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Access Denied: Ending The Exclusion Of Disabled Students From Media Production Courses In Higher Education, Jayne Cubbage
Access Denied: Ending The Exclusion Of Disabled Students From Media Production Courses In Higher Education, Jayne Cubbage
Journal of Media Literacy Education
As the acceptance of media literacy increases among educators, media producers and consumers, one group is often missing from the dialogue—persons with disabilities. This absence is witnessed in the marginalized media depictions of the disabled. To gain entry into the media professions, some form of higher education is required. Using muted group theory as a backdrop, this work, a narrative analysis of the author’s experience with students with disabilities in media production courses, explores the de facto exclusion of persons with disabilities in such classes, due to the poorly outfitted and non-compliant nature of audio and video production facilities.
Informal Order, Needs Analysis, And The Eap Curriculum, Faisal S. Al-Maamari
Informal Order, Needs Analysis, And The Eap Curriculum, Faisal S. Al-Maamari
The Qualitative Report
The academic curriculum is developed through a systematic process whereby content is created through the alignment of needs to stakeholder or target group. This qualitative research study features a small-scale, English for academic purpose (EAP) needs analysis (NA) of three credit-bearing EAP programs and the corresponding departmental programs conducted at a Language Center at a higher education institution in Oman. Based on interview, observational and documentary data, the analysis showed divergences in academic literacy (writing and reading) between the EAP and content programs. Principally, the findings pointed to the presence and operation of a group of informal orders and the …
A Phenomenological Study Of Graduate Chinese Students’ English Writing Challenges, Papia Bawa, Sunnie Lee Watson
A Phenomenological Study Of Graduate Chinese Students’ English Writing Challenges, Papia Bawa, Sunnie Lee Watson
The Qualitative Report
More students from China are looking to the United States for learning opportunities. However, such students have serious English writing deficiencies. This is due to significant differences between the two languages. This phenomenological study of five Chinese, graduate level students in the United States, informs us of these issues and provides a basis upon which we can explore viable instructional strategies to deal with such issues. The key findings suggest that the participants feel marginalized due to English language deficiencies, which is complicated by a deficiently structured English language instructional system. Based on these findings, several themes are presented that …