http://hdl.handle.net/10468/563 Wed, 11 Oct 2017 21:50:04 GMT 2017-10-11T21:50:04Z http://hdl.handle.net/10468/3848 Teaching subjects as languages: academic English development in the multilingual post-primary classroom Collins, Mandy Jane This action research study explores three classroom interventions in the context of Biology and Religion transition year classes (15 year old pupils) to answer these research questions: 1. How can academic language development be integrated into mainstream curriculum lessons to the benefit of all pupils in a multilingual post-primary context? 2. What are pupils’ and teachers’ attitudes towards classroom interventions designed to integrate academic language development into lessons? The study includes a detailed description of the post-primary educational context of Ireland and discusses ethical issues pertaining to school-based research. It reviews the literature around academic English, particularly at post-primary level. By analysing public examination papers, classroom texts and classwork written by pupil participants, this study offers a description of post-primary academic English specific to this context in real terms. Systemic functional linguistics, particularly genre theory, provides the linguistic theoretical framework, with sociocultural perspectives based on the work of Vygotsky providing the theory of learning. Language is integral to learning. As academic English development supports subject content learning, it should be a feature of all subject lessons, pre-planned and spontaneous. There is evidence of a lack of awareness of the importance of academic English development at all levels of the education system. Initial teacher education and continuing professional development for serving teachers is required to equip all teachers to integrate academic English development into their mainstream subject lessons. This will also address English as an additional language (EAL) and promote the ideal of plurilingualism. The study recommends raising linguistic awareness, in particular through teacher education, to the benefit of all post-primary pupils. Fri, 01 Jan 2016 00:00:00 GMT http://hdl.handle.net/10468/3848 2016-01-01T00:00:00Z http://hdl.handle.net/10468/1591 Taking stock and looking ahead: Drama pedagogy as a gateway to a performative teaching and learning culture Schewe, Manfred This overview article initially focuses on early connections between dramatic art, teaching, learning, and living, followed by a brief account of how Great Britain took on a pioneering role with regard to the establishment of drama as a school subject, method and educational sub-discipline. It then focuses on how drama pedagogy in foreign language teaching and learning has developed as a specific field of research and practice since the 1970s, acknowledging the important contributions to the field made by scholars and practitioners from outside Great Britain. An overview of current practice in the field is given by presenting different (small-scale and large-scale) forms of staging language, literature and culture. The article concludes by proposing a model for a Performative Fremdsprachendidaktik (Performative Foreign Languages Didactics) and by arguing that in the future performative be used as an umbrella term to describe forms of foreign language teaching and learning that derive from the performing arts. Mon, 01 Jul 2013 00:00:00 GMT http://hdl.handle.net/10468/1591 2013-07-01T00:00:00Z http://hdl.handle.net/10468/3055 Ways of making him talk: the sonic afterlives of Hitler's silent home movies in Philippe Mora's 'Swastika' (1974) and David Howard's 'Hitler Speaks' (2006) MagShamhráin, Rachel Tue, 01 Jan 2013 00:00:00 GMT http://hdl.handle.net/10468/3055 2013-01-01T00:00:00Z http://hdl.handle.net/10468/820 A literary occupation: responses of German writers in service in occupied Europe O'Keeffe, William John This thesis examines the literary output of German servicemen writers writing from the occupied territories of Europe in the period 1940-1944. Whereas literary-biographical studies and appraisals of the more significant individual writers have been written, and also a collective assessment of the Eastern front writers, this thesis addresses in addition the German literary responses in France and Greece, as being then theatres of particular cultural/ideological attention. Original papers of the writer Felix Hartlaub were consulted by the author at the Deutsches Literatur Archiv (DLA) at Marbach. Original imprints of the wartime works of the subject writers are referred to throughout, and citations are from these. As all the published works were written under conditions of wartime censorship and, even where unpublished, for fear of discovery written in oblique terms, the texts were here examined for subliminal authorial intention. The critical focus of the thesis is on literary quality: on aesthetic niveau, on applied literary form, and on integrity of authorial intention. The thesis sought to discover: (1) the extent of the literary output in book-length forms. (2) the auspices and conditions under which this literary output was produced. (3) the publication history and critical reception of the output. The thesis took into account, inter alia: (1) occupation policy as it pertained locally to the writers’ remit; (2) the ethical implications of this for the writers; (3) the writers’ literary stratagems for negotiating the constraints of censorship. Tue, 01 May 2012 00:00:00 GMT http://hdl.handle.net/10468/820 2012-05-01T00:00:00Z