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Copyright of Education et Societes is the property of INRP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nouvelles Pratiques Sociales is the property of Revue Nouvelles Pratiques Sociales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper reflects on the advantages of using corpora to translate legal texts. By considering corpus linguistics as a powerful training and professional methodological resource, the study presents the opportunities provided by specialised corpora, from the traditional extraction of terminological and phraseological units to the study of parallel discursive conventions. The paper exemplifies the importance of corpora as tools for the 'discursive socialization' of legal translators presenting specific cases in which public and private legal corpora are used to solve specific translation problems. The study also demonstrates that corpora are one of the few resources translators have at their disposal to choose between variants and alternatives, one of the strongest constraints in legal translation. [ABSTRACT FROM AUTHOR]

The results of the international TIMSS research (2011, 2015, 2019) for Serbia for pupils of the fourth grade of primary school show that their achievement in the field of geometry and measurement is lower than in other areas (such as number). In order to examine the possible causes, we analysed the textbooks for the fourth grade of primary school that were used in schools in Serbia in the year of the research. The aim of the research is to examine two types of knowledge ‒ conceptual and procedural ‒ in mathematics textbooks on the topic of body volume. Based on the research of pupils‘ achievement in different types of knowledge in measuring length, area, and volume (Tan Şişman, 2010), we formed a list of indicators that indicate opportunities for learning in mathematics textbooks and different types of knowledge about body volume that are presented to the fourth-grade primary school pupils. In the paper, a descriptive method was applied to analyse the content of the textbooks and the interactions among different types of knowledge in mathematical tasks. The main results of the research show that the indicators that are oriented towards the recognition of the conceptual understanding show a significantly lower frequency of occurrence compared to the indicators of procedural knowledge. We see the reason for this in the initial formation of the concept of body volume. The conclusions of the paper point to the concern regarding the interaction among different types of knowledge, and open up questions for further research, especially from the perspective of the research and development of mathematics textbooks in mathematics education.

Copyright of Academia is the property of Library & Information Center and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Our paper is a brief study into the mechanism of surveillance techniques that complemented the ones used in the course of the production and circulation of the book, in a geopolitical space affected by the historical reality and experience of the proximity between Wallachia and the Ottoman Empire (mid-nineteenth century and second half of the 19th century). The analysis of this phenomenon concentrates on the dynamics of the process concerning the relationship generated by the actions of authorities for normalizing social and cultural behaviors on one side, and the reaction of those directly targeted, on the other side. The modernization of South-Eastern European societies has influenced the diversification of the surveillance system as a form of resistance and/or adaptation to the new realities. Therefore, authorities started to focus on new targets: checking letters, repertoire and content of plays (Wallachia, the Ottoman Empire), labels, textbooks, etc. The forms of institutional control that grow between censors and censored outline a reactive dimension of the complex mechanisms established between “the world of writing” and the one of power. These two groups become over time the projection of actions through which those who control and those controlled will adapt their strategies of integration, acceptance or rejection. [ABSTRACT FROM AUTHOR]

According to the new Curriculum for the second grade of elementary education (2018), the Latin alphabet is taught, in schools where Serbian is the mother tongue, as the second alphabet, after the acquisition of the Cyrillic alphabet. The new textbooks which follow the new Curriculum (2018) were written and published by numerous authors and publishing houses in 2019. Consequently, 12 textbooks in the Catalogue of textbooks for the second and sixth grades of elementary education are listed as approved textbooks for learning the Latin alphabet. Furthermore, two publishing houses have listed two textbooks for the same subject respectively, only written by different authors, and one publishing house offers a digital edition as well. These textbooks have different titles, concepts, and volume. The goal of this paper is to analyze the content for the Latin alphabet learning in the current Curriculum and in the accredited textbooks. In the paper, we analyze first the Curriculum (2018), i.e., the outcomes, content, and instructions for learning the Latin alphabet, and secondly, the methodological concept of the textbooks for learning the second writing system according to the Curriculum. The methodological analysis is focused on the framework of the curriculum, the concepts, and functionality of textbooks for learning the Latin alphabet. After an in-depth analysis, it was concluded that the current Curriculum (2018) does not contain detailed instructions for learning the Latin alphabet, therefore, the concepts of various textbooks for learning this alphabet differ significantly.

