将爱放飞 令爱常驻

正当你将爱死死地抓在手中,你很快就会失去它。当你给爱一对翅膀,将爱放飞,那么爱就会永驻。从前,有个寂寞的女孩非常渴望爱。一天,她走在丛林中,发现两只快要饿死的小鸟。她把它们带回家,放入一个小笼子。经她悉心照料,鸟儿一天天强壮起来。每天早晨,鸟儿都要用美妙的歌声向她表示问候。女孩不由得爱上了这两只小鸟。一天,女孩敞开了鸟笼的小门。那只较大较壮的鸟儿飞出了鸟笼。女孩非常害怕鸟儿会飞     

A fundamental course in speech training

In September 1983, Soviet planes shot down Korean Air Lines Flight 007, provoking an exercise in crisis rhetoric by President Reagan and members of his administration. A case study of the incident illuminates the interactive nature of context, public knowledge, and rhetorical situation. Errors in argumentation strategy undermined the American position, raising doubts about U.S. complicity in the tragedy and enabling the Soviet Union to present a plausible explanation for its action.     

Nepantlera Pedagogy: An Axiological Posture for Preparing Critically Conscious Teachers in the Borderlands

Latinos in U.S.–Mexican borderlands encounter language barriers and clashing cultures. If this decade is to become one of transformation, it must grapple with the uncomfortable realities of Latino students and other minorities of color. This article delineates the theoretical perspectives of the Nepantlera pedagogy, a pedagogy with an emphasis on social justice and human dignity. Paulo Freire's ( Freire, P. 1970. Cultural action for freedom, Boston, MA: Harvard Educational Review.  [Google Scholar] 2000 Freire, P. 2000. Pedagogy of the oppressed, New York, NY: Continuum. (Original work published 1970.  [Google Scholar]) conscientization, Gloria Anzaldúa's (1999 Anzaldúa, G. E. 2002. “Now let us shift … the path of conocimiento … inner work, public acts”. In This bridge we call home: Radical visions for transformation (pp. 540–578), Edited by: Anzaldúa, G. and Keating, A. New York, NY: Routledge.  [Google Scholar], 2002 Anzaldúa, G. E. 2002. “Now let us shift … the path of conocimiento … inner work, public acts”. In This bridge we call home: Radical visions for transformation (pp. 540–578), Edited by: Anzaldúa, G. and Keating, A. New York, NY: Routledge.  [Google Scholar]) path of conocimientos and concept of Nepantla, and Mikhail Bakhtin's (1981) Bakhtin, M. M. 1981. The dialogic imagination: Four essays, Edited by: Holquist, M. Austin: University of Texas Press.  [Google Scholar] concepts of dialogism and ideological becoming frame this pedagogical pathway through praxis, identity formation, border epistemologies, language diversity, dialogue, and critical education.     

Exploring a construct model for university makerspaces beyond curriculum

Education and Information Technologies - Makerspaces aim to revolutionize the current higher education by providing a means for students to be directly involved in many scientific projects and...     

道谢的快乐

生活中,我们很少会对周围人表达感激之情.事实上,并不一定要等到某个纪念日才想起去感激那些和我们关系密切的人——他们很容易会被我们忽略.如果说我在感恩这个事情上学到什么的话,那就是:当你心中充满感激之情时,一定要马上表达出来.     

English language teaching in public primary schools in Mexico: the practices and challenges of implementing a national language education program

Over the past 15?years, many state governments in Mexico have initiated local programs to introduce English at the primary school level. In 2009, the Mexican Ministry of Education formalized the Programa Nacional de Inglés en Educación Básica (PNIEB) as part of the national curriculum, based on the argument that increasing the number of English speakers in Mexico is necessary for the country to be globally competitive and to follow the trend in other developing economies of augmenting English instruction in public education. This paper focuses on the implementation of PNIEB and the state programs that preceded it. The authors document the practices and challenges associated with the program based on data collected from interviews with the main stakeholders involved (students and parents, teachers, school principals, and program coordinators) and from classroom observations. The total data-set consisted of over 200 interviews and classroom observations spread over several years from 2008 to 2012. Several challenges are described, including the development of materials, the role of English in relation to other subject areas, and the training of teachers who often speak English but have uneven formal preparation. The status of the teachers, both as second-class citizens within the schools and the instability and irregularities with their contracts, was identified as the most significant challenge to the successful implementation of the programs.