Matching Items (27)
Filtering by
- All Subjects: Culture
- Creators: School of International Letters and Cultures
- Resource Type: Text
Description
This honors thesis features a translation of Andrés Bello’s “Historia físicia y política de Chile por Claudio Gay” that had never before been reproduced in English, as well as a discussion of translation theories and a biographical sketch of Andrés Bello, a prolific Latin American author and philosopher. The goals of this thesis include promoting Latin American literature, bringing awareness to Bello’s contributions to Chile’s history, and promoting translation as a creative form of education.
ContributorsDominick, Alicia Lorae (Author) / Humphrey, Ted (Thesis director) / Martinez, Maria Teresa (Committee member) / Burke, Janet (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor)
Created2015-05
Description
This study evaluated whether the Story Champs intervention is effective in bilingual kindergarten children who speak Spanish as their native language. Previous research by Spencer and Slocum (2010) found that monolingual, English-speaking participants made significant gains in narrative retelling after intervention. This study implemented the intervention in two languages and examined its effects after ten sessions. Results indicate that some children benefited from the intervention and there was variability across languages as well.
ContributorsFernandez, Olga E (Author) / Restrepo, Laida (Thesis director) / Mesa, Carol (Committee member) / Barrett, The Honors College (Contributor) / Department of Speech and Hearing Science (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-05
DescriptionThe city of Siena is picturesque as an almost perfectly preserved medieval fortress in the heart of Tuscany. But the true beauty stems from its unique, family-oriented culture.
ContributorsPrice, Tea Francesca (Author) / Silcock, Bill (Thesis director) / Dell'Anna, Antonella (Committee member) / Dodge, Nancie (Committee member) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Inspired by my own experiences, I began this study to examine students' cultural engagement while studying abroad. Students' motivations to study abroad vastly vary and no two experiences are the same, due to the multitude of factors involved. Study abroad program providers and organizations frequently cite intercultural competence as a vital skill in the 21st century for all young professionals to build, and is often a goal of students to develop through their study abroad experiences. Before departure, some students may have a romanticized, grand vision of integrating themselves in a foreign culture and learning the language. Upon arrival, reality may prove to be quite different and students can get swept up in the novelty of living in a new environment and traveling with their new American friends from the same program. The vision of intercultural competence and foreign language acquisition gradually fades when realizing just how difficult they both are to achieve, especially in such a short time period. My hope is that this study can highlight issues that returned students of study abroad programs faced while abroad and can provide valuable insight for future study abroad participants into how to become more immersed in their host culture. By creating awareness of the merits of intercultural competence and the methods to develop it through study abroad, future students can become better equipped to have a more enriching experience. https://cultureasustudyabroad.wordpress.com/
ContributorsThoesen, Raquel Nathania (Author) / Scott Lynch, Jacquelyn (Thesis director) / Herrera Niesen, Carrie (Committee member) / W. P. Carey School of Business (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The purpose of this paper is to explore different aspects of participating in a study abroad program with a focus on the 2013 Critical Language Scholarship Program in Himeji, Japan. I had always wanted to study in Japan and was finally able to when I was selected for the CLS Program. The eight weeks I spent studying in Japan had a significant impact on my life, and I wondered if studying abroad has as much of an influence on other students too. The key questions in this research are: 1. What do students gain from studying abroad in Japan? What are the biggest benefits? 2. For what reasons do students decide to study in Japan? 3. What qualities make for a successful and beneficial language-learning program? The research was conducted through a fixed group who participated in in-depth qualitative interviews. The purposeful sample consisted of nine participants in the CLS Program (Japan 2013 institute) and several ASU faculty members. This paper also examines previous research that has been conducted relating to study abroad.
ContributorsPrang, Meiti (Author) / Silcock, Bill (Thesis director) / Wong, Elizabeth (Committee member) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of International Letters and Cultures (Contributor)
Created2015-05
Description
The purpose of this study is to determine the types of classroom instructional activities commonly used in teaching literature. Data were collected at ASU Preparatory High School. The study determined that literature-based lessons and activities fall under three categories: reading, writing, and discussion. Classroom observations revealed that reading, writing, and discursive activities were designed to promote higher-ordering thinking. These activities included silent reading, annotating text, reading aloud, keeping reading response journals, practicing essay writing, and participating in Socratic discussion. The teachers at ASU Prep used the listed activities with the intent to challenge their English students to engage in active learning, to improve reading, writing, and discursive skills, and promote critical thinking skills.