Copyright of Revue Universitaire des Sciences Humaines et Sociales is the property of University of Kasdi Merbah Ouargla and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Modern Language Review is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Universitatis Lodziensis: Folia Litteraria Romanica is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Études Inuit Studies is the property of Centre interuniversitaire d'etudes et de recherches autochtones (CIERA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores Robert Duncan’s association in the 1980s with the Masters in Poetics Program at New College of California in San Francisco where he joined poets Diane di Prima, David Meltzer, and Duncan McNaughton to develop a sui generis course of study, set up in opposition to both traditional literature and creative writing departments, and characterized by curricular materials and pedagogical modes made possible only by the long and intimate friendships of the faculty members and their close relationships with many of their students. The paper plays on the aural cognates (to the ear most accustomed to English) of the German kreis and the French crise to show how this close circle of poets and scholars banded together to face the perceived crisis of professionalization and careerism represented by the explosive growth of the creative writing complex and the long devaluation of poetry as a vital form of knowledge.

Spiritual music is said to have many functions: from religious, pedagogical, to educational and developmental functions. Reducing spiritual music, particularly Serbian spiritual music, solely to a tool for awakening one’s religious feelings had a negative imapct on studying this type of music in Serbian education in the post-war period. However, in the last decade of the previous century, Serbian spiritual music was incorporated in the curricular content of Music Education in primary schools. Bearing this in mind, the authors of the paper set the aim of their research – to determine the representation of Serbian spiritual music in teaching Music Education in the second cycle of general education, as well as its significance according to teachers’ opinions. In order to contribute to this endeavour of national importance, the authors conducted research to investigate how much is Serbian spiritual music present in the current curricula, recommended contents, and music lessons, and what is its function from teachers’ perspective. The research results, obtained on a sample of 24 teachers from the territory of the city of Niš, show that teachers attach importance to covering this content in their music lessons, they believe that this type of music is sufficiently represented in the curricula, and that they self-educate on this topic. The results illustrate the current situation which can be a starting point for potential modifications of the curricula in terms of expanding the content related to Serbian spiritual music.

Copyright of Synergies Pays Scandinaves is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper discuss the development of the new curriculum (bachelor, master) for clinical skills (history taking, physical examination, patient communication, professionalism) at the Medical School in Lausanne. Some specific aspects are reviewed: a structured and longitudinal curriculum, improving bedside clinical teaching, assessment of clinical competences, integrating teaching into the institutional values.

While environmental issues have become an essential part of contemporary engineering education in France and Europe, what is the situation in North African countries confronted even more brutally with the impacts of global warming? This paper proposes a study of engineering education in Algeria, and the place reserved for environmental issues. It is based on an analysis of the training programs of the École Nationale Polytechnique of Algiers and on interviews conducted with teachers from 2018 to 2020. It shows how curricular production is carried out in a leading engineering school, by whom and with what debates. The study demonstrates some teacher autonomy, as they are not constrained by reference frameworks and prescriptions, but face other types of constraints in terms of institutional organization and resources. These teachers are introducing environmental courses into their programs, but in a way that is limited in relation to their training ambitions. They agree that there are a multiplicity of emergencies, the environmental emergency being only one of them.

What is the role and importance of philosophical education in other academic programs? There is surprisingly little relevant empirical research on this issue – the issue that has gained importance with the latest trend of reducing the representation of philosophy teaching in the education system of the Republic of Serbia. This is exactly what we deal with in this paper: we investigate the importance, value, and preferred conception of philosophical education in other, non-core academic studies, from the perspective of students, the main participants in the educational process. Our sample includes 151 participants, male and female students of the University of Niš, who answered open-ended questions using an online questionnaire about the contribution that philosophy courses had in their education and the possibility of giving more momentum to that contribution. We analyzed the obtained data qualitatively, using the method of thematic analysis. The results of our research show that students highly value the impact of philosophy courses, they believe that they contribute to the improvement of critical thinking and effective communication skills, a better understanding of problems, learning how to learn, building a worldview, and even – contrary to the usual conception of philosophy as a general education subject – to the better understanding of one’s own profession. With certain limitations that must be taken into account, this research speaks in favor of the fact that philosophy education makes a significant contribution to the education of students of various vocations, and that there are strong reasons to oppose the trend of marginalization of philosophy in other academic courses. Also, the results suggest that in the light of the new changes, it is necessary to rethink the question of how to design philosophy courses in other academic curricula.

