The paper discusses the visual response to text as a reading strategy employed to determine which parts or main ideas of the text the reader focuses on while reading. It starts with an assumption that every reading is a unique experience to which readers bring their previous experiences, cultural and social backgrounds, as well as general or specific knowledge. Therefore, the aim of the paper is to provide a better insight into active reading (Carillo 2017) and present results of a case study that, through visual responses to reading, also addresses text processing in a multimodal setting. The methodological framework comprises a visual response task that requires that the readers draw or sketch a visual interpretation of the text. In this way, sketching in response to reading is used as a complementary component and a visualization tool in the reading process (Wilhelm 1995; Fernandes 2018). Based on the results of the research, it is proposed that visual response to reading can be used to enhance multimodal creativity, and vocabulary acquisition and fully immerse readers in the reading process.
e paper discusses studies on language in typical cognitive aging and dementia conducted on English language processing. For the most part, the studies on language in aging and dementia presented in the paper have been done with speakers of English. We describe language comprehension and production of two groupstypically aging individuals and individuals with dementia. We provide betweengroup comparisons with regard to language comprehension and production and point out di erent levels of impairment a ecting comprehension and production.Moreover, taking the ndings of the studies into account, which observe language impairments as secondary to motoric, although they may constitute early markers of an undiagnosed condition (Kemper et al. 1995), it is tentatively proposed that content and function words need to be given special attention in analysing language comprehension and language production, respectively. At the same time, cognitive reserve through language learning and in the case of bilingual and multilingual speakers is proposed as a strategy to delay the onset of dementia (De Bot & Maconi, 2005). Finally, we discuss elderspeak and its impact on the quality of life of typically aging individuals and individuals with dementia.
The paper discusses digital literacy, digital pedagogy and digital content creation as well as applications of new technologies in education. Reflections on the teaching practice and observations from language classrooms within the Akelius project implemented during 2021/2022 at the Department of English Language and Literature, University of Sarajevo-Faculty of Philosophy, are presented in the context of new challenges in language teaching and learning. In terms of linguistic and pedagogical competences of educators and learners, the paper addresses reading comprehension in relation to digitally-born materials that navigate the reader to successful completion of different tasks. As the materials are created by educators, creation and usage of digital content by means of visual, audio or written input that enables structuring incoming information is an important issue that needs more attention. In this way, the importance of the very language of instruction or giving instructions is highlighted in both online and hybrid learning. As negotiation on meaning promotes the learner's focus on various linguistic features in the discourse which may have caused miscomprehension or lack of communication, this paper is a further attempt to highlight the importance of digital competences of educators by presenting a model of "onlinefor-hybrid" teaching.
In the present paper, the authors analyse attitudes of students (N=91) studying at the Department of English Language and Literature toward distance learning launched at the Faculty of Philosophy, University of Sarajevo, during the COVID-19 pandemic in March 2020. The study is designed as action research containing elements of both qualitative and quantitative research. The key instrument for collecting data was a survey designed by the authors of the present paper. The Google Forms survey was delivered to 1st-5th year students at the Department of English Language and Literature by e-mail. The collected data were processed by means of SPSS software (descriptive statistics). Results of the analysis show that students do not consider “distance learning’’ to be of better quality when compared to “learning in the classroom’’ but also that students, in the period of returning to a “new normal’’, openly express their preference for blended learning. At the same time, results of the analysis reveal that it is necessary to modernise teaching practices by means of introducing a more representative version of the distance learning system that would not only significantly improve the quality of the teaching practices, but also assist in maintaining competitiveness of the Faculty of Philosophy as a higher education institution.
The paper discusses language changes in contemporary English with regard to recently introduced inclusive expressions and challenges pertaining to activating their usage. The aim of the paper is to illustrate strategies that students use to activate inclusive language and politically correct vocabulary in English as a foreign language and to discuss whether the lexico-grammatical structures may reveal more about difficulties in activating inclusive vocabulary. For students of English as a foreign language, or even speakers whose L1 is English, what may cause certain problems in activating inclusive language is not only the question of being unsure about the correct expression but also being unsure about the syntactic and semantic structure of inclusive forms or expressions. In terms of the lexico-grammatical structures, it is proposed that inclusive language acquisition needs more attention in the future for speakers of English as a foreign language.
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