...and countless other factors”. Von Flotow (2001) offers a comprehensive overview of research areas in which the issue of “gender and translation” could be investigated: - Historical studies (who translated what when and how, and how did gender play into this?) - Theoretical considerations (how do different gender affiliations, definitions, constructions play themselves out in translation and translation research?) - Issues of identity (how does gendered identity or a lack of it affect translation, translation research?) - Post-colonial questions (does our largely Anglo-American "gender" apply in other cultures and their texts? Does it translate into other languages? And what does it mean if it doesn’t?) - More general questions of cultural transfer (is the current government-supported export of Canadian women’s writing, a hot commodity in some literary markets, really about Canadian tolerance and egalitarianism?) Whereas most of researches done regarding gender in translation have dealt specifically with the issue of the translators’ gender identity and its effect on their translations, the main focus of current article is on how gender itself is translated and produced. Following paragraphs will try to clarify what gender is, how gender manifest itself in grammatical and social systems of language, and what problems translators encounter when translating or producing gender-related materials. Grammatical Gender Most...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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