Literature in the field of curriculum is debating the extent to which teachers should or could participate in the developmental process of the curriculum they enact. Being the practitioners, teachers are the ones who transmit theory into practice. However, they are not only consumers of curriculum knowledge, but also significant producers of it. Thus, teachers’ active participation as primary stakeholders in the curriculum development process is a necessity. The paper outlines one approach for teacher participation in curriculum development, which is action research. The main aim of this paper is twofold; first: it explores literature about ‘curriculum’, ‘curriculum development’ and ‘action research’; and second, it emphasizes the prominence of teachers’ involvement and research in curriculum development, paying specific attention to the Algerian secondary school educational reform, which is highly controlled and centralised.

Purpose: The aim of this country report is to offer an overview of civic and citizenship education in Spain. Approach: The report analyses the Spanish curriculum and the current legislative framework, examining the way social and civic competences are integrated in both primary and secondary education. Additionally, the paper also examines the latest educational reform, establishing a comparison between how citizenship education was addressed in the curriculum until 2013 and the way a cross-curricular approach has been adopted since then. Findings: The paper has been able to establish a clear difference between two political conceptions. On one hand, from 2006 to 2013, the Spanish government introduced “Citizenship and Human Rights Education” as a core subject. After the 2013 reform, the new government favoured instead a cross-curricular approach that avoided references to the idea of citizenship and limited the scope of civic education. A discussion is provided regarding what policy reforms can be expected in the near future in Spain.

Copyright of Pédagogie Médicale is the property of EDP Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pédagogie Médicale is the property of EDP Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Review of Science Mathematics & ICT Education is the property of Library & Information Center and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Technical communication (TC) as a subject, and more so a department in the university curriculum are few and far between in the Japanese educational context, even with STEM education. As part of this paper, an exploratory pilot study is described explaining the overall importance of such a TC certificate program and how an optional TC feeder course could help students understand the value of the TC and professional communication (PC) discipline for a typical Japanese computer science academic context, in preparation for the job market. Further, such a TC-focused introductory feeder course helps the university administration, students and teachers better understand how computer science as a discipline should also emphasize on technical and professional writing and communication skills in the language curriculum, for better project management, and helping students develop soft skills for the market. Further, another strong argument for such coursework (offered in English as a medium of instruction) is also related to developing students’ entrepreneurial and transition skills for the market. This paper highlighted on one such rare certificate program and feeder course in the computer science (CS) department of a Japanese technical university which helped students understand the scope of the market, how technical communication as a discipline has wide-ranging opportunities, besides helping students develop basic understanding of content areas such as manual and information design, usability, content management and delivery, technical language, visualisation etc. Finally, the paper ends with a discussion of a few of the well-known TC certificate programs and TC organizational infrastructure in the US academia, and how we can catch up with that trend in Japanese higher education.

Copyright of Studia Universitatis Babes-Bolyai, Psychologia-Paedagogia is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Science, Mathematics & Technology Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Science, Mathematics & Technology Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Addressing supportive care needs of individuals affected by cancer is a crucial role for oncology nurses. If these needs are not identified and addressed, then individuals and their families risk experiencing biopsychosocial distress. This paper describes how a group of interested nurses with research and/or cancer knowledge developed, implemented and evaluated an evidence-based university undergraduate course in oncology nursing. The purposes of this course are to provide nurses with specialized knowledge about supportive care in oncology throughout the cancer care continuum and to assist registered nurses in preparing for oncology nursing certification. Theoretical, practical and research-based issues related to the scope of supportive care are incorporated into the assessment, nursing diagnosis, planning and evaluation of client care.

The purpose of this paper is threefold. We summarize our experiences in building a multi-disciplinary capstone information design course that included faculty, staff, and students from art, computer science, business, communications, sociology, music, philosophy, mathematics, and education. We discuss ways in which findings from this course have impacted our programs in the foundation studies of drawing and design. Finally, we provide specific examples of projects and best practices advice for coping with the challenges of working in a multi-disciplinary atmosphere. Our best practices advice extends to developing an information design program that is fully integrated into a larger art and design curriculum and the greater university. [ABSTRACT FROM AUTHOR]

In all countries of the world the amount of time allotted to teaching anatomy has been drastically reduced during the 'sixties'. This restriction has intensified the discussion about the contents to be taught. Between the contradictory opinions concerning the problem, this study is intended to indicate a middle way, insofar as it advocates a basic anatomical knowledge orientated towards general medical practice. More detailed anatomy would then be studied during the postgraduate curriculum, according to the specific needs of the clinical specialty chosen. This paper presents the results concerning the reproductive organs of the female.

