White field, black seeds -- who can sow? The riddle refers to the ability to write, a skill which in most Nordic countries was not regarded as necessary for everyone. And yet a significant number of ordinary people with no access to formal schooling took up the pen and produced a variety of highly interesting texts: diaries, letters, memoirs, collections of folklore and hand-written newspapers. This collection presents the work of primarily Nordic scholars from fields such as linguistics, history, literature and folklore studies who share an interest in the production, dissemination and reception of written texts by non-privileged people during the long nineteenth century.

This book focuses on the need of training teachers to apply CLIL methodology to the current education system. There is already research written on the need of applying CLIL methodology to the present education system in order to satisfy the needs of the global society in which the command and the appropriate use of languages is becoming essential in the world today. In fact, there have already been some initiatives at different centers in Spain to apply this methodology. However, after considering these previous experiences, I believe in the imperative need of training teachers to apply successfully CLIL methodology. Therefore, this book presents an experiment in which students of English philology at Universitat Jaume I elaborated a didactic unit for a subject in secondary education to be implemented following CLIL methodology. These didactic units were analyzed empirically and the results showed information and data that could identify some student's characteristics and needs, which in further research may determine the way to prepare a training plan for future teachers to implement CLIL methodology efficiently in secondary education.

Foreign language anxiety is the psychological tension, apprehension, and worry experienced by non-native speakers when learning or using a foreign language (Young, 1991). Such a phenomenon can make English learning a traumatic experience for learners and may prevent them from learning it effectively. In this respect, this book aims at introducing a critical review of the literature about this psychological variable, its types, factors, symptoms, and negative effects. Through two research methods, which are the scale and the questionnaire, this book also has the purpose of investigating Foreign Language Anxiety among Moroccan secondary and high school students. Not only that, but this book also attempts to suggest a variety of strategies to alleviate anxiety among learners in order to make their EFL learning experience an interesting and pleasing one. Therefore, this book can be useful for students, teachers, parents, educational counselors, curriculum developers, educational policy makers, and researchers.

Self-regulated learning strategies have recently received a remarkable attention by researchers. The aim of this study was to explore the relationship between self-regulated learning strategies and students' reading comprehension ability as well as their language proficiency. To do so, 115 university students majoring in TEFL were selected. First, a TOEFL test was given to the participants so as to determine their language proficiency as well as reading comprehension ability. Then, they were asked to fill out self-regulated learning strategies questionnaire. In order to analyze the data obtained, descriptive statistics and Pearson correlation were conducted. The results of data analyses revealed that there is a significant relationship between the students' use of self-regulated learning strategies and their reading comprehension ability. Also, a significant correlation between the students' use of self-regulated learning strategies and their language proficiency was found. Finally, the pedagogical message of this study is that teachers and students should incorporate self-regulated learning strategies into their teaching and learning process.

In the twentieth century, illiteracy and its elimination were political issues important enough to figure in the fall of governments (as in Brazil in 1964), the building of nations (in newly independent African countries in the 1970s), and the construction of a revolutionary order (Nicaragua in 1980). This political biography of Paulo Freire (1921-97), who played a crucial role in shaping international literacy education, also presents a thoughtful examination of the volatile politics of literacy during the Cold War. A native of Brazil's impoverished northeast, Freire developed adult literacy training techniques that involved consciousness-raising, encouraging peasants and newly urban peoples to see themselves as active citizens who could transform their own lives. Freire's work for state and national government agencies in Brazil in the early 1960s eventually aroused the suspicion of the Brazilian military, as well as of U.S. government aid programs. Political pressures led to Freire's brief imprisonment, following the military coup of 1964, and then to more than a decade and a half in exile. During this period, Freire continued his work in Chile, Nicaragua, and postindependence African countries, as well as in Geneva with the World Council of Churches and in the United States at Harvard University. Andrew J. Kirkendall's evenhanded appraisal of Freire's pioneering life and work, which remains influential today, gives new perspectives on the history of the Cold War, the meanings of radicalism, and the evolution of the Left in Latin America.

