The term “ecolinguistics” is relatively a recent discussion with Eliar Haugen (1972) bringing up the concept of “The ecology of Language”. Since then, various methods and approaches to the field have been suggested to study the language-ecology interaction, primarily from the west. As a result, ecolinguistics is conceived as a new-born western discipline. However, Ecolinguistics, as the term suggests is the specialized study of language-ecology interaction. The “feeling” of the existence of the necessary relationship between language and ecology even before makes us ask the question if the concept of ecolinguistics has not been discussed by linguists before 20th Century. The ancient Tamil linguistic treatise called Tholkappiyam (dated between 6th BCE to 8th CE) presents the fundamental nature of the relationship between ecology, language and culture through the theory called Tinai. The paper primarily draws attention to look into the linguistic philosophy of Tholkappiyam through an ecological perspective. From the ecolinguistic perspective, the paper analyses Tinai based on three criteria: Ecosophy, Aspects of Language-ecology-culture interaction and the theoretical framework of Tinai. Having analysed from the aforementioned criteria, the paper advocates that the framework of Tinai can contribute to the ecolinguistic studies parallel to the philosophies of Edward Sapir (1912) and Hagege (1985).
Purpose Scholarship on language teacher knowledge and critical digital literacy. Using a grounded theory approach, semi-structured online presentations of students, classroom observations and their responses to multimedia tools such as movies and literature were analysed. As part of the study, 150 students pursuing undergraduate degree in engineering were assigned two assignments involving science fiction movies and hyperreal literature as part of an experiential strategy. A survey was conducted before and after the study to evaluate the change in students’ perception towards the use of technology and multimedia in language classrooms as well as their awareness of technological dependency in the postmodern world. The findings show that student cognition of AI and technological dependency is a complex and emergent system, and that, despite current literacy education scholarship stressing digital literacy as a social and critical praxis, technology is treated in a mostly functional, rather than a critical manner in a standard university language classroom. The results of this study suggest that the disadvantages of a realistic approach to teaching digital composition can be avoided by creating other forms of educational materials that adhere to critical digital literacies sense, such as posthuman literary works and science fiction film. Design/methodology/approach This study is primarily qualitative and empirical, focussing on the analysis of student responses to classroom assignments and semi-structured online presentations and responses to multimedia tools such as movies and online literature. A pilot study was performed among the engineering students of Vellore Institute of Technology, Vellore, India, to better understand engineering students’ perceptions and attitudes towards teaching English as a second language using emerging technology, with the aim of improving language abilities, writing skills, imagination and overall personality. One hundred and fifty (150) students were assigned two assignments as part of an experiential strategy. Owing to the COVID-19 pandemic, Microsoft Teams was used as the platform for assessment and observation. As part of their learning challenge, students were required to watch the movies “Her”, “Interstellar” and “Bandersnatch” and write a technical report outlining some of the major observations on technology and AI. Secondly, as part of their learning challenge, students were required to read Oliver Sacks’ “The Machine Stops” and comment on his perspectives on technological dependency. This was supplemented by assessment tests and assignments focussing on the digital nature of the global education system. Another survey was conducted at the end of the study to evaluate the change in students’ perception towards the use of technology and multimedia in language classrooms as well as their awareness of technological dependency in the postmodern world. Owing to the posthuman and hyperreal nature of the movies and texts, students were introduced to the theories of Marshall McLuhan and Jean Baudrillard to better understand the chosen works. Findings In the posthuman era, where digital technologies are at their peak, English language teachers select appropriate teaching resource materials based on the needs of the students and do their utmost to combine them with technology to make their teaching more engaging and efficient. Thanks to the current craze for Digital Humanities, not just English language teaching but also literature classroom teaching has experienced several paradigm shifts. This has raised the need for English teachers and professionals on the job market. Given this context, and in particular, to raise knowledge among engineering students of their critical position in the literary job sector, two tasks were assigned to students in the Language Classroom. These tasks included integrating technology into language studies and literature, instilling imagination, honing literary skills and facilitating the development of a comprehensive approach to life and potential endeavours. Originality/value As evident from the study and literature review, the introduction of emerging technology in Language Classrooms has grown in popularity, but it has yet to be incorporated into Language Classrooms that focus on the comprehensive development of students, especially in India. Furthermore, proof of interactions between digital learning and teaching practices and anticipated results, effects and impacts was gathered to make the Language Classroom more social, inspiring and engaging, but little more. As a result, we see a lot of potential for research in this field, particularly concerning the most recent language studies advancements about Digital Humanities.
Pemberdayaan Lembar Kerja Siswa Untuk Meningkatkan Pembelajaran IPA Pada Standar Kompetensi Mengidentifikasi Fungsi Organ Tubuh Manusia dan Hewan di Kelas V Semester II SDN 61 Kota Bima Tahun Pelajaran 2019/2020. Penelitian ini merupakan penelitian tindakan kelas (classroom action research) yang bertujuan untuk meningkatkan kualitas pembelajaran ipa pada standar kompetensi mengidentifikasi fungsi organ tubuh manusia dan hewan pada siswa kelas V semester II SDN 61 Kota Bima Tahun Pelajaran 2019/ 2020 dengan jumlah siswa 20 orang. Tehnik analisa data kuantitatifyang digunakan adalah analisis deskriptif yaitu skor rata-rata dan persentase, sedangkan analisis data kualitatif meliputi analisis hasil observasi yang dilakukan selama siklus I dan siklus II. Dalam proses pembelajaran, saat guru mengajar pelajaran IPA di Kelas V Semester II SDN 61 Karara Kota Bima khususnya pada standar kompetensi mengidentifikasi fungsi organ tubuh manusia dan hewan selalu terlihat peserta didik tidak aktif dalam mengikuti pelajaran, mereka terlihat tidak semangat dan tidak memiliki rasa antusias yang tinggi dalam mengikuti kegiatan pembelajaran di dalam kelas. Oleh karenanya guru bertugas mencari solusi atas permasalahan tersebut. dalam hal ini guru memberdayakan Lembar Kerja Siswa Untuk Meningkatkan Pembelajaran IPA Pada Standar Kompetensi Mengidentifikasi Fungsi Organ Tubuh Manusia dan Hewan di Kelas V Semester II SDN 61 Karara Kota Bima Tahun Pelajaran 2019/2020. Hasil penelitian ini menunjukan bahwa pemberdayaan Lembar Kerja Siswa Untuk Meningkatkan Pembelajaran IPA Pada Standar Kompetensi Mengidentifikasi Fungsi Organ Tubuh Manusia dan Hewan di Kelas V Semester II SDN 61 Karara Kota Bima Tahun Pelajaran 2019/2020 dapat meningkatkan kemampuan pembelajaran mengidentifikasi fungsi organ tubuh manusia dan hewan dalam pembelajaran Ilmu Pengetahuan Alam (IPA). Yakni terlihat dari nilai rata-rata siswa pada kondisi awal 62, nilai rata-rata siklus satu 67.35 dan pada siklus dua menjadi 84 hal ini telah melampaui KKM 70 dengan jumlah siswa yang tuntas sebanyak 17 orang dan yang tidak tuntas 3 orang dan ketuntasan klasikal yaitu 85%.
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