ethanporcaro/eric-fulltext-meta huggingface dataset:
The Faces of Globalization: The Recovered Factories Movement of Argentina
Author: Arem, Hannah E.
Date: 2008-00-00
Type: Journal Articles
Subjects: Privatization,Global Approach,Anthropology,Cultural Pluralism,Foreign Countries,Politics of Education,Cultural Context,Industry,History,Political Attitudes,Quality of Life,Work Attitudes,Skilled Workers

Globalization has emerged as a buzzword in a number of disciplines in recent years. The most recent wave of globalization is characterized by an increase in economic deregulation, privatization, structural adjustment policies, finance flows, global public debates, immigration, multiculturalism, and the technology revolution. In this paper, the author examines how globalization has had an impact on the Argentine movement of recovered factories based on its specific context and background. The author's research in Argentina locates the workers' opposition to global hegemony in a historical, structural, and cultural context. The recovered factory movement arose around the time of economic collapse and is directly related to neoliberal reform. The local community works within a new neoliberal framework, but creates an entirely new niche that in many ways contradicts the neoliberal policies by which the workers survive. The author looks at how the workers' movement is in part an adverse reaction to the neoliberal ideology that pervades, but also contributes towards reproduction of the neoliberal model. The purpose of the author's analysis is to look at how globalization has played out in the local community. The author found that the recovered factories are a localized response to global changes. In most instances, the factories were formed out of pressing need rather than out of ideological opposition to these global changes. She stresses that the movement of recovered factories exemplifies the potential to form an alternative system that is within, but not against, the capitalist system. A number of themes in the debate on globalization and anthropology are highlighted in the movement of recovered factories. While globalizing forces are present throughout the world, the manner in which they develop are case specific. One can conclude that the movement of recovered factories is an important manifestation of the current ambiguities of the process of globalization. (Contains 41 notes.)
France Says &quot;Non&quot;: Elites, Masses and the Defeat of the European Constitutional Treaty
Author: Nossiter, Jason
Date: 2008-00-00
Type: Journal Articles
Subjects: Political Science,Treaties,Democracy,Opinions,Foreign Countries,Politics,Political Attitudes,Advantaged,Public Policy,Voting,International Cooperation

On Sunday, May 29, 2005, the French Republic endured one of the greatest political shocks in its recent history. By a wide margin, the TCE (Treaty establishing a Constitution for Europe) was defeated in a referendum, effectively paralyzing the process of European political integration while simultaneously crippling both the ruling Union Pour le Mouvement Populaire (UMP) party and the opposition Parti Socialiste (PS), and forcing the resignation of Prime Minister Jean-Pierre Raffarin's three-year old government. At the heart of the confusion and acrimony that inspired French voters to reject the treaty lies a gap between the attitudes and programs of the French political elite and the values and expectations of the French masses. The French gap is noteworthy because it was so clearly illustrated by the referendum's failure. While other countries may have leaders and programs that are unpopular with the people but subsist nonetheless, there are very few examples of a population so forcefully rejecting such a seminal policy initiative endorsed by both governing and opposition parties. In investigating the existence and nature of the mass-elite gap, the author aims to conceptualize a reality that seems to fall by the wayside in the contemporary political science literature. While the literature disagrees on a single causal mechanism for voter behavior in EU integration referendums, there is a general consensus on three central factors being at the heart of voter choice in these scenarios: (1) voter preference (issue positions and ideology); (2) party affiliation; and (3) political climate. In this article, the author discusses representation and democracy after the TCE referendum, the role of public opinion in the French referendum campaign, and how certain aspects of the nature of public opinion can explain the outcome of the referendum. He also discusses the behavior of voters in the French referendum and how France and the TCE became a divided house along mass-elite lines. Finally, the author presents the normative implications of Europe's affair with the TCE and the implications of a crisis of representation. (Contains 33 notes.)
We Could Be Heroes: Mythico-History, Diasporic Nationalism, and Youth Identity among Tibetan Refugees in Nepal
Author: Balakian, Sophia
Date: 2008-00-00
Type: Journal Articles
Subjects: Nationalism,Foreign Countries,Refugees,Ethnicity,Violence,Emotional Disturbances,Self Concept,At Risk Persons,Social Networks,Financial Support,Western Civilization,Identification (Psychology),Cultural Maintenance,History,Interviews