The aim of this analysis is to explore the intertextual relationship between Orwells novel Nineteen Eighty-Four (1949) and Suzanne Collinss dystopian The Hunger Games trilogy (2008-2010). The study is based on a definition of dystopia and its conception of man, which is then related to the totalitarian regimes of Orwells Oceania and Collinss Panem. The features of dystopian society include the use of torture, brainwashing, propaganda and violence, as well as the notion of reality control." The text attempts to outline the theory of intertextuality and applies it to the critical reading of the two novels. The problem of the distinction between intentional and accidental intertextuality is also addressed, and so are the concepts of originality versus imitation. On a practical level, similarities and differences between the two texts in action and plot are discussed. Also, the intended readership are characterized and the narrative technique is examined. Additionally, the motives of the authors for writing dystopian novels are addressed. One primary ideological difference between the two novels, namely the attitude to rebellion as a means for overcoming a totalitarian regime, is considered. Finally, it provides an answer to the question as to why rebellion is successful in Panem, but impossible in Oceania.

With the recent explosion of activity and discussion surrounding comics, it seems timely to examine how we might think about the multiple ways in which comics are read and consumed. Graphic Encounters moves beyond seeing the reading of comics as a debased or simplified word-based literacy. Dale Jacobs argues compellingly that we should consider comics as multimodal texts in which meaning is created through linguistic, visual, audio, gestural, and spatial realms in order to achieve effects and meanings that would not be possible in either a strictly print or strictly visual text. Jacobs advances two key ideas: one, that reading comics involves a complex, multimodal literacy and, two, that by studying how comics are used to sponsor multimodal literacy, we can engage more deeply with the ways students encounter and use these and other multimodal texts. Looking at the history of how comics have been used (by churches, schools, and libraries among others) will help us, as literacy teachers, best use that knowledge within our curricula, even as we act as sponsors ourselves.

The present book aims at discussing critically the autobiographical tones in the fiction of Charles Bukowski with special reference to his two famous novels Ham on Rye and Women. An attempt has been made to examine how truly he could, through his characters and their peculiar situations express his autobiographical facts in these novels. Bukowski created a literary persona named Henry Chinaski as a vessel for expressing his alternative view of the world, to a large extent concerned with commenting on the role of the artist in the society, the stultifying dullness and conformity of the 'day-job', the comic dimensions of sexual relationships, the often unpleasant realities of poverty and chronic drunkenness, and the constant struggle of the alienated individual to assert his non-conformist identity. The book traces the development of Chinaski's non-conformist personality from Ham On Rye, based on Bukowski's youth in Los Angeles during the Depression, to Women, where Bukowski focuses on relationships and sex.

COMMUNITY LITERACY JOURNAL 7.2 (Spring, 2013) The journal understands "community literacy" as the domain for literacy work that exists outside of mainstream educational and work institutions. It can be found in programs devoted to adult education, early childhood education, reading initiatives, lifelong learning, workplace literacy, or work with marginalized populations, but it can also be found in more informal, ad hoc projects. For COMMUNITY LITERACY JOURNAL, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used. Thus, literacy makes reference not just to letters and to text but to other multimodal and technological representations as well. We publish work that contributes to the field's emerging methodologies and research agendas. CONTENTS: ARTICLES: "La Hermandad and Chicanas Organizing: The Community Rhetoric of the Comision Femenil Mexicana Nacional" by Kendall Leon "Becoming Qualified to Teach Low-literate Refugees: A Case Study of One Volunteer Instructor" by Kristen H. Perry "Literacy as an Act of Creative Resistance: Joining the Work of Incarcerated Teaching Artists at a Maximum-Security Prison" by Anna Plemons "Constructing Adult Literacies at a Local Literacy Tutor-Training Program" by Ryan Roderick "A Place for Ecopedagogy in Community Literacy" by Rhonda Davis BOOK AND NEW MEDIA REVIEWS: "From the Review Desk" by Jim Bowman "Keywords: Refugee Literacy" by Michael MacDonald "Writing from These Roots: Literacy in a Hmong-American Community" reviewed by Abigail L. Montgomery "Affirming Students' Right to Their Own Language: Bridging Language Policies and Pedagogical Practice" reviewed by Leah Duran "Writing in Rhythm: Spoken Word Poetry in Urban Classrooms and Youth Poets: Empowering Literacies In and Out of Schools" reviewed by Lance Langdon "The Hard Work of Imagining: The Inaugural Summit of the National Consortium of Writing Across Communities" reviewed by Brian Hendrickson.

