The importance of promoting multimodal teaching in the foreign language classroom for the acquisition of social competences: practical examples

This article analyses the way in which the subject English Language V of the degree English Studies (English Language and Literature) combines the development of the five skills (listening, speaking, reading, writing and interacting) with the use of multimodal activities and resources in the teaching-learning process so that students increase their motivation and acquire different social competences that will be useful for the labour market such as communication, cooperation, leadership or conflict management. This study highlights the use of multimodal materials (texts, videos, etc.) on social topics to introduce cultural aspects in a language subject and to deepen into the different social competences university students can acquire when they work with them. The study was guided by the following research questions: how can multimodal texts and resources contribute to the development of the five skills in a foreign language classroom? What are the main social competences that students acquire when the teaching-learning process is multimodal? The results of a survey prepared at the end of the academic year 2015-2016 point out the main competences that university students develop thanks to multimodal teaching. For its framework of analysis, the study draws on the main principles of visual grammar (Kress & van Leeuwen, 2006) where students learn how to analyse the main aspects in multimodal texts. The analysis of the different multimodal activities described in the article and the survey reveal that multimodality is useful for developing critical thinking, for bringing cultural aspects into the classroom and for working on social competences. This article will explain the successes and challenges of using multimodal texts with social content so that students can acquire social competences while learning content. Moreover, the implications of using multimodal resources in a language classroom to develop multiliteracies will be observed.

Asar-i Şeyh Seyyid Mustafa Beyzade

Terceme-yi ahval-i Beyzade Mustafa Efendi -- Mevlid ün-Nebi -- Menasik ül-hac -- Naẓm al-nāṣiḥīn -- Silsilat al-Naqshabandīyah -- Muqaddimat al-Qaṣīdah al-durrīyah -- al-Qaṣīdah al-durrīyah -- Qaṣāʼid -- Şeyh Hafiz Mehmed al-Hisari'nin tarih-i irtihali -- Taqrīḍ Sharḥ al-Qāmūs -- Taqrīḍ Sharḥ al-Iḥyāʼ -- Murtaza Efendi'nin kaside-yi sabikaya takrizidir -- Beyzade Efendinin Yusufzade'ye verdiği icazetname -- Murad Molla Tekyesi şeyhi Abdülhalim Efendi'ye verdiği izinname -- Boluvi el-Hac Mustafa Efendi'ye verdiği icazetname -- Halil Efendi'ye verdiği icazetname -- Rizevi Ali Efendi'ye verilen icazetname -- Murtaza Efendi'nin Beyzade Efendi'ye i[r]sal eylediği mektub -- Beyzade Efendi'den Murtaza Efendi'ye tahrir olunan mektub -- Geyve Müftüsü Efendi'ye tahrir olunmuştur -- Kastamonu Müftüsüne irsal olunan mektubudur -- Hafiz Efendi'nin Beyzade Efendi'ye yazdıkları tezkire -- Beyzade Efendi hazretlerinin tezkireye cevapları -- Risālat al-Sulūk lil-Shaykh Beyzade -- Çorumlu Ebubekir Efendi'nin risale-yi manzumelerine takrizdir -- Cevab-ı mektub -- Medhiye-yi Abdülkadir el-Geylani -- İşbu salat-i şerife Beyzade Efendiden mervidir -- Risālat al-maʻlūm wa-al-majhūl.

Kitāb Soḥbat ōrang ber-dōsa: [The friend of sinners; a collection of pious tracts in the Malay language]

Lithographed.

Syair ibadat : manuscript, [not after 1843]

Title from fly leaf 1.

Surat ceretera surat al-kiamat : manuscript, [18--]

"Compiled by Sayyid Ahmad from The light of prophecy, The wonders of heaven, The exposition of eschatology, The revival of religious sciences and from the Digest of Imam Ghazali" (colophon, f. 100r).

Hādhihi al-safīnah al-mubārakah : manuscript, 1821

Title from colophon.

al- Nahj al-qawīm hadīyah li-man talaqqāhā bi-qalb salīm : manuscript, [ca. 1900]

The text starts with a praise of the Sultan Abdülhamid and his governor Osman Nuri Paşa. Then it discusses the necessity of obedience to the Sultan and the authorities from a religious point of view. It then touches briefly on several ethical issues. The text may or may not be complete at the end.

[ Collection of Mohammedan prayers] : manuscript, undated

Collection of prayers and various devotional writings in prose and poetry.

