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1 – 10 of 62
Article
Publication date: 20 September 2013

Don Davis and Matthew Berland

The purpose of this paper is to evaluate the possible merits and difficulties of utilizing participatory augmented reality simulations (PARS) with English learners (ELs) in K‐12

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Abstract

Purpose

The purpose of this paper is to evaluate the possible merits and difficulties of utilizing participatory augmented reality simulations (PARS) with English learners (ELs) in K‐12 science classrooms.

Design/methodology/approach

The authors analyzed literature of PARS, sheltered English instruction (SEI), and other literature relevant to science instruction for ELs. Though the authors relied primarily on empirical research related to PARS and ELs, other papers were included to increase thoroughness.

Findings

The authors identified elements of PARS that address requirements for effective instruction of ELs including the modality, engagement, collaboration, language use, and identity forming aspects. The findings indicate that future research into the use of PARS in science instruction may benefit ELs.

Research limitations/implications

The literature synthesis was conducted to address a gap in the literature. Additional research specifically examining the impact of PARS on ELs is necessary.

Originality/value

Despite increased focus of PARS and instruction for ELs within educational literature, there has been little examination of the relationship between the two elements. Therefore, this paper highlights parallels in PARS research with documented best practices for sheltered English instruction (SEI). No other paper was found that explicitly evaluates PARS for science instruction with ELs.

Article
Publication date: 10 April 2017

Lakia M. Scott and Elena M. Venegas

The purpose of this paper is to discuss issues of contemporary language conflict in educational contexts.

Abstract

Purpose

The purpose of this paper is to discuss issues of contemporary language conflict in educational contexts.

Design/methodology/approach

This is a conceptual paper which examines current educational practices and policies through the lens of linguistic hegemony.

Findings

The authors identify three primary areas in which linguistic hegemony persists at present, including English-only policies, varied perspectives on language difference and harsh graduation mandates.

Originality/value

The authors extend upon Antonio Gramsci’s notion of hegemonic culture as well as Robert Phillipson’s concept of linguistic imperialism in identifying current instances of linguistic hegemony in educational policies and practices throughout the USA.

Details

Journal for Multicultural Education, vol. 11 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 2 December 2020

Sonnette Smith, Adelia Carstens and Lesley Stainbank

This paper aims to explore the individual and social learning experiences of first-year accounting students studying in English as an additional language. The challenges of these…

Abstract

Purpose

This paper aims to explore the individual and social learning experiences of first-year accounting students studying in English as an additional language. The challenges of these students relating to listening, reading, speaking and writing in English, and the impact of these on their academic outcomes, are examined.

Design/methodology/approach

A qualitative case study design was used. Face-to-face semi-structured interviews were conducted with 14 students, both academically successful and unsuccessful, who had completed the first year. A thematic analysis of the data was conducted and a hybrid approach of deductive and inductive coding was used to interpret the data. This entailed the application of a language skills-based framework of teaching and learning to the first-order process of coding. An iterative and reflective process allowed themes to emerge from the data. These themes, in turn, triggered second-order codes that resonated with aspects of the interactionist approach to second language acquisition (SLA).

Findings

The themes that emerged indicated that students’ ability to interact with their study material, and their exposure to positive verbal interaction opportunities in both formal and informal contexts, may have contributed to their academic success.

Practical implications

It is recommended that an interactionist perspective be considered when designing curriculum resources and accounting language learning activities for first-year accounting students.

Originality/value

It is anticipated that the results will contribute towards building a bridge between accounting education and SLA research and provide a more informed linguistic foundation for incorporating language skills into the accounting curriculum.

Details

Meditari Accountancy Research, vol. 29 no. 6
Type: Research Article
ISSN: 2049-372X

Keywords

Article
Publication date: 1 August 1990

Mounir, M.Abd El‐Malek, Nagi, N. Messiha, Magdy and M.H. Ayoub

The effect of pigment filler and extender on the antifouling efficiency of six compositions containing organotin polymer is studied. The binder mixture is a blend containing a…

Abstract

The effect of pigment filler and extender on the antifouling efficiency of six compositions containing organotin polymer is studied. The binder mixture is a blend containing a copolymer of tri‐n‐butyltin methacrylate and methylmeth acrylate (OTP) with 22% tin content, a vinyl copolymer with its external plasticizer and little amount of rosin. Cuprous oxide was added as a supplementary toxin with the OTP. Leaching rates of microamounts of copper and tin were determined for a period of nearly one year applying standard techniques. Painted plates were immersed in Suez Canal waters at Port‐Said for more than 36 months. Comparison between different fillers and extenders on the antifouling behaviour of painted surfaces is shown. Compositions containing cellite and china clay exhibited the maximum antifouling performance.