The concept of the text is perhaps one of the most problematical issues in contemporary critical theory. Postmodernism has significantly changed the concept of the text. After postmodernism, the term "text" has come to refer to many objects, aspects and activities, mostly extrinsic to the work itself. This book attempts to research the way postmodernism has affected the traditional concept of the text. The author suggests five strategies which are thought to be the most functional in deconstructing literary texts, examining the way they are applied to readings of some popular romantic poems. In a sense, the aim of this book is to prove that there is a strategy for deconstruction through examining both the theoretical premises and the practical discourse of postmodernism. This becomes possible through the exploration both of the relation between the text and reality and the relation between the text and the subject. It is also made clear through an examination of the suggested major strategies of deconstruction and their application to romantic poetry.

The present endeavour is a synthesis of two different choices: the theoretical assumption of Phenomenological Criticism and R.K. Narayan's novels which are replete with the concepts of Phenomenology. Phenomenology, as a philosophy, has a very wide spectrum but the present work confines its range only to the literary domain of the philosophy commonly represented by Geneva Critics or Critics of Consciousness with the overtones of philosophers like Husserl, Heidegger and Merleau-Ponty. This effort examines ten out of total fifteen novels penned by R.K. Narayan. Swami and Friends (1935), The Bachelor of Arts (1937), The Dark Room (1938), The English Teacher (1945), The Financial Expert (1952), Waiting for the Mahatma (1955), The Guide (1958), The Man-Eater of Malgudi (1962), and The Painter of Signs (1978) are touched upon in this book.

Dalit literature has so very visibly expanded the horizon of Indian literature and criticism and transformed people's preferences. Dalit literature has awakened many new social strata and made new literary contributions. This literature has always stood for Equality, freedom and social justice. There are This book on the emerging perspectives on Dalit Literature offers to fill the gray areas and address the huge gap in the current day literary discussion and debate (that hide entire sections of our literary and artistic culture), through an alternative perspective, analyzing the Dalit Literature and Culture in its myriad facets and that too on a large scale and in an international context. The contributors in this book seek to serve the primary objective of initiating an alternative perspective in literary studies and criticism and create space for the voices and opinions which have largely been ignored and overlooked.

SLA researchers mostly agree that focus on form is crucial for L2 acquisition. In focus on form practices, learners' attention is explicitly or implicitly drawn to linguistic features of the input as they occur incidentally in meaning-oriented language lessons. The present book explores the effectiveness as well as the relative impacts of planned preemptive focus on form versus delayed reactive focus on form on four sub-components of speaking proficiency, namely fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation in meaning-oriented interviews. This book will be of substantial use to ESL/EFL teachers, ELT researchers as well as material developers to optimally integrate focus on form with focus on meaning in language learning classes.

The First World War is one of the biggest traumas for the British people. The war killed more British citizens than The Second World War and hugely affected British economy. Unlike the war against the Nazi Germany, it is not what may be called "just war" and the doubts about its meaning have been growing over the last century. Some historians even claim that it was the biggest mistake of modern history. The atrocities like those of the trench warfare and mass mechanized killing had never been experienced thus far. The war has inspired many writers both those who fought it and those who have not experienced it. Today, we can trace an increased amount of novels which dealt with the war or use it as a background. This may be, to some extent, caused by the growing interest in the historic novel as such. The writers who have not fought in the war deal with the topic differently. Almost a century has passed since the guns fell silent in 1918 and this time has had an impact on the perception of the war. Last veterans of the war have already died and the war has become a subject of books rather that of a living memory.

