CLIL-Multiliteracies-Multiple Literacies Theory:

Bradley,Joff P. N. Hunt,James R. Cole,David R. 영상영어교육학회 2017 영상영어교육 (STEM journal) Vol.18 No.2

In dialogic and speculative fashion, the paper challenges some of the formulaic tendencies to using film in the language classroom. It undertakes this task by, on the one hand, questioning some of the theoretical approaches applied to the use of film in language classes, and, on the other, demonstrating the paucity of practical evidence for the efficacy of content-driven language learning. To counter this trend, a practicotheoretical and experimental method is proffered which has proved efficacious in the teaching of critical thought through film in the foreign language classroom. The transcript below was delivered by Bradley and Hunt during an hour-long research presentation at The Japan Association for Language Teaching (JALT) international conference in 2016 in Nagoya, Japan. It was later transcribed and edited by Bradley and then used as a basis for lengthy dialogues and discussions with Bradley, Hunt and Cole using email, telephone, face-to-face discussion and Skype from October to December 2016. The paper endeavors to explain how to use “movie maps” effectively in the classroom as a means to scaffold Content and Language Integrated Learning(CLIL) classes and to move from “active viewing” to what we designate as “active filmmaking”.

The Legalization of Legal Ethics : An Historical Perspective from the United States

W. Bradley Wendel 東亞大學校 法學硏究所 2005 東亞法學 Vol.- No.36

법률가 직업윤리의 법규화 : 미국에서의 역사적 경험을 중심으로

W. Bradley Wendel 東亞大學校 法學硏究所 2005 東亞法學 Vol.- No.36

From Which Point Do We Begin? On Combining the Multiliteral and Multiperspectival

Bradley, Joff P. N.,Cabell, Charles,Cole, David R.,Kennedy, David H.,Poje, Joseph 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.2

This text below transcribes a hypothetical and ’pataphysical dialogue by a group of interlocutors inquiring into the “what and how” of multimodal, Content and Language Integrated Learning (CLIL) methodology. It builds on a unique research paradigm concerned with combining CLIL and multiliteracies theory in the Japanese tertiary education context (Bradley, 2015; Bradley & Cole, 2016; Bradley, Hunt, & Cole, 2017). Synthesizing research on CLIL methodology and multiliteracies theory, the paper simultaneously manifests and explores a dialogic “thinking model” for examining complex philosophical and ethical issues with students at beginning or intermediate English levels. Faced with the Japanese government demand to offer more content courses or content-based-instruction (CBI) solely in English, we explore the potential of a CLIL-inspired multiliteracies approach, analyzing numerous examples taken from actual classroom experiences that illustrate how such an approach can overcome the lack of critical thinking and critical media literacy among students. This paper contributes to research on CLIL (Coyle, 2008; Koike, 2016) by demonstrating the applicability of a thinking model for teachers working with low-to-intermediate English. It is presented in a dialogic, ’pataphysical format as a way to question the “point of view” of academic research and indeed to transform the practice of academic writing itself.

CLIL-Multiliteracies-Multiple Literacies Theory: On the Passage From Active Viewing to Active Filmmaking

Bradley, Joff P. N.,Hunt, James R.,Cole, David R. 영상영어교육학회 2017 영상영어교육 (STEM journal) Vol.18 No.2

In dialogic and speculative fashion, the paper challenges some of the formulaic tendencies to using film in the language classroom. It undertakes this task by, on the one hand, questioning some of the theoretical approaches applied to the use of film in language classes, and, on the other, demonstrating the paucity of practical evidence for the efficacy of content-driven language learning. To counter this trend, a practico-theoretical and experimental method is proffered which has proved efficacious in the teaching of critical thought through film in the foreign language classroom. The transcript below was delivered by Bradley and Hunt during an hour-long research presentation at The Japan Association for Language Teaching (JALT) international conference in 2016 in Nagoya, Japan. It was later transcribed and edited by Bradley and then used as a basis for lengthy dialogues and discussions with Bradley, Hunt and Cole using email, telephone, face-to-face discussion and Skype from October to December 2016. The paper endeavors to explain how to use “movie maps” effectively in the classroom as a means to scaffold Content and Language Integrated Learning (CLIL) classes and to move from “active viewing” to what we designate as “active filmmaking”.

From Which Point Do We Begin? On Combining the Multiliteral and Multiperspectival

Bradley. Joff P. N. . Cabell. Charles,Cole. David R. . Kennedy,David H. . Poje. Joseph 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.2

This text below transcribes a hypothetical and ’pataphysical dialogue by a group of interlocutors inquiring into the “what and how” of multimodal, Content and Language Integrated Learning (CLIL) methodology. It builds on a unique research paradigm concerned with combining CLIL and multiliteracies theory in the Japanese tertiary education context (Bradley, 2015; Bradley & Cole, 2016; Bradley, Hunt, & Cole, 2017). Synthesizing research on CLIL methodology and multiliteracies theory, the paper simultaneously manifests and explores a dialogic “thinking model” for examining complex philosophical and ethical issues with students at beginning or intermediate English levels. Faced with the Japanese government demand to offer more content courses or content-based-instruction (CBI) solely in English, we explore the potential of a CLIL-inspired multiliteracies approach, analyzing numerous examples taken from actual classroom experiences that illustrate how such an approach can overcome the lack of critical thinking and critical media literacy among students. This paper contributes to research on CLIL (Coyle, 2008; Koike, 2016) by demonstrating the applicability of a thinking model for teachers working with low-tointermediate English. It is presented in a dialogic, ’pataphysical format as a way to question the “point of view” of academic research and indeed to transform the practice of academic writing itself.

