ENGLISH LANGUAGE LEARNING THROUGH PEACE CURRICULUM AT GRADUATE LEVEL AN EXPERIMENTAL STUDY

http://dx.doi.org/10.31703/glr.2020(V-I).09      10.31703/glr.2020(V-I).09      Published : Mar 1
Authored by : AbdulKhaliq , AbdulGhani , ShehlaIlyas

09 Pages : 76 - 86

References

  • Ahmad, Z.S. (2017). Special Report on Peace Education in Pakistan. The United States Institute of Peace
  • Balasooriya, A. S. (2001). Learning the way of peace: A teachers' guide to peace education. New Delhi: United Nations Educational, Scientific and Cultural Organization.
  • Barrs, J. (2005). Factors contributed by community organizations to the motivation of teachers in rural Punjab, Pakistan, and implications for the quality of teaching. International Journal of Educational Development, 25(3), 333-48
  • Bar-Tal (Eds). (1999). How Children Understand War and Peace: A Call for International Peace Education. San Francisco: Jossey-Bass Publishers.
  • Bar-Tal, D. (2002). The elusive nature of peace education. Peace Education: The Concept, Principles, and Practices Around the World, 27-36.
  • Bar-Tal, D., & Rosen, Y. (2009). Peace education in societies involved in intractable conflicts: Direct and indirect models. In: Review of Educational Research, 79(2), 557-575.
  • Bashir Uddin, A., & Qayyum, R. (2014). Teachers of English in Pakistan: Profile and recommendations. NUML Journal of Critical Inquiry, 12(1), 1-19.
  • Bayliss, D. D., & Raymond, P. M. (2004). The link between academic success andL2 proficiency in the context of two professional programs. The Canadian Modern Language Review, 61(1), 72-76.
  • Best, W.J., & Kahn, J. (1986). Research in Education (5th Edition). New Delhi, India: Prentice-Hall of India (Pvt.) Ltd.
  • Best, W.J., & Kahn, J. (2005). Research in Education. New Delhi, Prentice Hall.
  • Bragger, J. D. (1985). Materials development for the proficiency-oriented classroom. C. J. James (Ed.), Foreign language proficiency in the classroom and beyond (79-116). Lincolnwood: National Textbook Company
  • Clive, H., & Noriko, S. (2009). Schooling for violence and peace: how does peace education differ from 'normal' schooling?. Journal of Peace Education, 6, 2
  • Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching, 39, 1- 14
  • Coleman, P. T. (2012). Constructive Conflict Resolution and Sustainable Peace. In P.T. Colemand and M. Deutsch (Eds) Psychological Components of Sustainable Peace. New York: Springer.
  • Costa, F., & Coleman, J. A. (2013). A survey of English-medium instruction in Italian higher education. International Journal of Bilingual Education and Bilingualism, 16(1), 3-19.
  • Friedrich, P (Ed.). (2012) Nonkilling Linguistics. Practical Applications (1st Edition). Honolulu: Center for Global Nonkilling. Retrieved from http://www.nonkilling.org.
  • Ghafoor, A. (1998). Promoting oral communication in a Pakistani (EFL)primary classroom (Unpublished master's thesis). The Aga Khan University, Institute for Educational Development, Karachi.
  • Glenn, S. (2018). Importance of Curriculum to Teaching. Synonym, Retrieved from 25 June 2018. https://classroom.synonym.com/importance-curriculum-teaching-6189570.html.
  • Gomes de Matos, F. (2007). Languages through Peace. A poem. New York: ACTFL, American Council on the Teaching of Foreign Languages.
  • Gomes de Matos, F. (2011). Communicative Dignity. A Checklist. Retrieved from www. humiliationstudies. org/ education/education/php.
  • Gomes, D.E., & Matos, F. (1993). Probing the communicative paradigm: a new concept for Sociolinguistics. Dublin, Ireland: International Sociological Association Sociolinguistics Newsletter
  • Gomes, D.E., & Matos, F. (1977). Linguísticahumana. VerbeteemPosfácioaoDicionário de Linguística e Gramática, J. MattosoCamara Jr. Petrópolis, EditoraVozes.
  • Gomes, D.E., & Matos, F. (1987). Peace as a new universal in language education. Tressaloniki University: Greek Journal of Applied Linguistics, 4(1), 191-205.
  • Gomes, D.E., & Matos, F. (2005). Peaceful language use: From principles to practices. Paris: UNESCO-EOLSS Online Encyclopedia.
