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Alienation is known to be the state of one’s estrangement from their world or the society they live in, and it is usually reflected in how characters behave in and how they interact with their surroundings. In films, one of the ways it is conveyed to the interactive participants is the non-verbal techniques. Moreover, film discourse is considered to be a rich epitome for the field of Multimodal Discourse Analysis (MDA) as it is an interdisciplinary field that focuses on multiple modes of communication. The corpus used in the following research is the film Joker (2019) by the director Todd Phillips. The focus of the research falls on the eccentric mind style (Fowler 1989) of the anti-hero, Arthur Fleck, who is later identified as the Joker. The emphasis of the study falls on the non-verbal plane of the American feature film. Accordingly, Kress and van Leeuwen’s (2006) grammar of visual design is used to analyse how the character’s mind style is portrayed and communicated via Phillips’ use of cinematic techniques. The analysis has revealed that the representation of Arthur’s character alienation is seen through certain camera techniques such as oblique angle, demand and offer gaze, and framing elements which have been used consistently to alienate the anti-hero from both the represented and interactive participants in addition to heighten his odd behaviour. Keywords: Multimodal Discourse Analysis (MDA), Alienation, Mind style.Received: 10 October 2023 Accepted: 03 January 2024 Published: 14 March 2024

Multimodality is a new developing approach in linguistic studies which investigates various modes of meaning — from images to text and music. Women’s empowerment is the process where women are able to have greater choice and to seize more opportunities to improve their quality of life. However, sexual harassment, in particular, is a serious obstacle to achieve it and to women’s full realization of their human rights, because it restricts their freedom to move, study and work. Thus, this study sought to apply the principles of Kress and van Leeuwen’s Visual Grammar (2006) to conduct a multimodal analysis of a selection of anti-harassment posters published online and designed by Women between 2011 and 2017 in three different campaigns to observe the verbal and visual manifestations of women’s empowerment discourse. It aimed to study how these posters promote women’s self-confidence to encourage them to liberate themselves from patriarchal domination and to believe in their capabilities to overcome sexual harassment as one of the most oppressive dangers that threaten their participation in their societies.Keywords: Multimodality, Visual Grammar, posters, women’s empowerment, sexual harassment, Feminism. Received: 08 November 2022 Accepted: 04 September 2023 Published: 12 September 2023

This study investigates diasporic identity in Arab– American autobiographies. It particularly tackles the question of diasporic identity representation and its impact on the projection of individual self-perception in accordance with the different social contexts and ideological leaning; it aims at explaining how different social contexts, that the authors encounter and experience, affect their own identity. The study employs insights from autoethnography and socio-cognitive inquiries to examine two Arab- American memoirs; Leila Ahmed’s (1999) “A Border Passage” and Edward Said’s (1999) “Out of Place”. The research adopts the “Interpretive Autoethnography” approach, postulated by Denzin (2014), to engage with the question of self-perception and identity representation through an analysis of the self- writings of the authors. The study also adopts van Dijk’s (2016) Socio-cognitive discourse studies framework to analyze the authors’ language to reflect their self-perception, and by extension, identity. Received: 06 November 2022 Accepted: 15 March 2023Published: 01 May 2023

This study aims at investigating implicatures in the machine translation of selected conversations from the novel “The Hunger Games” by Collins (2008). The selected conversations are nine conversations taken from the beginning, middle and end of the novel from crucial points in the novel’s plot and are conversations that push the action of the novel forward. This study analyzes conversational implicatures according to Grice’s maxims (1991). It specifically examines the MT system’s translation of instances where these maxims were flouted in the source text. This is done through putting the novel’s conversations in to Google translate and the output translation is then analyzed and compared with the source text’s implicature. The study reaches the following findings: the MT system can translate conversational implied meanings correctly when the maxims of relation or quantity were flouted. This is due to the fact that it translates the utterance literally and thus the same effect is mimicked in the target text. However, the implied meanings created through the flouting of quality or manner maxims are harder for the machine to translate. Therefore, researchers in the field of machine translation should work to improve the machine translation regarding implicature created through the flouting of these two maxims. Received: 04 January 2023 Accepted: 02 March 2023 Published: 28 March 2023

This book summarizes the research on adult English language learners (ELLs) reading English, offering English-as-a-Second-Language (ESL) teachers and administrators suggestions for instruction and noting areas where further research is needed. It is based on an annotated bibliography of research on reading development for adult learners of English in the United states from 1980-00. Four sections focus on the following: (1) "Factors Influencing Adult Literacy Development in English" (first language literacy, educational background, second language proficiency, and learner goals); (2) "The Process of Learning to Read in a Second Language" (theories and research and implications for practice); (3) "Reading to Learn" (theories and research and implications for practice); and (4)"Summary of Findings and Implications for Practice and Research" (personal factors, the reading process, implications for practice, and areas for further research). (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Contains 84 references.) (SM)

