexts as shown by the media representations.
{"title":"Discursive constructions of Gay(s), Homosexual(s) and Homosexuality in selected Nigerian and South African Newspapers: A Corpus-Assisted Critical Discourse Analysis","authors":"Olubunmi Funmi Oyebanji","doi":"10.37745/bjel.2013/vol11n24567","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol11n24567","url":null,"abstract":"Same-sex relationship is a critical topic globally, especially as non-heterosexuals often get marginalized both overtly and covertly. Previous studies on same-sex sexualities in the African context have examined the discursive construction of non-heterosexuals, with little attention paid to the comparative reading of how gay people are discursively constructed in two contextually different African countries. Therefore, this study examines the usage patterns of three labels, gay, homosexual, homosexuality, that are commonly used to denote same-sex sexualities in selected Nigerian and South African newspapers. To do so, corpus-based critical discourse analysis is conducted to detect convergence and divergence of such usages since the countries have opposing laws on same-sex relationships. Similar semantic prosodies were found. However, differing prosodic features show that heteronomativity is mainly emphasized in the Nigerian corpus, while this is sometimes challenged in the South African corpus. The overall conclusion is that there could still be some homophobic tendencies in both the Nigerian and South African contexts as shown by the media representations.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132052609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-15DOI: 10.37745/bjel.2013/vol11n1111
Mohammed Elsawi Elsafi Ibrahim, Subahi Abdelgadir Elimam Ahmed
Regarding the growing interest in developing teacher education to match the twenty-first-century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the twenty-first-century learning practices in teacher education. We will first review the current status of policy frameworks for the twenty-first-century learning skills. Based on our previous work and current understanding in the field of learning sciences, we will next elaborate the processes and strategies for collaborative problem-solving skills and strategic learning skills to specify current, rather general claims presented regarding the discussion on twenty-first-century skills. We will also provide concrete case examples facilitating strategic learning skills, collaborative problem-solving skills, and the skills to use information and communication technologies in contexts of our previous studies.
{"title":"Preparing Teacher and Student for Twenty-First-Century Learning Practices: A Framework for Enhancing Collaborative Problem-Solving and Strategic Learning Skills","authors":"Mohammed Elsawi Elsafi Ibrahim, Subahi Abdelgadir Elimam Ahmed","doi":"10.37745/bjel.2013/vol11n1111","DOIUrl":"https://doi.org/10.37745/bjel.2013/vol11n1111","url":null,"abstract":"Regarding the growing interest in developing teacher education to match the twenty-first-century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the twenty-first-century learning practices in teacher education. We will first review the current status of policy frameworks for the twenty-first-century learning skills. Based on our previous work and current understanding in the field of learning sciences, we will next elaborate the processes and strategies for collaborative problem-solving skills and strategic learning skills to specify current, rather general claims presented regarding the discussion on twenty-first-century skills. We will also provide concrete case examples facilitating strategic learning skills, collaborative problem-solving skills, and the skills to use information and communication technologies in contexts of our previous studies.","PeriodicalId":151808,"journal":{"name":"British Journal of English Language Linguistics","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125067927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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