  • Gomes, D.E., & Matos, F. (2009). Nonkilling and language usage Honolulu: Center for Global. Nonkilling. This is a section on the site www.nonkilling.org/node/182.
  • Gomes, D.E., & Matos, F. (2009). Posters on The right to peace, Educating all children for Nonkilling. The day weapons refused to kill, ABCs of Peace for children, Communicative Dignity: A Checklist, Prerequisites to a sustainable world peace, TESOLers as appliers of Nonkilling
  • Gomes, D.E., & Matos, F. (2010). Learning to communicate peacefully. In Online Encyclopedia of Peace Education, edited by Monisha Bajaj. New York, Teachers College, Columbia University
  • Gomes, D.E., & Matos, F. (2012). LIF PLUS: the life-improving force of peaceful language use. In P.T. Coleman and M. Deutsch (Eds). The Psychological Components of Sustainable Peace. New York: Springer Publications
  • Goode, W.J., & Hatt, P.K. (1968). Methods in Social Research. New York: McGraw-Hill Publications.
  • Huseyinhaci, A.S., Derviskayimbasioglu, Z.A., Gazi, F.A., Aksal, M.C.K. (2016). Computer Education & Instructional Technology Department, Faculty of Education, Near East University. Engineering Faculty, Near East University: Learning English language in peace context through technology.
  • James, C.J. (1985). Learning from proficiency: the unifying principle. In C. J. James (Ed.), Foreign language proficiency in the classroom and beyond (pp. 1 -8). Lincolnwood: National Textbook Company.
  • Johnson, E. (1961). The Research Report: A Guide for the Beginner. New York: Ronald Press.
  • Kerlinger, F.N. (1973). Foundations of Behavioral Research (2nd Edition). New York: Holt, Reinhart and Wilson.
  • Lederach, J.P. (1997). Building peace: sustainable reconciliation in divided societies. Washington, D.C.: United States Institute of Peace Press
  • Mahboob, A. (2009). English as an Islamic language: A Case Study of Pakistani English. World Englishes, 28(2), 175-189.
  • Nagarajan, S. (2006). The place of world English's in composition: Pluralization continued. College Composition and Communication, 57(4), 586-619.
  • Nordquist, R. (2018). English Language: History, Definition, and Examples. Thought Co, Jun. 27, 2018, thoughtco.com/what-is-the-english-language-1690652.
  • Nurlu, M. (2015). EMI in Turkish universities. Modern English Teacher, 24(2), 12-14.
  • Oplatka, I. (2007). The context and profile of teachers in developing countries in the last decade: A revealing discussion for further investigation. International Journal of Educational Management, 21(6), 476- 490.
  • Punamäki, R.L. (1999). Concept Formation of War and Peace: Between Child Development and a Politically Violent Society. In: A Raviv, L Oppenheimer.
  • Salomon, G. (2004). Does peace education make a difference in the context of an intractable conflict?. Peace and Conflict, 10(3), 257-274.
  • Salomon, G., 2002. Peace education: The Concept, Principles and Practices Around the World. Mahwah, NJ. LEA.
  • Shamim, F. (2008). Trends, issues and challenges in English language education in Pakistan. Asia Pacific Journal of Education, 28(3), 235-249.
  • Stephen, D. F., Welman, J. C., & An, W. J. J. (2004). English language proficiencyan indicator of academic performance at a tertiary institution. Journal of Human Resource Management, 2(3), 42-53.
  • Tickoo, M.L. (2006) Language in Education. World Englishes, 25(1), 167-176.
  • United Nations Children's Fund (UNICEF). (1999). Peace Education in UNICEF. New York: UNICEF Programme Publications.
  • Watson, M. K. (2015). From rural street theater to big city extravaganza: The meaningof the Manaus boiBumbá in an urbanizing Brazil. The University of New Mexico.
  • Ahmad, Z.S. (2017). Special Report on Peace Education in Pakistan. The United States Institute of Peace
  • Balasooriya, A. S. (2001). Learning the way of peace: A teachers' guide to peace education. New Delhi: United Nations Educational, Scientific and Cultural Organization.
  • Barrs, J. (2005). Factors contributed by community organizations to the motivation of teachers in rural Punjab, Pakistan, and implications for the quality of teaching. International Journal of Educational Development, 25(3), 333-48
  • Bar-Tal (Eds). (1999). How Children Understand War and Peace: A Call for International Peace Education. San Francisco: Jossey-Bass Publishers.