In her book on the national cosmology of Hutu refugees in Tanzania, &quot;Purity and Exile,&quot; Liisa Malkki argues that in the modern age of nation-states, culture and identity are conceived in fundamentally territorial terms. Thus, being &quot;out of place&quot; disrupts and threatens national identity which attempts to appear pure, whole and natural. The &quot;[v]iolated, broken roots&quot; of displacement &quot;signal an ailing cultural identity and a damaged national identity&quot;. This theory of diaspora, of communities outside of their &quot;original&quot; place, the place they call their homeland, is the fundamental basis upon which this study rests. This paper examines the way one diasporic community negotiates the local boundaries of its host country and community, and constructs and expresses a national identity and national cause outside of the territory that defines it. Like the refugees of mass violence in Malkki's study, the community presented here, Tibetan refugees in Nepal, also defines itself in light of a specific history of violence and subjugation. The force of the violence experienced by individuals, and collectively experienced by members of the community produced profound trauma and a particular way of constructing their identity as a group whose cultural and physical survival is at risk, threatened from the outside. The purpose of this paper is to examine the local conditions of Tibetan refugee life in Nepal, and discover how this community constructs its identity as Tibetan. The author's research finds that they seek resources outside of their host nation, from an international network of Western supporters, and eventually define themselves globally. However, the certainty of belonging for exiled Tibetans is ultimately challenged. While the Tibetans embraced the Western aid workers and sponsors as &quot;second parents,&quot; ultimately, intermarriage with westerners, for example, was feared and seen as challenging the natural order of national identity. (Contains a bibliography.)
Listening as an Easy Skill: Analysis of a Particular Context
Author: Morchio, Marcela
Date: 2009-00-00
Type: Journal Articles
Subjects: Listening,Foreign Countries,Grade 7,English (Second Language),Public Schools,Second Language Learning,Context Effect,Second Language Instruction,Teaching Methods

In this paper I want to focus on the difficulty perceived by seventh grade students in connection to listening activities in the English class, at some public schools in San Juan, Argentina. This analysis will lead to the examination of contextual factors that might act as unforeseen constraints on the language learning situation. (Contains 5 footnotes and 1 figure.)
English Language Teaching in Spain: Do Textbooks Comply with the Official Methodological Regulations? A Sample Analysis
Author: Criado, Raquel
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Teaching Methods,Textbooks,Alignment (Education),Federal Regulation,Educational Policy,Communicative Competence (Languages)

The goal of this paper is to verify up to what point ELT textbooks used in Spanish educational settings comply with the official regulations prescribed, which fully advocate the Communicative Language Teaching Method (CLT). For that purpose, seven representative coursebooks of different educational levels and modalities in Spain--secondary, upper secondary, teenager and adult textbooks--were selected to be analysed. A full unit randomly selected from each coursebook was examined through the parameters of the &quot;communicative potential&quot; of the activities--measured on a scale from 0 to 10--and the &quot;communicative nature&quot; of the methodological strategies implemented--measured on a dichotomous scale (yes/no). Global results per educational levels point to the prevailing communicative nature of all the materials, which was shown to be above 50%. The remaining non-communicative block was covered by activities focused on the formal features of language (grammar and vocabulary). This resulting degree of dissociation between official regulations and what is really found in teaching materials may be positive, since the learning of languages is complex and results from the intervention of multiple factors and learning styles, as is evidenced by the professional experience of teachers from different backgrounds and beliefs. (Contains 6 footnotes and 3 tables.)
Reading Faster
Author: Nation, Paul
Date: 2009-00-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Skills,Reading Processes,Reading Rate,Reading Instruction,Visual Learning,Teaching Methods,Reading Aloud to Others,Cooperative Learning,Silent Reading,Reading Comprehension

This article describes the visual nature of the reading process as it relates to reading speed. It points out that there is a physical limit on normal reading speed and beyond this limit the reading process will be different from normal reading where almost every word is attended to. The article describes a range of activities for developing reading fluency, and suggests how the development of fluency can become part of a reading programme.
Teaching Foreign Languages: A Challenge to Ecuadorian Bilingual Intercultural Education
Author: Haboud, Marleen
Date: 2009-00-00
Type: Journal Articles
Subjects: Multicultural Education,Indigenous Populations,Multilingualism,Educational Policy,Cultural Pluralism,Foreign Countries,English (Second Language),Second Language Instruction,Access to Education,Educational Quality,Language Minorities,American Indian Languages,Second Language Learning,Language Attitudes

Since the Universal Declaration of Linguistic Rights in 1996, there is a tendency not only to maintain linguistic and cultural diversity worldwide, but also to ease universal access to quality education which should comprise the learning of other languages and cultures and the generation of intercultural relations. In this sense, this article discusses the right that minoritized peoples in Ecuador have to learning other languages while reinforcing their own. After describing briefly the Ecuadorian main linguistic and educational policies in regards to the teaching of foreign languages, this article analyses the contrasting viewpoints of indigenous and non indigenous peoples towards the process of teaching-learning foreign languages. Finally, it offers some suggestions and general parameters related to foreign language teaching in the multilingual context of the study. (Contains 28 footnotes and 1 figure.)
Reading Printed versus Online Texts. A Study of EFL Learners' Strategic Reading Behavior
Author: Uso-Juan, Esther
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Strategies,Internet,Hypermedia,Reader Text Relationship,English (Second Language),Electronic Journals,Printed Materials,Reading Comprehension,Reading Tests,Tourism