[ Islamic hymns] : manuscript, undated

Title supplied by cataloger

RELIGIOUS SCULPTURE OF THE CHILOÉ ARCHIPELAGO, FROM THE 17TH TO THE 21ST CENTURY

Despite its central role in religious life of the region, the sculptural tradition of the Southern Chilean Chiloé Archipelago, ranging from the 17th century to the present day, has been vastly understudied. Isidoro Vázquez de Acuña’s 1994 volume Santeria de Chiloe: ensayo y catastro remains the only catalogue of Chilote sculpture. Though the author includes photographs of a vast array of works, he does not attempt to place the sculptures within a chronology, or consider their place within the greater Latin American context. My thesis will place this group of works within a chronological and geographical context that reaches from the 16th century to the present day, connected to the artistic traditions of regions as far afield as Paraguay and Lima. I will first consider the works brought to the Archipelago by religious orders – the Jesuits and Franciscans – as well as influences on artistic style and religious culture throughout the 17th, 18th and 19th centuries. I will focus in particular on three works generally considered to be from the 17th and 18th centuries – the Virgin of Loreto at Achao, the Saint Michael at Castro, and the Jesus Nazareno of Caguach – using visual analysis and sifting through generations of primary and secondary sources to determine from where and when these sculptures came. With this investigation as a foundation, I will consider how they inspired vernacular sculptural expression and trace ‘family trees’ of vernacular works based on these precedents. Vernacular artistic traditions are often viewed as derivative and lacking in skill, but Chilote sculptors in fact engaged with a variety of outside influences and experimented with different sculptural styles. I will conclude by considering which aspects of these styles Chilote artists chose to incorporate into their own work, alter or exclude, artistic decisions that shed light on the Archipelago’s religious and cultural fabric.

Russia’s ‘Middle East’: the escalation of religious conflicts in the Northern Caucasus. OSW Commentary Number 207/04.04.2016

The eastern part of the Northern Caucasus (Dagestan, Chechnya and Ingushetia) is becoming an increasingly distinct region in cultural, civilisational and social terms when compared to the rest of the Russian Federation. The situation on the ground there bears greater resemblance to the Middle East than to Russia: Islam is the key factor organising socio-political life, and conflicts inside the Muslim community, often involving bloodshed, are the driving power of developments in the region. The conflict is between the two main branches of Islam in the Northern Caucasus: Sufism linked to the official clergy and government, and Salafism which is gaining more and more supporters among young people in the Caucasus. Tension, including clashes over mosques, attacks, mass detentions, etc. has been observed mainly in Dagestan and Ingushetia.

The power of language and the language of power in M. T. Anderson’s Feed and Gary Stheyngart’s Super Sad True Love Story. A comparative analysis

The aim of my dissertation is to analyze how selected elements of language are addressed in two contemporary dystopias, Feed by M. T. Anderson (2002) and Super Sad True Love Story by Gary Shteyngart (2010). I chose these two novels because language plays a key role in both of them: both are primarily focused on the pervasiveness of technology, and on how the use/abuse of technology affects language in all its forms. In particular, I examine four key aspects of language: books, literacy, diary writing, as well as oral language. In order to analyze how the aforementioned elements of language are dealt with in Feed and Super Sad True Love Story, I consider how the same aspects of language are presented in a sample of classical dystopias selected as benchmarks: We by Yevgeny Zamyatin (1921), Brave New World by Aldous Huxley (1932), Animal Farm (1945) and Nineteen Eighty-Four (1949) by George Orwell, Fahrenheit 451 by Ray Bradbury (1952), and The Handmaid's Tale by Margaret Atwood (1986). In this way, I look at how language, books, literacy, and diaries are dealt with in Anderson’s Feed and in Shteyngart’s Super Sad True Love Story, both in comparison with the classical dystopias as well as with one another. This allows for an analysis of the similarities, as well as the differences, between the two novels. The comparative analysis carried out also takes into account the fact that the two contemporary dystopias have different target audiences: one is for young adults (Feed), whereas the other is for adults (Super Sad True Love Story). Consequently, I also consider whether further differences related to target readers affect differences in how language is dealt with. Preliminary findings indicate that, despite their different target audiences, the linguistic elements considered are addressed in the two novels in similar ways.

Studies in Arabic literary papyri.

Bibliographical footnotes.

Hindustani self-taught. With English phonetic pronunciation. Containing alphabet and pronunciation - vocabularies - idiomatic phrases & dialogues - travel talk - military, legal, religious, commercial, shooting, fishing terms - Indian titles, castes, servants - money, weights, measures.

Mode of access: Internet.

Mahomet and Islam; a sketch of the prophet's life from original sources and a brief outline of his religion;

Mode of access: Internet.