  • Bar-Tal, D. (2002). The elusive nature of peace education. Peace Education: The Concept, Principles, and Practices Around the World, 27-36.
  • Bar-Tal, D., & Rosen, Y. (2009). Peace education in societies involved in intractable conflicts: Direct and indirect models. In: Review of Educational Research, 79(2), 557-575.
  • Bashir Uddin, A., & Qayyum, R. (2014). Teachers of English in Pakistan: Profile and recommendations. NUML Journal of Critical Inquiry, 12(1), 1-19.
  • Bayliss, D. D., & Raymond, P. M. (2004). The link between academic success andL2 proficiency in the context of two professional programs. The Canadian Modern Language Review, 61(1), 72-76.
  • Best, W.J., & Kahn, J. (1986). Research in Education (5th Edition). New Delhi, India: Prentice-Hall of India (Pvt.) Ltd.
  • Best, W.J., & Kahn, J. (2005). Research in Education. New Delhi, Prentice Hall.
  • Bragger, J. D. (1985). Materials development for the proficiency-oriented classroom. C. J. James (Ed.), Foreign language proficiency in the classroom and beyond (79-116). Lincolnwood: National Textbook Company
  • Clive, H., & Noriko, S. (2009). Schooling for violence and peace: how does peace education differ from 'normal' schooling?. Journal of Peace Education, 6, 2
  • Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching, 39, 1- 14
  • Coleman, P. T. (2012). Constructive Conflict Resolution and Sustainable Peace. In P.T. Colemand and M. Deutsch (Eds) Psychological Components of Sustainable Peace. New York: Springer.
  • Costa, F., & Coleman, J. A. (2013). A survey of English-medium instruction in Italian higher education. International Journal of Bilingual Education and Bilingualism, 16(1), 3-19.
  • Friedrich, P (Ed.). (2012) Nonkilling Linguistics. Practical Applications (1st Edition). Honolulu: Center for Global Nonkilling. Retrieved from http://www.nonkilling.org.
  • Ghafoor, A. (1998). Promoting oral communication in a Pakistani (EFL)primary classroom (Unpublished master's thesis). The Aga Khan University, Institute for Educational Development, Karachi.
  • Glenn, S. (2018). Importance of Curriculum to Teaching. Synonym, Retrieved from 25 June 2018. https://classroom.synonym.com/importance-curriculum-teaching-6189570.html.
  • Gomes de Matos, F. (2007). Languages through Peace. A poem. New York: ACTFL, American Council on the Teaching of Foreign Languages.
  • Gomes de Matos, F. (2011). Communicative Dignity. A Checklist. Retrieved from www. humiliationstudies. org/ education/education/php.
  • Gomes, D.E., & Matos, F. (1993). Probing the communicative paradigm: a new concept for Sociolinguistics. Dublin, Ireland: International Sociological Association Sociolinguistics Newsletter
  • Gomes, D.E., & Matos, F. (1977). Linguísticahumana. VerbeteemPosfácioaoDicionário de Linguística e Gramática, J. MattosoCamara Jr. Petrópolis, EditoraVozes.
  • Gomes, D.E., & Matos, F. (1987). Peace as a new universal in language education. Tressaloniki University: Greek Journal of Applied Linguistics, 4(1), 191-205.
  • Gomes, D.E., & Matos, F. (2005). Peaceful language use: From principles to practices. Paris: UNESCO-EOLSS Online Encyclopedia.
  • Gomes, D.E., & Matos, F. (2009). Nonkilling and language usage Honolulu: Center for Global. Nonkilling. This is a section on the site www.nonkilling.org/node/182.
  • Gomes, D.E., & Matos, F. (2009). Posters on The right to peace, Educating all children for Nonkilling. The day weapons refused to kill, ABCs of Peace for children, Communicative Dignity: A Checklist, Prerequisites to a sustainable world peace, TESOLers as appliers of Nonkilling
  • Gomes, D.E., & Matos, F. (2010). Learning to communicate peacefully. In Online Encyclopedia of Peace Education, edited by Monisha Bajaj. New York, Teachers College, Columbia University
  • Gomes, D.E., & Matos, F. (2012). LIF PLUS: the life-improving force of peaceful language use. In P.T. Coleman and M. Deutsch (Eds). The Psychological Components of Sustainable Peace. New York: Springer Publications
  • Goode, W.J., & Hatt, P.K. (1968). Methods in Social Research. New York: McGraw-Hill Publications.