This guide accompanies a videotape that can be used as a tool to help prepare refugees for their life in the United States. The trainers who use this guide can help refugees to process the information that is presented in the video and relate it to their own lives. The activities suggested in the guide focus on the content of the video as well as some of the reactions and expectations that refugees might have when they first arrive in the United States. The activities strive to encourage participation and critical thinking. The video activities have been divided into three types: pre-viewing, viewing and comprehension, and post-viewing. Within each type, there are many suggested activities and handouts, but no one is expected to do every activity. The activities should be thought of as items on a menu to be selected based on the needs of the group and the teacher's own training style. The notebook itself is divided into five parts focusing respectively on: pre-arrival processing, resettlement agencies, and community services; housing and transportation; working in the USA; education, health care, and money management; and cultural adjustment and the rights and responsibilities of refugees. Each lesson begins with an outline of the knowledge, attitudes, and skills that must be addressed during the unit. Numerous handouts, tables, charts, and appendices are included. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

This book provides guidance on developing an effective evaluation plan for adult English language programs, whether in the context of family literacy, workplace and workforce literacy, or general language development. With an emphasis on surveys, interviews, observation measures, and performance samples, the authors show how staff members and learners can gain accurate information about how well they are meeting their goals. Many sample assessment tools and examples of strategies for summarizing and analyzing assessment data designed to be easily adapted to specific classroom conditions are included. Chapter titles include the following: "Approaches to Assessment and Evaluation"; "Integrating Program Planning, Implementation, and Evaluation"; "Initial Assessment: First Step to Success"; "Assessing Progress: Are We Progressing?"; and "Collecting, Analyzing, and Reporting Alternative Assessment Results." Each chapter includes a concise summary, references, and practical examples. (Contains 34 additional resources as well as a glossary and a detailed index.) (KFT)

An instructional module designed to help prepare college-level teaching assistants (TAs) for their duties in second language instruction is presented. The module addresses issues in explicit second-language grammar instruction and the classroom presentation and use of grammar-related instructional materials. An introductory section outlines theoretical and conceptual foundations for grammar instruction, including definitions of terms, the relationship of grammar to communicative competence, implications of task-based instruction for foreign language teachers, errors and error correction in language instruction, and teaching based on student learning styles. Specific classroom techniques are then presented, including use of examples and exemplification, analyzing and using the resources in the required textbook, supplementing the textbook with additional grammar activities, and planning and sequencing specific class activities. Contains 37 references. (MSE)

An instructional module designed to help prepare college-level teaching assistants (TAs) for their duties in second language instruction is presented. The module's focus is on second language writing instruction. It first considers the role that writing plays in the teacher's life and the lives of the students, the teacher's attitudes toward writing and its teaching, and the purpose of learning to write in a foreign language. It then looks at various writing tasks and how they might be integrated into a beginning-level, communicatively-based foreign language course. Finally, it examines different systems for evaluating students' written work, and some of the effects evaluation can have on subsequent foreign language writing. It is anticipated that upon completion of the module, the TA will be able to (1) justify a multifaceted, communicative approach to writing during the early stages of second language learning, (2) evaluate the design of a writing task for beginning-level language learners, and (3) determine which evaluation criteria are most appropriate for specific types of writing tasks and learners. Contains 41 references. (MSE)

An instructional module designed to help prepare college-level teaching assistants (TAs) for their duties in second language instruction is presented. The module's purpose is to broaden the concept of culture in language teaching beyond the focus traditionally found in college and university foreign language departments, using a behavioral and social science approach and accommodating two trends in second language learning and teaching: the inclusion of culture content in the new national standards for K-12 foreign language teaching, and the restructuring of college language programs to meet the interests of students who seek to use a second language in wider, interdisciplinary contexts. Sections address these topics: the definition of culture; different approaches to culture (belles-lettres, social sciences, foreign language); establishing expected learning outcomes for cultural education; determining the cultural content of language courses; classroom techniques for teaching culture; and assessing cultural learning. Contains 76 references. (MSE)

An instructional module designed to help prepare college-level teaching assistants (TAs) for their duties in second language instruction is presented. The module's focus is on the teaching of reading skills and strategies at the beginning and intermediate levels of language instruction. It first looks at arguments in favor of incorporating reading in the communicative language class and basic assumptions about the nature of reading and how they are reflected in classroom practice, and proposes a new second-language reading pedagogy that builds on what has been learned recently about language, language learning, and first and second language reading. Specific methods for approaching a text at both the comprehension and production stages of language learning are then discussed, and the use of learning and reading strategies is explored. Additional sections outline criteria for selecting reading texts and ascertaining students' reading interests. Contains seven annotated references. (MSE)