With the development of the WWW and Internet, hyperreading has become an issue for discussion in the educational field and more specifically in the field of English as a second or foreign language. Yet, very little is known about its nature concerning the reading process. Therefore, the purpose of this paper is twofold: first, to examine whether the hypertextual medium affects learners' reading comprehension and, second, to analyze learners' use of strategies in hard copy and online reading contexts. Fifty university students from the discipline of Tourism read a research article in English taken from an online journal. Half the students (n = 25) read it in a printed format and the other half (n = 25) read it in its online version. Materials included an English academic reading test to measure learners' comprehension of the academic passage and a reading strategy questionnaire to determine which strategies were employed by students. Statistical analyses revealed that the hypertextual medium 1) did not affect learners' overall reading comprehension, and 2) promoted the use of reading strategies, including both top-down and bottom-up strategies. These results are discussed and suggestions for further research are given. (Contains 5 tables.)
Learning for Life, a Structured and Motivational Process of Knowledge Construction in the Acquisition/Learning of English as a Foreign Language in Native Spanish Speakers
Author: Mino-Garces, Fernando
Date: 2009-00-00
Type: Journal Articles
Subjects: Learning Theories,Second Language Instruction,Lifelong Learning,Foreign Countries,Spanish Speaking,English (Second Language),Second Language Learning,Teaching Methods,Learning Motivation,Educational Philosophy,Problem Solving,Class Activities

As language learning theory has shifted from a highly guided to a more open learning process, this paper presents the teaching/learning philosophy called Learning for Life (L for L) as a great way to motivate native Spanish speaker students learning English as a foreign language, and to help them be the constructors of their own knowledge. The Learning for Life philosophy was created by Patricia Lopez de Jaramillo, M.A. and Fernando Mino-Garces, Ph.D. at the Andean Center for Latin American Studies (ACLAS) in Quito-Ecuador. In the Learning for Life philosophy, the learner is the center of the process and becomes the creator of his/her own knowledge. To get to this new dimension in learning, acquisition is emphasized, and the principles of this philosophy are applied in the EFL classroom. The definition of the philosophy and its principles are presented, and explained in detail as to how they can be applied in the teaching of a foreign language. This paper also explains the difference between acquisition versus learning, and what process should be applied in the classroom to emphasize on acquisition, and not so much on learning.
Students' Beliefs about Portfolio Evaluation and its Influence on Their Learning Outcomes to Develop EFL in a Spanish Context
Author: Martinez-Lirola, Maria
Date: 2009-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Student Attitudes,Knowledge Level,Learning Motivation,Foreign Countries,Portfolio Assessment,English (Second Language),Second Language Learning,Second Language Instruction,Student Motivation,Educational Benefits,College Students,Outcomes of Education

There is a significant world-wide apprehension concerning perceived deficiencies in university students' performance and a resulting decrease of knowledge level and competency development. This paper analyses the benefits of using a portfolio as a means of evaluating student progress and the beliefs from which students draw their learning and motivation, a key issue for the incorporation of former curricular elements into the European Space for Higher Education consolidation process. Two studies conducted at two universities in Spain to explore students' opinions of portfolio use surprisingly revealed that students found effort and daily work as the main beneficial aspects for their learning and motivation. Successful replication of this study in diverse contexts would imply that portfolio implementation can be a powerful instrument to empower students' motivation to learn. Other results related to portfolio use will also be discussed. (Contains 5 tables.)
Academic Lexis and Disciplinary Practice: Corpus Evidence for Specificity
Author: Hyland, Ken
Date: 2009-00-00
Type: Journal Articles
Subjects: Word Lists,English for Academic Purposes,Intellectual Disciplines,Vocabulary,Undergraduate Students,Higher Education,Applied Linguistics,Social Sciences,Sciences,Engineering,Biology,Academic Discourse,Semantics

The presence of unfamiliar words and expressions in academic texts is a serious obstacle to students reading in a second language. EAP has responded to this challenge by taking the view that there is a common core of academic vocabulary which is frequent across an academic register. This paper briefly considers this view by examining the range, frequency, collocation, and meaning of items on "the Academic Word List" (AWL) in a large multidisciplinary corpus. Our corpus analysis shows that individual lexical items on the list often occur and behave in different ways across disciplines and that words commonly contribute to "lexical bundles" which also reflect disciplinary preferences. Our findings question the widely held assumption that there is a single core vocabulary needed for academic study and suggests that teachers should assist students towards developing a more restricted, disciplinary-based lexical repertoire. (Contains 5 tables.)
Helping Spanish SMEs Staff to Develop Their Competence in Writing Business Letters
Author: Foz-Gil, Carmen
Date: 2009-00-00
Type: Journal Articles
Subjects: Letters (Correspondence),English for Special Purposes,Writing Instruction,Business Communication,Small Businesses,Business,Web Sites,English (Second Language),Writing (Composition),Computational Linguistics,Language Styles,Spanish Speaking,Grammar,Material Development,Foreign Countries