On the Redirection of Destructive Drives: Slave Rebellion in Modern Science Fiction

Bradley, Joff P. N. 문학과영상학회 2021 문학과영상 Vol.22 No.2

As 2017 saw the remakes of Michael Crichton’s Westworld (1973) and Ridley Scott’s Blade Runner (1982), it is timely to reflect on the political redirection of the narrative techniques in these seminal science fiction works. Closely comparing the original Westworld with HBO’s Westworld TV series (2016), and Denis Villeneuve’s Blade Runner 2049 with Ridley Scott’s work (itself adopted from Philip K. Dick’s 1968 novel Do Androids Dream of Electric Sheep), this paper will address two principal considerations regarding the trope of the robot: 1) the redirection of sexual violence toward robots in science fiction cinema and literature [read through Bernard Stiegler’s work on the redirection of the libido in drive-based capitalism]; 2) whether the robot can be construed as a reduction to mere bare life or zoê, in other words, a modern form of slavery, according to Giorgio Agamben’s philosophy. In terms of the second, I shall ask whether the ‘robot’ as such can be construed as a new form of lumpenproletariat (Bradley & Lee, 2018). More than this, I shall ask whether the depiction of robots qua slaves functions to expose the disindividuation of consumers in hyper-capitalist societies. Here I am interested in thinking how the lumpenproletariat can inform new perspectives and redirections in science fiction and vice versa. I shall ask whether there is expressed in the above science fictions the idea that the lumpenproletariat can be understood as a new revolutionary configuration. In general, I am arguing that the perceivable robot or slave rebellion at work in modern science fiction sheds light on the passivity of human neurolivestock or cyberlivestock (Châtelet, 2014) and possible paths beyond it. Guiding these reflections are philosophical responses from Marx, Guattari, Stiegler, Laruelle among others.

Myanmar Libraries after the 'Opening Up'

Bradley, Fiona Korea Institute of Science and Technology Informat 2017 Journal of Information Science Theory and Practice Vol.5 No.4

This article assesses the recent development of libraries in Myanmar and efforts to build the sector's capacity leading up to and after the first democratic elections held in the country in nearly 50 years, at the end of 2015. Cyclone Nargis in 2008 is viewed as a 'framing event' (Birkland, 1998) that led to national legal and policy reforms, an increase in national and international projects to support development of Myanmar libraries, and the strengthening of local actors including the Myanmar Library Association to coordinate and lead development activities. Although in need of modernisation, networking, and professional skills, the existence of a widespread number of all library types across the country provides an important foundation for further development. The current status and readiness of libraries is explored in the broader context of the rapid leap from limited to more widely available access to information and technology. The article finds that there is great potential for libraries in Myanmar to support the continued transition to democracy as evidenced by the role of libraries and access to information in other countries that have transitioned. Remaining challenges include the potential of backsliding on national reforms, and the need for significant investments in infrastructure and skills. Libraries must be transformed to meet the changing needs of information users in a young democracy.

Place-making, Landscape and Materialities: Whales and Social Practices in Ulsan, Korea

( Bradley Tatar ) 한국문화인류학회 2017 韓國文化人類學 Vol.50 No.2

한국의 울산에서는 고래 식용에 대한 전지구적 터부를 거부하고 이를 지역의 정체성에 있어서 중요한 사회적 실천으로 간주한다. 구체적으로 울산시 남구에서는 고래문화특구를 공간적 영역으로 구성하여 고래에 관련된 사회적 실천을 수행한다. 본 논문에서는 경관 개념을 활용하여, 울산에서 장소 만들기를 통해 고래를 물적 실체로 구성하는 양상을 고찰하였다. 연구 결과 고래가 다음과 같은 세 가지의 물적 실체로 구분됨을 파악하였다: 과학적 연 구 대상으로서의 고래, 음식으로서의 고래, 그리고 보존의 대상으로서의 고래. 본고에서는 이와 같이 물화된 고래의 다양한 의미가 상호 연관되어 있으며, 이들이 모두 울산의 특정 경관 속에서 지역 정체성으로서 구현됨을 주장한다. In the southeastern coastal city of Ulsan in Korea, people continue to defy the global taboo on eating whale meat, which they believe is an important social practice for local identity. The Nam-gu District in the City of Ulsan has created the Special Zone for Whale Culture as a spatial territory in which many divergent social practices related to whales are carried out. In this tourist zone, how are the elements of Ulsan whale culture invented, and how are they attached to a specific place? Using the concept of landscape, I argue that place-making practices are carried out to produce different kinds of whales as material realities. I analyze three of the many kinds of whales that are produced: the natural history whale, the whale as meat, and the whale as object of conservation. I conclude by arguing that these materialized whales are not separate, but relational entities which contribute to local identity through their enactment in the landscape. * This work was supported by the National Research Foundation of Korea (NRF) Grant funded by the Korean Government (MSIP) (No. NRF- 2015R1A5A7037825).

Dynamics and Transport in Polymer Membrane

Bradley R. Frieberg,Jacob D. Tarver,Cheol Jeong,Madhusudan Tyagi,Edwin P. Chan,Christopher M. Stafford,Tsung-Han Tsai,WenXu Zhang,Bryan Coughlin,Christopher L. Soles 한국고분자학회 2016 한국고분자학회 학술대회 연구논문 초록집 Vol.41 No.2