Details

Pigment & Resin Technology, vol. 19 no. 8
Type: Research Article
ISSN: 0369-9420

Article
Publication date: 19 May 2023

Jing Yuan, Yongquan Liu, Xichun Han, Aiping Li and Liling Zhao

The paper aims to propose a virtual reality (VR) wisdom teaching model in open university English course from the perspective of “Metaverse”. The study aims to testify the…

Abstract

Purpose

The paper aims to propose a virtual reality (VR) wisdom teaching model in open university English course from the perspective of “Metaverse”. The study aims to testify the stimulation for English learning and the effectiveness of English-expressing with VR tools for adult learners from the practice in a pilot reform project.

Design/methodology/approach

The paper opted for an exploratory study using ICARE Design Model as the framework, under the grounded theories of constructivism and multi-modal teaching. The study compared the evaluation data of one-semester English learning performance between the experimental class (67 students) with VR practice and the controlled class (67 students), including speaking test score, qualitative feedback and in-depth experience analysis. The data were complemented by reflection paper analysis, including manual evaluation (the criteria of semantics, pronunciation, fluency and completeness), questionnaire survey (in the form of five-point Likert scale) and semi-structured interview.

Findings

The paper provides empirical insights about the VR wisdom teaching model in English language teaching and learning in a Chinese Open University. The empirical results suggest that “3I” features of VR technology could make up for the shortcomings of traditional English classes in open universities in China, and VR resources designed with curriculum teaching materials could also be helpful for students’ command of knowledge points and language skills. What’s more, the sense of authentic experience in virtual could promote the teaching and learning effect in college English classes.

Research limitations/implications

The present study focuses on a wisdom mode of foreign language teaching and learning for adult learners in open education, so the research results may lack generalizability. Therefore, researchers are encouraged to further explore the deep integration of VR/artificial intelligence in foreign language teaching and learning.

Originality/value

This paper fulfills an identified need to study how VR tools provide an engaging, fun and immersive language learning environment, to enhance autonomous learning and learning engagement.

Details

Interactive Technology and Smart Education, vol. 20 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 1 May 1984

Things seem to be going desperately wrong with the concept of the “brave new world” predicted by the starry‐eyed optimists after the Second World War finally came to an end. To…

Abstract

Things seem to be going desperately wrong with the concept of the “brave new world” predicted by the starry‐eyed optimists after the Second World War finally came to an end. To those who listen only to what they want to hear, see everything, not as it is, but as they would like it to be, a new society could be initiated and the lusty infant would emerge as a paragon for all the world to follow. The new society in truth never really got off the ground the biggest mistake of all was to cushion millions of people against the results of their own folly; to shelter them from the blasts of the ensuing economic climate. The sheltered ones were not necessarily the ordinary mass of people; many in fact were the victims and suffered the consequences. And now that the state has reached a massive crescendo, many are suffering profoundly. The big nationalised industries and vast services, such as the national health service, education, where losses in the case of the first are met by Government millions, requests to trim the extravagant spending is akin to sacrilege in the latter, have removed such terms as thrift, careful spending, value for money from the vocabulary.

Details

British Food Journal, vol. 86 no. 5
Type: Research Article
ISSN: 0007-070X

Article
Publication date: 8 August 2018

Davide C. Orazi and Angela Gracia B. Cruz

This paper aims to propose LARPnography as a more holistic method to probe the emergence of plausible futures, drawing on embodied embedded cognition literature and the emerging…

Abstract

Purpose

This paper aims to propose LARPnography as a more holistic method to probe the emergence of plausible futures, drawing on embodied embedded cognition literature and the emerging consumer practice of live-action role-playing (LARP). Current research methods for probing the future of markets and society rely mainly on expert judgment (i.e. Delphi), imagery or simulation of possible futures (i.e. scenario and simulation) and perspective taking (i.e. role-playing). The predominant focus on cognitive abstraction limits the insights researchers can extract from more embodied, sensorial and experiential approaches.

Design/methodology/approach

LARPnography is a qualitative method seeking to immerse participants within a plausible future to better understand the social and market dynamics that may unfold therein. Through careful planning, design, casting and fieldwork, researchers create the preconditions to let participants experience what the future may be and gather critical insights from naturalistic observations and post-event interviews.

Practical implications

Owing to its interactive nature and processual focus, LARPnography is best suited to investigate the adoption and diffusion of innovation, market emergence phenomena and radical societal changes, including the rise of alternative societies.

Originality/value

Different from previous foresight methods, LARPnography creates immersive and perceptually stimulating replicas of plausible futures that research participants can inhabit. The creation of a fictional yet socio-material world ensures that socially constructed meaning is enriched by phenomenological and visceral insights.

