scholarly journals Halide Edip and the Turkifi cation of Armenian Children: Enigmas, Problems and Questions

2021 ◽  
Vol 6 (1) ◽  
pp. 49-79
Author(s):  
Shushan Khachatryan ◽  
Keyword(s):  
Ottoman Empire ◽  
Religious Identity ◽  
State Policy ◽  
English Language ◽  
Religious Affiliation ◽  
Great Majority ◽  
Problem Area ◽  
Armenian Genocide ◽  
Whole Process

It is a well-known fact that the Islamisation of Christian children in the Ottoman Empire has a long history. In the great majority of cases Islamisation was carried out forcibly, accompanied by the erasure of a child’s ethnic-religious identity for those who remembered it and totally hiding their ethnic roots and religious affiliation from those who didn’t. The whole process of cultivating a new identity and character was a matter of time and of contested methods. This article identifies a problem area, raising questions and analyzing the role of Turkish intellectual Halidé Edip in the state policy of Turkification of Armenian children at the Antoura orphanage during the Armenian Genocide. It draws comparisons between the three memoirs of Armenian orphans from that orphanage that are known to date, those of Garnik Banean (Karnig Panian as written in his English language memoir), Harutyun Alboyajyan, and Melgon Petrosean and that written by Halidé Edip. As a result, certain essential differences, ploys, as well as facts disguised by Edip have been collected and presented in this article. Therefore, the research carried out identifies the problems areas relating to various aspects of the Antoura orphanage by raising new questions, offering explanations and new approaches as well as highlighting issues that need to be researched further.

scholarly journals THE ROLE OF ENGLISH AS LINGUA FRANCA – INFORMED APPROACH IN ENGLISH LANGUAGE TEACHING AND LEARNING TO PRESERVE CULTURAL IDENTITY

2019 ◽  
Vol 4 (1) ◽  
pp. 79
Author(s):  
Simon Petrus Kita Ngatu ◽  
Basikin Basikin
Keyword(s):  
Cultural Identity ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
English Language Teaching ◽  
Local Culture ◽  
Lingua Franca ◽  
Whole Process ◽  
English As Lingua Franca

<p>The practice of teaching English as global language that has been widely spread in Indonesia does not fit to promote Indonesian local culture. Most of English language teaching practice pays much attention to students’ understanding relates to their local culture, but the whole process of English Language Teaching (ELT) itself denotes that students do not really apply their local culture in the English language learning. The effort of integrating local culture in ELT is still far from the concept of particularity, practicality, and of possibility. This article provides a conceptual perspective on the role of English as Lingua Franca (ELF) – Informed Approach in ELT in terms of preserving students’ cultural identity. It starts with describing the important issues dealing with the topic, evaluate the previous studies, building argument, and drawing conclusion and recommendation.  The article concludes that the approach needs to be more informed in the whole process of ELT in terms of learning English and preserving students’ local culture in which students are allowed to use English within their local culture rather than only in understanding their culture without practicing. </p>

scholarly journals Playing Many Religion-Games: a Wittgensteinian Approach to Multiple Religious Belonging

Open Theology ◽  
2017 ◽  
Vol 3 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Rhiannon Grant
Keyword(s):  
Ludwig Wittgenstein ◽  
Religious Identity ◽  
Religious Affiliation ◽  
Religious Participation ◽  
Language Games ◽  
Conceptual Tool ◽  
Western Countries ◽  
Linguistic Model ◽  
The Many

AbstractUsing resources from Ludwig Wittgenstein and George Lindbeck, this paper develops a new conceptual tool for the understanding of religious identity: the ‘religion-game’. Although related to Wittgenstein’s language-games and drawing on Lindbeck‘s cultural-linguistic model of religion, this conceptual tool produces new results when applied to examples of multiple religious belonging. Drawing on the existing literature about the practice of multiple religious participation in Western countries, two realistic examples are developed at length and it is shown that the concept of a religion-game can help people to express their religious belonging in more positive ways. In particular, the many everyday choices made by people with more than one religious affiliation are clarified as choices to participate in some religion-games but not others. This de-emphasises the role of identity, often assumed to be singular, in religious belonging and enables an emphasis on behaviour which both fits with the turn towards ‘lived religion’ and permits a vivid and accurate account of the experience of at least two common paths to multiple religious belonging.

scholarly journals The role of curriculum design and teaching materials in pronunciation learning

2015 ◽  
Vol 13 (3) ◽  
pp. 316-333
Author(s):  
Sharif Alghazo
Keyword(s):  
Curriculum Design ◽  
English Language ◽  
Great Majority ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Teaching Materials ◽  
English Pronunciation ◽  
English Major ◽  
Teaching Programs