An instructional module designed to help prepare college-level teaching assistants (TAs) for their duties in second language instruction is presented. The module focuses on helping learners become skilled at second language listening. The first part provides background information about this language skill. It introduces the process of listening by describing listening and listening comprehension within a cognitive, information- processing framework. The use of listening strategies for comprehension is then examined, followed by discussion of four curriculum planning issues: determining goals and objectives; matching goals and objectives with teaching techniques and materials; planning the listening lesson; and use of video materials. The second part presents more practical suggestions, techniques, and activities for working with textbook tape programs and video materials, for teaching and practicing listening strategies, and for two-way, interactive listening in the classroom. Contains 22 references. (MSE)

An instructional module designed to help prepare college-level teaching assistants (TAs) for their duties in second language instruction is presented. It consists of an overview of research on foreign language teaching, focusing on research conducted within a theoretical framework. Attention is directed to four issues: the language being taught; characteristics of the learners; the process of language acquisition; and the role of the classroom in learning. Questions for classroom discussion on language teaching and learning and suggestions for classroom activities appear throughout the overview. Contains 52 references. (MSE)

An instructional module designed to help prepare college-level teaching assistants (TAs) for their duties in second language instruction is presented. The module focuses on the use of alternative methods for assessing student learning. Introductory sections discuss the rationale for and definition of alternative assessment. Four specific types of alternative assessment are then defined and illustrated, with reference to recent research and practice. The four types include: creating speaking/listening, writing, and reading tasks that lend themselves to alternative assessment; using checklists and rubrics for assessing student performance on various language tasks; encouraging reflection through self-assessment and peer assessment; and use of portfolios of student work for assessment purposes. Specific examples and suggestions for classroom application for each assessment type are included. Contains 49 references. (MSE)

An instructional module designed to help prepare college-level teaching assistants (TAs) for their duties in second language instruction is presented. The module focuses on the teaching of oral language skills in a beginning or intermediate language course. The first section examines features of spoken language, including the range of uses of spoken language, the concepts of communicative competence and communicative efficiency, distinctions between transactional and interactional talk, formulas in spoken language, and typical spoken language episodes. The second section describes specific approaches and classroom techniques for building language learners' speaking skills, including teaching spoken language for communication, finding a balance between control and spontaneity, outlining a curriculum, using class activities to bridge the gap between language knowledge and language use, and activities teaching both. Questions for classroom discussion are dispersed throughout the text. Contains 30 references. (MSE)

An instructional module designed to help prepare college-level teaching assistants (TAs) for their duties in second language instruction is presented. The purpose of this module is to assist TAs in integrating what they are learning about teaching methods, language acquisition, and the nature of the profession. There are five parts, each consisting of a narrative section, followed generally by questions for discussion and suggestions for action. An annotated list of suggestions for additional reading is also provided. In the first part, some initial difficulties of entering the profession as a TA are discussed, and the second part reflects on the nature of expertise in language education. Part three presents one model of professional development, the reflective practice model, and part four presents the teaching portfolio as a strategy for long-term professional development and documentation of that development. The final section offers suggestions of ways to begin developing a professional profile while in graduate school. Contains 18 references. (Author/MSE)

An instructional module designed to help prepare college-level teaching assistants (TAs) for their duties in second language instruction is presented. The module focuses on how learning strategies can help students become better language learners, and on methods for sharing the secrets of good language learning with students. Less effective learners can learn how to improve their performance by using appropriate learning strategies. An introductory section summarizes the research basis and rationale for teaching learning strategies to language students. A list of teachable language learning strategies and their definitions follows. A framework and instructional principles for implementing instruction in learning strategies is presented, including sample learning strategy activities that can be adapted for any language. The concluding section summarizes major points and provides suggestions for additional reading. Contains 31 references. (MSE)

This new edition provides helpful information to busy mainstream teachers seeking practical advice on how they can more effectively include, instruct, and nurture limited-English-proficient (LEP) migrant students. Most of the strategies promoted are recommended for all students, not just LEP students. Chapter 1 presents cultural information to help teachers better understand and appreciate language-minority migrant students and their families. Chapter 2 provides strategies for involving LEP students in the mainstream classroom: total physical response, cooperative learning, language experience approach, dialogue journals, and games. Chapters 3 and 4 introduce strategies for improving the reading and writing abilities of LEP students. Chapter 5 presents math exercises and strategies that combine basic math skills with language development activities. Chapter 6 proposes alternative assessment methods to monitor the progress of LEP students, who often cannot be fairly evaluated with the same criteria as mainstream students. Chapter 7 offers suggestions for involving language minority parents in their children's education. Each of these chaptes contains some equivalent exercises in Spanish and a list of resources. Chapter 8 provides more general resources: organizations and institutions serving linguistic and cultural minorities, teacher training materials, legal framework for serving LEP students, selected English-as-a-second-language software, on-line resources for teachers and students, comprehensive regional assistance centers, desegregation assistance centers, and research centers. Chapter 9 contains 14 articles of interest. (TD)