Details

European Journal of Marketing, vol. 53 no. 8
Type: Research Article
ISSN: 0309-0566

Keywords

Article
Publication date: 4 May 2023

Emily Mannard

Play and playful literacies shape essential spaces for belonging, connection, transformation and joy: from embodied immersions into fantasy worlds, to the creation of interest-led…

Abstract

Purpose

Play and playful literacies shape essential spaces for belonging, connection, transformation and joy: from embodied immersions into fantasy worlds, to the creation of interest-led groups overflowing with varied knowledges and identities, and the disruption of societal hierarchies through roleplayed restorying. Yet, theorizations delineating playful possibilities – while plentiful and varied – are often rigidly constructed in relation to neoliberally/biopolitically motivated notions of value, use and productivity. Imbued with forms of modern power, play’s full flourishing has been regulated and quelled, particularly within the realm of education. This study, a literature review, seeks to defy this fatuous notion of a frivolous play.

Design/methodology/approach

Drawing from research within the fields of literacy and educational studies, the author centers playful methods commonly trivialized in contemporary discourse, including in global out-of-school spaces (e.g. gaming clubs, improvisational theater groups), with popular culture texts (e.g. picture books, digital fanfiction) and for older youth and adults.

Findings

This exploration of play’s potential across lifespans, formal/informal learning ecologies and worldwide contexts foregrounds its intrinsic nature and essential entwining with socio-culturally/materially mediated forms of knowledge and communication.

Originality/value

With a unique focus on the playful literacies emerging across ages, spaces and places, this review advocates a turn toward the imaginative, messy, uncontrollable worlds of play in future research and practice.

Details

English Teaching: Practice & Critique, vol. 22 no. 2
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 31 July 2020

Anna Wilshire Jones Bornman and Carol Jean Mitchell

The purpose of this study was to explore children’s pathways through homelessness within the South African context, with particular attention paid to pathways out of homelessness…

Abstract

Purpose

The purpose of this study was to explore children’s pathways through homelessness within the South African context, with particular attention paid to pathways out of homelessness. This study focusses on factors influencing children’s successful transitions out of homelessness.

Design/methodology/approach

A qualitative exploratory design was used, using interviews with nine children who had exited or were in the process of exiting homelessness. Interviews were conducted at a children’s shelter in Pietermaritzburg or in the children’s home environments. Interviews were analysed thematically.

Findings

An ecological framework was used to frame the factors influencing children’s pathways in, through and out of homelessness in the children’s narratives. These included institutions, relationships and intrapersonal strengths and resources. The study suggested that constructive relationships with shelter staff and parental figures, as well as intrapersonal strengths, were the most prominent factors in children successfully negotiating their way through their homelessness. The importance of a relationship with the paternal family within some African cultures was also a point of leverage.

Research limitations/implications

Implications for policy and practise include the need for systemic change, as well as greater support for shelters and shelter staff. The issue of rivalry in the shelter context and the role of the paternal family in the reintegration process require more research attention. The research is limited to homeless children in Pietermaritzburg, South Africa.

Practical implications

This study provided feedback to the shelter regarding their strategies for assisting homeless children off the streets. It further provided evidence for the importance of the work of the shelter, to strengthen advocacy efforts. This may be useful to others in similar circumstances.

Social implications

This study highlights the importance of macrosystemic interventions in the efforts to assist homeless children, while at the same time not ignoring the inter and intra, personal elements to enhancing their well-being.

Originality/value

This paper is singular in its exploration of factors influencing children’s successful transitions out of homelessness within the South African context.

Article
Publication date: 22 June 2018

Omid Sabbaghi and Gerald F. Cavanagh, S.J.

The study aims to provide an empirical investigation of social enterprises in the context of experiential learning. Specifically, the study aims to investigate the interplay…

Abstract

Purpose

The study aims to provide an empirical investigation of social enterprises in the context of experiential learning. Specifically, the study aims to investigate the interplay between faith-based principles and the processes of opportunity recognition and exploitation through an in-depth, qualitative study of social enterprises offered through the Global Social Benefit Institute (GSBI).

Design/methodology/approach

In this study, student experiences with social entrepreneurship are examined and their subsequent reflections are analyzed. Applying the Gioia methodology to the sample of student reflection data, this study enriches the growing literature on sense-making by looking closely at how student entrepreneurs engage their own faith-based education in helping their teams, beneficiaries and stakeholders “make sense” of a social change opportunity.

Findings

This study finds evidence of variability in the elaboration of the faith-based principles when sampling on the social needs of affection, behavioral confirmation and status.

Originality/value

The results suggest a role for faith-based sense-making when confronting the realities of social change opportunities.

Details

Social Enterprise Journal, vol. 14 no. 3
Type: Research Article
ISSN: 1750-8614

Keywords

1 – 10 of 62