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"English language Mathematics Humor."
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Math for English majors : a human take on the universal language
\"This helpful, humorous handbook for the mathematically challenged uses author Ben Orlin's empathy, humor, and \"bad drawings\" to unravel the secrets behind the world's most confounding language\"-- Provided by publisher.
Book
Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices
Adolescents' peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the following: (a) How do demographics differ in classrooms with more or less academic peer network linguistic integration? and (b) How do teachers' classroom practices relate to differences in the linguistic integration of students' academic peer networks? Findings from this analysis add to the literature on the complex relationships between classroom characteristics, linguistic integration, and teacher practices.
Journal Article
Humor and the Creative Use of English Expressions in the Speech of University Students: A Case From Jordan
The present study examines the use of English lexical insertions to create humor by Jordanian university students. The data of the study are collected from spontaneous tape-recorded conversations from 62 participants of both males and females, representing different age groups (from 18–23 years old) and belonging to different specializations (e.g., engineering, pharmacy, mathematics, business, and English). The recorded conversations are qualitatively analyzed applying Auer’s sequential approach to code-switching to attain a local interpretation of lexical insertions for humor effect from English into Jordanian Arabic (JA). The findings of the study reveal that Jordanian university students exploit their bilingual repertoire to create humor by playfully and innovatively switching to English. This is shown to take place by unexpected switching points, a switching that flouts Arabic syntactic constraints, a violation of code-switching constraints, incongruity and incompatibility of translating Arabic culture-bound expressions to English, and imposing Arabic word formation templates to English insertions. Specifically, five patterns of code-switching of humor are found, namely, switching around the interrogative, playful affixation, phonological playfulness, haphazard calquing, and the imposition of Arabic morphological rules on English lexical insertions. The study argues that humorous insertions are in fact a marker of solidarity and an in-group membership. Humorous insertions are also shown not to contribute to the content of the message or the pragmatic meaning. Bilingual university students (of Arabic and English) purposefully make use of an additional linguistic resource to mock certain propositions.
Journal Article
Editorial
Language Teaching Research 13,3 (2009); pp. 237239 All three of the articles in the main section of this issue of the journal can lay claims to examining issues that have been relatively neglected in the field of language teaching research: the role that humour plays in the second language classroom, the evaluation of language teacher-education programmes, and the internalization of new concepts about teaching in a teacher-development course. Reprints and permissions: 10.1177/1362168809104696 http://www.sagepub.co.uk/journalspermissions.nav Editorial 238 Editorial multiple methodologies of data collection (Peacock made use of interviews, questionnaires, student essays and course materials);rich contextualization of findings through triangulation (Peacock triangu- lated the perspectives of students and teacher-educators)strategic and persistent communication of findings (for example, through publication of the report of the evaluation in Language Teaching Research). Anne Feryok examines how a group of experienced mathematics and science teachers from Malaysia who were attending an in-service course on how to teach maths and science through the medium of English grappled with the concept of task and how this could be employed to teach subject content.
Journal Article
Translation and reconstruction of a wonderland: Alice’s Adventures in China
Focusing on the linguistic, logical as well as literary values of
Alice’s Adventures in Wonderland
by Lewis Carroll, the article studies certain issues in this classical piece of verbal art from a translational perspective in China, with special reference to Yuen Ren Chao’s translation in 1922, which highlights an array of points and helps bring a seemingly comic book under the academic limelight, directing our attention to semiotic issues in terms of metalinguistic foregrounding, witty humor, sensible malapropism, meaningful nonsense, and logical absurdity, etc. that defy translation on different levels of linguistic presentation. In view of Chao’s erudition in philosophy, mathematics, and linguistics, it discusses his expertise in reconstructing a wonderland in the Chinese context and concludes that many of the subtle yet highly logical and metalinguisitc features in
Alice
can make themselves more acutely felt from a cross-linguistic perspective.
Journal Article
Teaching Methodology in a First-Grade French-Immersion Class
This micro-ethnographic classroom-based case study explores the teaching methodology in a first-grade French-immersion class. This study was carried out in a public elementary immersion school in Milwaukee, Wisconsin, where English-speaking children throughout the school learn the school curriculum through a second language (French), starting in kindergarten. The findings of the study indicated that the two team teachers of the first-grade French-immersion class established a learning environment in which they consistently used interactive dialogues, humor, challenging activities, imaginary characters, prefabricated language patterns, and concrete learning experiences to teach the second language and content matter simultaneously.
Journal Article
Contrast and Change in the Idiolects of Ben Jonson Characters
The paper presents the results of a series of Principal Components Analyses of the frequencies of very common words in the dialogue of characters in plays by Ben Jonson. The first Principal Component in the data, the most important axis of differentiation, proves in each case to be a spectrum from elaborate, authoritative pronouncements to a dialogue style of reaction and interchange. Reference to other quantitative studies, literary and otherwise, suggests that a version of this axis may often be among the most important in stylistic difference generally. In Jonson it has a chronological aspect - there is a shift over his career from one end to the other - and there is often significant change within the idiolects of his characters as well. Successive segments of Volpone and Mosca's parts (they are protagonist and antagonist of Volpone, perhaps Jonson's best-known comedy) change markedly along this axis, beginning far apart but coming by the end of the play to resemble each other very closely on this measure.
Journal Article
Interactional Features of Synchronous Computer-Mediated Communication in the Intermediate L2 Class: A Sociocultural Case Study
This study explores social interactive features of synchronous computer-mediated communication (CMC)—commonly known as \"chat\"—as such features unfolded in real time and developed over a nine-week period in two fourth-semester college Spanish classes. The study invoked the Vygotskian sociocultural theoretical framework and employed discourse analysis as a research tool to describe and explain outstanding features of chat room communication. Specific interactional features examined are intersubjectivity, off-task discussion, greetings and leave-takings, identity exploration and role play, humor and sarcasm, and use of the LI (English). Through these communicative behaviors, learners appropriated the chat room environment, transforming it into a learner-centered discourse community governed by communicative autonomy and the use of language and discourse functions that go beyond those encountered in the typical L2 classroom.
Journal Article
Aristophanes Would Laugh
Argues that lists of great books ought to reflect both the comic and tragic sides. Discusses problems of censorship and of translation when presenting comic works to classrooms full of teenagers. Describes how the author approaches the teaching of Aristophanes'\"Lysistrata,\" offering students a bowdlerized text and inviting them to improve it. (SR)
Journal Article
Walla Walla Union-Bulletin, Wash., Etcetera column
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