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Cultural learning in the EFL classroom: the role of visuals / Tamás Kiss, Csilla Weninger.
// ELT Journal Volume 71, Issue 2, 1 April 2017 2017.p. 186–196. Visual texts are part of everyday communication and they have the potential to carry multiple layers of meaning. This complexity is what makes them an ideal resource not only for language learning, but also for developing learners’ intercultural communicative competence and cultural awareness. Cultural meanings are not locked into these materials; they are emergent and dependent on cultural and subcultural membership, lived experiences, and the geo-cultural grounding of learners who interact with them. In a small-scale research project, we aimed to explore how the cultural background of language learners influences their meaning-making processes and we found that the meanings learners create operate on three levels: universal meanings, cultural and subcultural meanings, and, finally, individual meanings. The richness of students’ interpretations points to the need to draw on them as resources in the language classroom, as they can provide the basis for negotiating cultural understanding.
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The forms of repetition in social and environmental reports: insights from Hume s notion of ‘impressions’ / Caterina Pescia, Ericka Costaa & Teerooven Soobaroyen.
// Accounting and Business Research. Volume 45, N6-7, 2015. London, Institute of Chartered Accountants in England and Wales] Abingdon, UK : Routledge, Taylor & Francis , 2015.pages 765-800. This paper focuses on the use of repetition, both in narrative and visual forms, in social and environmental reports. It investigates the forms of repetition as a rhetorical device adopted by the preparer of a social and environmental report in helping the process of knowledge acquisition, as outlined by Hume [1739. A Treatise of Human Nature. Available from: http://www.gutenberg.org/files/4705/4705-h/4705-h.htm#link2H_4_0006]. Drawing from Hume s (1739) philosophical idea of an ‘impression’, and the work of Davison [2014a. Visual rhetoric and the case of intellectual capital. Accounting Organization and Society, 39 (1), 20–37], we classify repetitions into ‘identical’, ‘similar , and ‘accumulated’ forms. It is argued that the rationale for distinguishing between the different forms of repetition can be linked to their different potential or intensity in acting on different stimuli with a view to enhance learning. The empirical element of this study is based on the stand-alone social and environmental reports of a sample of 86 cooperative banks (CBs) in Northern Italy; the analysis of these reports indicates that repetition is widespread and that CBs use all forms of repetition, albeit to a varying extent within the different reported themes. The paper contributes to the literature by offering an alternative interpretation of repetition using an interdisciplinary perspective and by providing new insights on social and environmental reporting practices in the cooperative banking sector.
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