ContributorsSarik, Vivian Roathany (Author) / Blasingame, James (Thesis director) / Ingram-Waters, Mary (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor)
Created2015-05
Description
The American English and Culture Program (AECP) at Arizona State University is an intensive language program that has taught English to speakers of other languages from over 115 countries. This study focuses on English education from five of those countries by examining the similarities and differences between AECP and English education in those countries, as well as analyzing the concerns about English education in these countries and how they may impact students who come to AECP. Those countries are Saudi Arabia, China, Japan, Korea, and Kuwait. The primary characteristics that are analyzed are history of English in relation to that country, the goals of English learning, the teaching methods used in the classes, and textbook content. The implications of this study are to help EFL educators learn about their students' backgrounds in the English language through learning the students' countries' various histories and difficulties concerning English, thus allowing them to help students better transition into the English programs such as AECP. This study also shows what research is readily available about English education in other countries, and reveals that there is a lack of research in some aspects of English education for some countries.
ContributorsMeyer, Elizabeth Kayla (Author) / James, Mark (Thesis director) / Thompson, Robert (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of Chemistry and Biochemistry (Contributor)
Created2014-05
Description
Pizza, Pasta, Parmesan, this is Italian cuisine? What is conceived by many to be Italian cuisine and way of life is actually a glamorized and artificial unification of a multitude of different regional sub-cultures. The aim of my project was to provide a means through which other students can come to understand the diversity and complexities that make up the Italian culture and cuisine. The way in which this is to be accomplished was through the creation of a syllabus for a course here at ASU. The project aims to encourage students to think critically about the Italian lifestyle and how food and culture are interrelated. It is imperative that stereotypes surrounding the Italian culture are broken down and for the culture to be understood through a new lens. The manner through which Italian culture is examined rests upon the culture's impact on cuisine and the cuisine's impact on the culture. Italy's connections to the Mediterranean are explored through the cultural impacts of exchange and the scientific evidence behind the Mediterranean Diet. It is critical to consider cuisine when attempting to understand the history and culture of a location. Prezzolini's quote, "what is the glory of Dante compared to spaghetti?" was the starting point to which the questions surrounding the importance of cuisine were considered. One of the most important goals was to foster self-reflection and growth. As many of the texts challenge the preconceptions that most American maintain about Italian society, it is imperative that students reflect upon their own cultures and biases. For a course to have a meaningful impact upon the students the students must take something away from the course. The method of analysis was an analysis of the texts given the goals of the syllabus expressed through the learning outcomes. I concluded that the syllabus overall was sound. There was a wealth of texts which were unbiased or provided ample critiques to other readings. The texts also encourage students to reflect upon their own cultures and beliefs.
ContributorsHallquist, Jessika Anne (Author) / Vitullo, Juliann (Thesis director) / Minardi, Enrico (Committee member) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Insect Girls is a chapbook-length collection of poems exploring the human inclination toward, and desire for, violence. Using insects and other bugs as motifs to show how people can often be treated like insects, these 25 poems complicate the relationships between violent people and their victims. The collection specifically focuses on women's issues such as domestic violence and female sexuality. The speakers range from a prostitute waiting in the rain, to a submissive girl at a fetish party, to a housewife with a werewolf for a husband. Violence and sex are depicted as inherently intertwined. Because of this, many characters in the book show a connection between desire and violence, how cruelty can have a kind of sex appeal. This is explored in the collection with depictions of sadomasochism and BDSM, where power dynamics can be at certain times problematic, and at others, beautiful. In writing these poems, I was inspired by the fact that upon seeing a harmless bug, so many people's first instinct is to crush it, for no reason at all except because they can. Bug imagery appears throughout the collection, illustrating the dehumanizing aspect of cruelty. The capture of a butterfly serves as a metaphor for sexual assault, and elsewhere bee wings show a desire for escape. Imagery as a whole is important to the collection because it illustrates not only the physical scars that result from violent actions, but also the strength and loveliness within the survivors. In Insect Girls, I didn't want to hide away ugliness, but I didn't want to hide away beauty either.
ContributorsPrice, Emily Kay (Author) / Ball, Sally (Thesis director) / Giner, Oscar (Committee member) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
ContributorsPanosian, N. Zari (Author) / Ison, Tara (Thesis director) / Fortunato, Joe (Committee member) / Talerico, Daniela (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor)
Created2013-05