Don DeLillo is one of the most prominent figures in contemporary American fiction. This book addresses the intersection between postmodernism and neo-orientalism in his fiction. The writers examine the significance of orientalist discourse, the system of representations about the East, which figures noticeably in DeLillo's fiction, particularly in The Names, Mao II, Cosmopolis, and Falling Man. They argue that this discourse fuses with discourses of terrorism and fundamentalism. Central in this book is the contention that despite the postmodernist claims about the validity of all narratives, DeLillo's postmodern fiction largely excludes the alternative "unwelcome" narratives by disregarding the historical contingencies involved in phenomena such as terrorism.

COMMUNITY LITERACY JOURNAL 8.1 (Fall, 2013) Special Issue: YOUTH, SEXUALITY, HEALTH, AND RIGHTS, Guest Edited by Adela C. Licona and Stephen T. Russell The journal understands "community literacy" as the domain for literacy work that exists outside of mainstream educational and work institutions. It can be found in programs devoted to adult education, early childhood education, reading initiatives, lifelong learning, workplace literacy, or work with marginalized populations, but it can also be found in more informal, ad hoc projects. For COMMUNITY LITERACY JOURNAL, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used. Thus, literacy makes reference not just to letters and to text but to other multimodal and technological representations as well. We publish work that contributes to the field's emerging methodologies and research agendas. CONTENTS: ARTICLES: "Transdisciplinary and Community Literacies: Shifting Discourses and Practices through New Paradigms of Public Scholarship and Action-Oriented Research" by Adela C. Licona and Stephen T. Russell "Education/Connection/Action: Community Literacies and Shared Knowledges as Creative Productions for Social Justice" by Adela C. Licona and J. Sarah Gonzales "Empower Latino Youth (ELAYO): Leveraging Youth Voice to Inform the Public Debate on Pregnancy, Parenting and Education" by Elodia Villasenor, Miguel Alcala, Ena Suseth Valladares, Miguel A. Torres, Vanessa Mercado, and Cynthia A. Gomez "Addressing Economic Devastation and Built Environment Degradation to Prevent Violence: A Photovoice Project of Detroit Youth Passages" by Louis F. Graham, Armando Matiz Reyes, William Lopez, Alana Gracey, Rachel C. Snow, Mark B. Padilla "Paying to Listen: Notes from a Survey of Sexual Commerce" by Rachel C. Snow, Angela Williams, Curtis Collins, Jessica Moorman, Tomas Rangel, Audrey Barick, Crystal Clay, and Armando Matiz Reyes "Moving Past Assumptions: Recognizing Parents as Allies in Promoting the Sexual Literacies of Adolescents through a University-Community Collaboration" by Stacey S. Horn, Christina R. Peter, Timothy B. Tasker, and Shannon Sullivan POETRY: "Public Speaking" by Niki Herd "Man" by Zack Taylor "Boom" by Sammy Dominguez and Zach Taylor ZINE: "Project Connect Zine" BOOK AND NEW MEDIA REVIEWS: Slam School: Learning Through Conflict in the Hip-Hop and Spoken Word Classroom, reviewed by Amanda Fields "Valuing Youth Voices and Differences through Community Literacy Projects" Review of Detroit Future Youth Curriculum Mixtape and Freeing Ourselves: A Guide to Health and Self-Love for Brown Bois, reviewed by Londie T. Martin Respect Yourself, Protect Yourself: Latina Girls and Sexual Identity, reviewed by Lorena Garcia

