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Jost Gippert: Our Featured Linguist!

"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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What is English? And Why Should We Care?

By: Tim William Machan

To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.


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Medical Writing in Early Modern English

Edited by Irma Taavitsainen and Paivi Pahta

This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.


Academic Paper


Title: Teaching Multiliteracies in Scientific Discourses: Implications from Symbolic Construction of Chemistry
Paper URL: http://puslit2.petra.ac.id/ejournal/index.php/ing/issue/view/3066
Author: Yu Liu
Email: click here to access email
Institution: Sichuan International Studies University
Linguistic Field: Applied Linguistics; Discourse Analysis
Abstract: Recent research on science education has increasingly focused on the literacy challenges posed by multimodality. While students are required by government mandated syllabi to make a successful translation between different semiotic resources, there still remains a lack of research on the grammars and functionality of the specialized modalities to develop explicit instructions to improve literacy practices. This paper analyses the semiotic resource of chemical symbolism in secondary school chemistry textbooks with a Systemic Functional Multimodal Discourse Analysis approach (SF-MDA). It is argued that chemical symbolism is far from a jargon or mere shorthand for language. Instead, it develops unique grammatical devices to realize sub-microscopic meaning and topological meaning, which outstrips the meaning potential of language. The current study also discusses how the SF-MDA approach could develop a visible pedagogy and improve chemistry education
Type: Individual Paper
Status: Completed
Publication Info: K@ta, Vol. 11(2), pp. 128-141
URL: http://puslit2.petra.ac.id/ejournal/index.php/ing/issue/view/3066


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