This paper aims to provide insights into the role of curriculum design and teaching materials in the development of English pronunciation skills in EFL contexts. One of the main contextual factors negatively affecting the development of pronunciation abilities of EFL learners relates to the ‘often-unchanging’ curriculum design and the ‘blind’ choice of teaching materials without regard to students’ needs and goals. This study utilises structured interviews and focus group discussions (N=2 sessions) to elicit the views of a group (N=71) of third- and fourth-year English-major students at a university college in Saudi Arabia on the appropriateness of the curriculum design and teaching materials to their learning expectations in the area of English pronunciation. The results show that the great majority of students spoke unfavourably about the overall curriculum and teaching materials and considered those to be among the obstacles that they encounter in their learning of English pronunciation. This finding raises the question of curriculum design of English language teaching programs and the extent to which these curricula meet the needs of learners. The study suggests that a reformation of the structure of the curriculum in the study context is urgently needed and that more involvement of students’ perspectives on the design of curricula is of major importance.

scholarly journals R. Erdogan’s Myth of “Common History” and the Armenian Genocide

2020 ◽  
pp. 151-163
Author(s):  
Valery Tunyan
Keyword(s):  
Ottoman Empire ◽  
State Policy ◽  
The State ◽  
Armenian Genocide ◽  
Modern Turkey ◽  
State Of Affairs

The state policy in modern Turkey is to continue falsifications concerning the Armenian Genocide and the essence of the Armenian question. The newly created historic myths deny the existence of Armenia and the indigenousness of the Armenian people; their goal is to justify the Turkification and Islamization policy, as well as the disappearance of the Armenian people from their historical territories and to legitimize the politics of the extermination of the Armenians. Engaged American historians, writing about the position of the Armenians in the Ottoman Empire and Turkey, significantly contributed to this state of affairs; it allowed President Erdogan to replace the rigid policy of denial of the genocide by using tolerant formulas of common pain and common history, stating that there were an equal number of Armenian and Muslim victims. The use of the old myths about the deportation and the activities of Armenian robbers is preserved. At the same time, the process of the further modernization of Turkey under President Erdogan is acquiring new aspects and facets of Armenian Genocide denial.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

“Wi, se kretyènn mwen ye” (Yes I am Christian)

2011 ◽  
Vol 5 (2) ◽  
pp. 180-192 ◽  
Author(s):  
Nadège Mézié
Keyword(s):  
Field Study ◽  
Religious Identity ◽  
Research Strategy ◽  
Beliefs And Practices ◽  
Christian Woman

During a field study of a year and a half in the Haitian mountains, I was forced to re-evaluate my research strategy, and consequently the object of my study, after a setback that denied me access to the American evangelical mission, which I had hoped to study from within. This failure to integrate as a non-Protestant researcher, led me to adopt a methodological falsehood to allow me to penetrate the Haitian evangelical mission. The researcher who chooses methodological falsehood has to fashion a passing and superficial redefinition of her appearance, beliefs and practices, and live her new religious identity according to the prevalent beliefs and norms. This paper will focus on the fieldworker’s daily performance in her role of “Christian woman,” and the strategies put in place to respond to the prescriptive criteria of the role being played.

The Young Turks' Crime against Humanity

2012 ◽  
Author(s):  
Taner Akçam
Keyword(s):  
Ottoman Empire ◽  
Religious Diversity ◽  
Armenian Genocide ◽  
Ethnic Cleansing ◽  
Turkish Republic ◽  
Young Turks ◽  
East And West ◽  
Late Ottoman Empire ◽  
New Evidence ◽  
Late Ottoman

Introducing new evidence from more than 600 secret Ottoman documents, this book demonstrates in detail that the Armenian Genocide and the expulsion of Greeks from the late Ottoman Empire resulted from an official effort to rid the empire of its Christian subjects. This book goes deep inside the bureaucratic machinery of Ottoman Turkey to show how a dying empire embraced genocide and ethnic cleansing. Although the deportation and killing of Armenians was internationally condemned in 1915 as a “crime against humanity and civilization,” the Ottoman government initiated a policy of denial that is still maintained by the Turkish Republic. The case for Turkey's “official history” rests on documents from the Ottoman imperial archives, to which access has been heavily restricted until recently. It is this very source that the book now uses to overturn the official narrative. The documents presented here attest to a late-Ottoman policy of Turkification, the goal of which was no less than the radical demographic transformation of Anatolia. To that end, about one-third of Anatolia's 15 million people were displaced, deported, expelled, or massacred, destroying the ethno-religious diversity of an ancient cultural crossroads of East and West, and paving the way for the Turkish Republic. By uncovering the central roles played by demographic engineering and assimilation in the Armenian Genocide, this book will fundamentally change how this crime is understood and show that physical destruction is not the only aspect of the genocidal process.

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