"ABR: You Can Read " is a unique, comprehensive, Basic Essentials Literacy Learning Curriculum and Tutoring Program. It is specifically designed to help adults improve basic reading skills. It has 3 sections: "Letters" (sight and sounds); "Words" (900 Sight & Rhyming Words; 1200+ Practical Literacy Words in 29 Units); and "Let's Learn" (900+ key Words in 49 Academic and Civics Units). Each learning session can incorporate varied units.
Millions of American adults (17.5%) are at beginning reading levels, and many others want to improve English Language skills. This extensive collection of units fits a wide variety of learning needs and styles and builds on the rich vocabulary and experiential foundations adults already have. In addition to use in Adult Literacy Programs, it has practical use in ESL, Family Literacy and Workplace Literacy Programs, as well as in Schools and for Home Study.
"ABR: You Can Read " provides extensive exposure to a wide range of Letter and Word Study skills. It fills education gaps and builds a foundation of academic concepts. Approaches blend Sight and Sound Recognition, Word Attack Skills and Functional Literacy content so individuals can optimally learn and be proudly told, "You Can Read "

About the Author:
Frederick J. Zorn, Ed.D. is an experienced educator. For over 35 years, he has taught and administered at all educational levels -- Preschool / Montessori, Primary, Intermediate / Middle and High School levels and has also served as an Adjunct Professor of Education.
Dr. Zorn developed K-8th grade curricula, methods and educational programs to improve Literacy Skills through Experience / Interest-Oriented Learning approaches. For over a decade, he has volunteer-tutored adults at beginning reading levels and created innovative and effective materials to help adults optimally improve Basic and Functional Reading Skills.
Dr. Zorn has a B.A. Degree from Temple University in Psychology and Education, a Master Degree and Doctorate from The University of Pennsylvania in Curriculum and Administration and Superintendent Certification from Beaver College (Arcadia U.). Dr. Zorn has published articles on education, authored several children's books, served as a Curriculum Research Associate at Children's Television Workshop (Sesame Street), and has conducted Workshops around the country at National Conferences for Adult Literacy.

The simplicity of modern communication systems and the existence of internet has enabled exposure of works not imaginably exposable. Internet has made the world a small village. The Afrocentric reading of Chinua Achebe's Things Fall Apart and Charles Mungoshi's Waiting for the Rain is an in-depth analysis, critic and commentary of these authors' works. Chinua Achebe and Charles Mungoshi are the two most prominent Writers in African Literature, and a review of their works has been justified by the widespread readership of their works. This is one reading that both a student and teacher must go through to have a fair view of Afrocentric reading of Africa Literary works.

After the end of the Second World War many countries from the British empire gained its independence. Consequently Britain experienced a huge immigration wave of inhabitants from postcolonial countries. Britain, that time from the cultural point of view homogenous, had to face new impulses brought by the immigrants. This resembled also the situation in the contemporary British fiction. This book deals with postcolonialism, one of the movements within the contemporary British fiction. Firstly, the book describes the factual and historical background leading to the establishment of postcolonialism. Subsequently, its charasteric features are demonstrated on works of two postcolonial authors - Salman Rushdie and Hanif Kureishi, ending in the comparison of the two authors' points of view on selected themes. This book should be useful especially for university students to help them understand the movements within multicultural British fiction, or for anyone else interested in this field of literature.

2013 Reprint of 1943 Edition. Exact facsimile of the original edition, not reproduced with Optical Recognition Software. In his classic "The Silent Billion Speak," published in the middle of World War II, Laubach described how he had developed an effective method for teaching the Muslim Moros of the Philippines how to read their own language. Their enthusiasm for literacy moved the Moros beyond the traditional Muslim-Christian hostility that had dominated relations with Christian groups for hundreds of years. Laubach traveled to India, Palestine, Syria, Turkey, Kenya, Tanzania, and other countries, preaching the gospel of literacy and developing teaching materials as a way to tackle the poverty of rapidly-growing countries in South Asia and Africa. Wherever he went, local Christian leaders and progressive politicians of all religious backgrounds welcomed him and sponsored literacy campaigns. Laubach called literacy work "a realistic project in building world good will." Literacy projects not only enabled young churches to thrive by teaching converts to read the Bible, but literacy promoted justice by giving the poor of the world valuable tools with which to challenge their oppressors. Not only did the Mission Education Movement give voices to the voiceless by letting non-western Christians speak for themselves in its study books, but the movement empowered the poor by promoting justice through literacy.