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Ecclesiastical Pressures and Language Politics: The Boundary Work of Albanian Language in the 17th-18th Centuries
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In: ISSN: 0090-5992 ; EISSN: 1465-3923 ; Nationalities Papers ; https://halshs.archives-ouvertes.fr/halshs-03648536 ; Nationalities Papers, Taylor & Francis (Routledge), 2022, pp.1-28. ⟨10.1017/nps.2021.55⟩ (2022)
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Reception of political concepts of the European Enlightenment in Russia of the XVIII century ... : Рецепция политических понятий европейского Просвещения в России XVIII столетия ...
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W Sejmie : Ślōnskiego języka nie ma, ale może być etnolekt ; In the Polish Parliamentthe Silesian language does not exist, but the Silesian ethnolect may
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| 10 |
Yiddish, or Jewish German? : the Holocaust, the Goethe-Institut and Germany’s neglected obligation to peace and the common cultural heritage
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Constructing collective identities and solidarity in premiers’ early speeches on COVID-19: a global perspective
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In my shoes: empathy and critical emotional literacy in EFL lessons
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 17-36 (2022) (2022)
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Abstract:
ABSTRACT Part of an autoethnographic research project, this article reflects on two English lessons in which my undergraduate students were invited to discuss empathy in times of Covid-19 pandemic. I begin by arguing for the relevance of empathy and contextualizing my interest in the investigation of emotions in ELT, as well as my theoretical framework, which draws on the convergence of emotional and critical literacy theories. Next I provide an account of my lessons, based on an art installation entitled “The Empathy Museum”. My analysis of the lessons seeks to investigate the extent to which they were able to promote what Boler (1997) has termed a “semiotics of empathy”. I conclude by stressing the importance of emotional and critical literacy theories for formulating educational policies committed to political and social changes.
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Keyword:
critical literacy; emotions; empathy; English language teaching; P1-1091; Philology. Linguistics; politics
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URL: https://doi.org/10.1590/1984-6398202218426
https://doaj.org/article/0a0851b0d8fc4570acabe52363ee1de3
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The impacts of language and literacy policy on teaching practices in Ghana : postcolonial perspectives on early literacy and instruction
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UB Frankfurt Linguistik
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