This paper deals with the role of listening skills in the process of learning English as a foreign language, developing language competences and improving the level of English knowledge for the needs of successful young people in a modern business environment. The broader thematic framework of this research is the development of integrated language skills in teaching English for specific purposes to business students of higher vocational schools in Serbia. In order to determine the role of listening skills in teaching, the following is examined: listening comprehension of professional, complex and long texts; the presence of the teacher as a source of auditory text; student motivation; the role of implicit extracurricular listening skills; the importance of using audio-visual content and exposure to authentic language material in the acquisition of the English language. The theoretical postulates were verified by the research results based on the questionnaire answered by the respondents – business students at the Belgrade Business and Arts Academy for Applied Studies. The results were quantitatively processed using the statistical method, and interpreted and analysed in relation to the theoretical concept presented in the work. Insights gained were used to draw conclusions and to further design and improve the research and teaching contents.

Resumen El presente trabajo, producto de una corta estancia de investigación en el CCHS-CSIC, constituye un análisis sobre la manera en que son entendidas las ciencias sociales en la educación secundaria obligatoria en Madrid, deteniéndose particularmente en el papel desempeñado por la Geografía. En él se recogen las percepciones de profesores y distintos profesionales de áreas relacionadas con las ciencias sociales, revisiones de la normativa, críticas, pero, ante todo, se plantean algunos interrogantes, cuyo objeto es causar eco en quienes se consideran vinculados no solo a este cuerpo disciplinar, sino a la educación en general.Abstract This paper, which is the result of a short research internship in the CCHS-CSIC, is an analysis on how social sciences in Madrid's Secondary Education are understood. Particular attention is paid to the role played by geography. The paper takes into consideration the testimonies of teachers and other professionals from the field of social sciences, documents and statements related to curricular standards, and some critical reviews. Above all, some questions are posited, whose purpose is to impact in those who consider themselves part not only of this field of study, but of education in general.

The purpose of this paper is to show how “professionalisation” operates within the process of recontextualising curricula at university level : from how it is evaluated through assessment to its realisation in courses. The study is based on a field inquiry crossing different data (programs of study, course assessment reports and interviews with experts and academic teaching staff), articulating a theory of practice with a theory of contents in a sociological approach of the curriculum. The paper argues that course assessment plays a special role in institutionalising frames for implementing professionalisation, leaving little space for debate on the definition of possible orientations. Professionalisation appears within curricula as their projection to the job marketplace, involving a specific structuring relation of “internal towards external”. This principle regulates social selection of knowledge and relations of hierarchisation and segmentation between contents. The results bring out questions regarding contextualisation of knowledge and how the role university in contemporary society is negotiated.

Copyright of Études Inuit Studies is the property of Centre interuniversitaire d'etudes et de recherches autochtones (CIERA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Historical Studies is the property of Canadian Catholic Historical Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present paper draws on the report of a five-year project that aligned the Slovenian national exams in English to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). Discussed here are the key findings of the relating project, carried out by the National Examination Centre, a central institution for external assessment in Slovenia, for the following exams: the Vocational Matura (for technical secondary schools, vocational-technical schools, and vocational courses) and the General Matura (for general secondary education programmes). The focus of the paper is on the interpretation of the findings of the project, the significance of relating the aforementioned exams to the CEFR, the implications of project results for future language test development and, most importantly, the impact of the findings on the development of secondary school-level English education programmes in Slovenia.

Do non-philosophy university students consider philosophy to be important for their education? In this paper, we present the results of the empirical research that we have conducted in order to address this question. The study included 151 participants and was based on an online questionary. Our approach was focused on students’ evaluation of the role and significance of the philosophical courses they have attended. The results indicate that students highly regard philosophy as valuable and beneficial not only for general but also for their professional education. We take those results to offer a strong argument against the current trend of decline and reduction of philosophical education in high schools and universities of the Republic of Serbia.

