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RISS 인기검색어
- 검색키워드
- 저자 : Bradley, Donal D. C. (검색결과 231 건)
- 무료
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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”.
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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”.
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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.
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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.
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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.
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MBA Study Tours as Tourism Products
Bradley S. Brennan,Kyung Mi Bae 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.4
Utilizing interviews conducted with 16 administrators of MBA programs from four countries, this paper investigates the current trend of internationalization of Western and Asian MBA programs and postulates why graduate business schools are increasingly offering international study tours. Also examined are how relevant stakeholders perceive these trips and how internal and external pressures are affecting business schools as they evolve to remain solvent. This paper contemplates the MBA study tour through a tourism lens, which leads one to see these hands-on out of the classroom learning opportunities as a niche segment of educational travel, belonging to the broader category of youth tourism. Three significant findings emerged. First, primary motivations for the internationalization of MBA curriculum, faculty and student bodies. Second, how students, faculty, and administrators view study trips. Third, specific travel preferences that will assist the tourism industry in attracting these tours in the future. Also, how graduate business schools are coping with the dramatic increase in market pressures. Key factors include the immense influx of international students into MBA programs, the diversification of faculty, hyper-competition among MBA programs, growing popularity of substitute programs, the increased power of yearly global MBA rankings, student desire for more international focused programs and the commodification of MBA programs.
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Hombres Bravos, Mujeres Bravas : Gender and Violence in the Mexican Corrido
Bradley Tatar(브래들리 타타르) 한국라틴아메리카학회 2010 라틴아메리카연구 Vol.23 No.4
This article examines the construction of meaning in episodes of violence which have come to dominate Mexican popular music, focusing on the story-telling song called the corrido. Although scholars have considered the multiple meanings of violence in the narrative songs, they have not given adequate attention to the character of the mujer brava, or “tough woman”. I begin by considering gender roles and codes of honor which historically developed in northern Mexico, in the region of the U.S./Mexico border. Next, the expression of machismo and marianismo as cultural patterns in popular corridos is illustrated and explained. Finally, the mujer brava is contrasted with the traditional conception of the submissive woman, as this character is aggressive and defends her honor against threats from men. The argument is developed that the mujer brava is not simply a woman who acts like a man, but who defends her honor with distinctly female forms of destructive power. Finally, I apply these insights to the appearance of the “mujer brava” in several narcocorridos. In these selected narcocorridos, the destructive power of a woman is used as a representation of the serrano or ranchero culture, in which gendered norms of honor and respect are considered to be more important than laws and political institutions. I argue that an understanding of gender norms helps to reveal the meanings of Mexico’s narco-insurgency, especially shedding light on why drug smuggling and drug-related culture are not deemed unethical by the audiences who enjoy narcocorridos.
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