This paper reports on the development of a website tool aimed at helping Spanish small and medium enterprises (SMEs) staff to write their commercial correspondence in English. It describes the steps involved in the tool system design process, making an emphasis on the methodological criteria and rational that guided us to develop the site. In order to obtain the material, a corpus of commercial correspondence written in English was collected and later analysed, applying a genre-based approach as established by Bhatia (1993) and Swales (1990). The findings provided the move structure and strategies of each type of letter as well as the lexico-grammatical realizations of each move which later would be standardised and presented to be used systematically in the composition of letters with the same communicative purpose. This work illustrates how a genre-based approach can successfully be applied to ESP materials development. (Contains 4 tables and 5 figures.)
Exploring the Increase of Receptive Vocabulary Knowledge in the Foreign Language: A Longitudinal Study
Author: Gallego, Melania Terrazas
Date: 2009-00-00
Type: Journal Articles
Subjects: Receptive Language,Knowledge Level,Vocabulary Development,Word Frequency,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Longitudinal Studies

This paper tracks the increase in the overall word reception knowledge of 224 young pupils in their 4th, 5th and 6th grades of primary education and in their 1st year of secondary education (7th grade), who learn EFL in a formal context. The 2,000 word frequency band of The Vocabulary Levels Test (Schmitt, Schmitt and Clapham, 2001, version 2) is used to establish their word knowledge level. Results reveal that the development of these students' receptive English vocabulary size is incremental and constant, and that it falls within the 1,000 frequency level. Learners increase their receptive vocabulary knowledge in a significant way from one grade to the next. The rate of the gain remains constant across grades. (Contains 6 notes, 6 tables, and 3 figures.)
Working Memory Capacity and L2 University Students' Comprehension of Linear Texts and Hypertexts
Author: Fontanini, Ingrid
Date: 2009-00-00
Type: Journal Articles
Subjects: Short Term Memory,Second Language Learning,Reading Comprehension,Second Language Instruction,Hypermedia,Measures (Individuals),Recall (Psychology),Reading Tests,English (Second Language),Language Acquisition,Interference (Language),Cognitive Processes,Chinese,Native Speakers,Portuguese,Graduate Students

The aim of this study was to investigate the relationship between working memory capacity and L2 reading comprehension of both linear texts and hypertexts. Three different instruments were used to measure comprehension (recall, comprehension questions and perception of contradictions) and the Reading Span Test (Daneman &amp; Carpenter, 1980) was used as a measure of working memory capacity. Forty-two speakers of English as an L2 from two different L1 backgrounds (21 Brazilians and 21 Chinese) participated in the study. The results obtained signal to the fact that hypertexts might compromise comprehension, especially for low-span participants. The broad conclusion achieved in this study is that different variables including readers' working memory capacity, their first language, and the mode of text presentation may interfere in L2 reading, and each one of these aspects might hamper, in different ways, the construction of a coherent mental representation of the text being read. (Contains 2 footnotes and 1 figure.)
Empirical Study of the Effects of Discourse Markers on the Reading Comprehension of Spanish Students of English as a Foreign Language
Author: Martinez, Ana Cristina Lahuerta
Date: 2009-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Familiarity,Discourse Analysis,English (Second Language),Spanish,Native Speakers,Second Language Learning,Age Differences,Gender Differences,Language Proficiency,Reading Skills,Reader Text Relationship,Foreign Countries,College Students,Chemistry,English for Science and Technology

The aim of this work is to analyse how Spanish readers react to English discourse markers in a text. We carry out an empirical study in which we ask three research question: (a) if there is any relationship between presence of discourse markers or absence of discourse markers and reading comprehension in English as a foreign language, (b) if there is any relationship between the readers' proficiency in English and the effect of the presence or absence of discourse markers on reading comprehension and, (c) if there is any relationship between the readers' age, sex, competence as learners and as learners of English, and the effect of the presence or absence of discourse markers on reading comprehension. The results obtained show that discourse markers enhance reading comprehension in foreign language reading, and that the more successful students tend to use discourse markers as aids to help their reading comprehension. This latter result is nevertheless limited by the possible effect of the readers' familiarity with the topic of the text and points to a need for further investigation. (Contains 12 footnotes and 5 tables.)