Neste artigo, procura-se demonstrar que o processo de produção de um discurso curricular híbrido nos Parâmetros Curriculares Nacionais para o Ensino Médio tem por finalidade a inserção social no mundo produtivo. Tal finalidade limita a dimensão cultural da educação. Como exemplo da produção desse discurso híbrido, são analisadas as ambigüidades expressas pelo conceito de contextualização no conhecimento oficial. Essas ambigüidades são entendidas como ressignificando discursos curriculares acadêmicos. Defende-se neste artigo que tais ambigüidades são uma forma de se legitimar os parâmetros junto a diferentes grupos sociais. Tais idéias são desenvolvidas com base nos conceitos de recontextualização (Bernstein) e de hibridismo (Canclini).This paper aims at showing that the production of a hybrid curricular discourse in the Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM Brazilian Curricular Parameters for Secondary Education) seeks a higher insertion into the productive world. Such purpose limits the cultural dimension of education. As an example of production of such a hybrid discourse, this paper analyses the ambiguities emerging from the concept of contextualization, as employed in the PCNEM. Drawing on Bernsteins's recontextualization and Canclini's hybridism, the text assumes such ambiguities both resignify academic curricular discourses and are a way to legitimate the PCNEM among different social groups.

The surge and expansion of Private Higher Education Institutions (PHEIs) in South Africa is an indication that the private sector education is making significant progress. As a result, the PHEIs are considered as being in competition with Public Higher Institutions. This situation is envisaged to influence the Department of Higher Education and Training (DHET) to tighten its policies in order to control the PHEIS. Using the Octet quality theory, developed by Zaki and Zaki Rashidi. and the documentary content analysis research method, this study analyses ways in which quality assurance is used to curtail the growth of PHEIS. The findings of the study showed that some of the contributions of PHEIs are driven by the demand for higher learning opportunities in the republic, though faced by various challenges and barriers in fulfilling the quality assurance requirements in respect of accreditation the DHET. The paper submits that PHEIS are not in competition with Public Higher Educational Institutions, rather they are to be seen as complementing the vision of the DHET in its efforts to improve the South African Higher Education System. Thus, partnership between the private and the public institutions is recommended for the achievement of desired positive impacts.

Abstract: Successful communication is dependent upon an adequate level of cultural as well as linguistic understanding. Language is itself part of culture and reflects social structures and attitudes. lbis paper examines the case for dictionaries to carry cultural as well as lexical information. It reviews the American tradition and purpose of including cultural material in dictionaries, and considers the nature and scope of cultural information contained in a number of modem American and European dictionaries. Various means of presenting cultural information are also examined. The paper concludes by considering the implications for lexicographers developing dictionaries in multicultural South Africa.Keywords: COMMUNICATION, CROSS-CULTURAL COMMUNICATION, CULTURAL INFORMATION, CULTURE, CURRICULUM, DICTIONARIES FOR SPECIAL PURPOSES, DICTIONARY, DICTIONARY DESIGN, ENCYCLOPEDIA, ENCYCLOPEDIC DICTIONARIES, LANGUAGE, LEXICOGRAPHY, MULTICULTURAL SOCIETY, SOUTH AFRICAOpsomming: W oorde binne In kulturele konteks. Suksesvolle kommunikasie berusop 'n voldoende vlak van kulturele sowel as taalkundige begrip. Taal self is deeJ van kuJtuur enweerspieiH sosiale strukture en houdings. Hierdie artikel ondersoek die insluiting van sowel kultureleas leksikale inIigting in woordeboeke. Dit beoordeel die Amerikaanse tradisie en doel daarmeeom kulturele materiaal in woordeboeke in te sluit, en oorweeg die aard en omvang van kultureleinIigting vervat in 'n aantal moderne Amerikaanse en Europese woordeboeke. Verskillendemaniere om kulturele inIigting aan te bied, word ook ondersoek. Die artikel sluit af deur die implikasiesvir leksikograwe te oorweeg wat woordeboeke saamstel in multikulturele Suid-Afrika.Sleutelwoorde: KOMMUNIKASIE, INTERKULTURELE KOMMUNIKASIE, KULTURELEINLIGTlNG, KULTUUR, KURRIKULUM, WOORDEBOEKE MET SPESIALE OOGMERKE,WOORDEBOEK, WOORDEBOEKONTWERP, ENSIKLOPEDIE, ENSIKLOPEDIESE WOORDEBOEKE,TAAL, LEKSIKOGRAFIE, MULTIKULTURELE SAMELEWING, SUID-AFRIKA

This paper begins by exploring the chasm that exists between intent and practice within the common English Language Arts Curriculum in Atlantic Canada. As a means to close that gap, it considers how an everyday literacy practice might combine the academic rigor of creating an autobiography with multimodal forms of representation that the curriculum claims to embrace. More specifically, this paper examines how youth might read and represent themselves in the world by combining autobiography, new literacies and technology. Embracing such everyday literacy practices provides another opportunity for educators to fulfill the stated goals for the foundation for the Atlantic Provinces English Language Arts.

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)