  • Huseyinhaci, A.S., Derviskayimbasioglu, Z.A., Gazi, F.A., Aksal, M.C.K. (2016). Computer Education & Instructional Technology Department, Faculty of Education, Near East University. Engineering Faculty, Near East University: Learning English language in peace context through technology.
  • James, C.J. (1985). Learning from proficiency: the unifying principle. In C. J. James (Ed.), Foreign language proficiency in the classroom and beyond (pp. 1 -8). Lincolnwood: National Textbook Company.
  • Johnson, E. (1961). The Research Report: A Guide for the Beginner. New York: Ronald Press.
  • Kerlinger, F.N. (1973). Foundations of Behavioral Research (2nd Edition). New York: Holt, Reinhart and Wilson.
  • Lederach, J.P. (1997). Building peace: sustainable reconciliation in divided societies. Washington, D.C.: United States Institute of Peace Press
  • Mahboob, A. (2009). English as an Islamic language: A Case Study of Pakistani English. World Englishes, 28(2), 175-189.
  • Nagarajan, S. (2006). The place of world English's in composition: Pluralization continued. College Composition and Communication, 57(4), 586-619.
  • Nordquist, R. (2018). English Language: History, Definition, and Examples. Thought Co, Jun. 27, 2018, thoughtco.com/what-is-the-english-language-1690652.
  • Nurlu, M. (2015). EMI in Turkish universities. Modern English Teacher, 24(2), 12-14.
  • Oplatka, I. (2007). The context and profile of teachers in developing countries in the last decade: A revealing discussion for further investigation. International Journal of Educational Management, 21(6), 476- 490.
  • Punamäki, R.L. (1999). Concept Formation of War and Peace: Between Child Development and a Politically Violent Society. In: A Raviv, L Oppenheimer.
  • Salomon, G. (2004). Does peace education make a difference in the context of an intractable conflict?. Peace and Conflict, 10(3), 257-274.
  • Salomon, G., 2002. Peace education: The Concept, Principles and Practices Around the World. Mahwah, NJ. LEA.
  • Shamim, F. (2008). Trends, issues and challenges in English language education in Pakistan. Asia Pacific Journal of Education, 28(3), 235-249.
  • Stephen, D. F., Welman, J. C., & An, W. J. J. (2004). English language proficiencyan indicator of academic performance at a tertiary institution. Journal of Human Resource Management, 2(3), 42-53.
  • Tickoo, M.L. (2006) Language in Education. World Englishes, 25(1), 167-176.
  • United Nations Children's Fund (UNICEF). (1999). Peace Education in UNICEF. New York: UNICEF Programme Publications.
  • Watson, M. K. (2015). From rural street theater to big city extravaganza: The meaningof the Manaus boiBumbá in an urbanizing Brazil. The University of New Mexico.

Cite this article

    APA : Khaliq, A., Ghani, A., & Ilyas, S. (2020). English Language Learning through Peace Curriculum at Graduate Level An Experimental study. Global Language Review, V(I), 76 - 86. https://doi.org/10.31703/glr.2020(V-I).09
    CHICAGO : Khaliq, Abdul, Abdul Ghani, and Shehla Ilyas. 2020. "English Language Learning through Peace Curriculum at Graduate Level An Experimental study." Global Language Review, V (I): 76 - 86 doi: 10.31703/glr.2020(V-I).09
    HARVARD : KHALIQ, A., GHANI, A. & ILYAS, S. 2020. English Language Learning through Peace Curriculum at Graduate Level An Experimental study. Global Language Review, V, 76 - 86.
    MHRA : Khaliq, Abdul, Abdul Ghani, and Shehla Ilyas. 2020. "English Language Learning through Peace Curriculum at Graduate Level An Experimental study." Global Language Review, V: 76 - 86
    MLA : Khaliq, Abdul, Abdul Ghani, and Shehla Ilyas. "English Language Learning through Peace Curriculum at Graduate Level An Experimental study." Global Language Review, V.I (2020): 76 - 86 Print.
    OXFORD : Khaliq, Abdul, Ghani, Abdul, and Ilyas, Shehla (2020), "English Language Learning through Peace Curriculum at Graduate Level An Experimental study", Global Language Review, V (I), 76 - 86
    TURABIAN : Khaliq, Abdul, Abdul Ghani, and Shehla Ilyas. "English Language Learning through Peace Curriculum at Graduate Level An Experimental study." Global Language Review V, no. I (2020): 76 - 86. https://doi.org/10.31703/glr.2020(V-I).09