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The Cardiff Crachach gravy train
There is astonishing news in this morning's Western Mail that following a shake-up of senior civil servants within the Assembly Government seven "director general" posts have been created in an allegedly streamlining move aimed at cutting overall costs. All seven of these 'director generals' will be earning more than £120,000.
Professor Brian Morgan, of the Creative Leadership and Enterprise Centre at Uwic's Cardiff School of Management sums up the problem: "It used to be the case that government departments had a permanent secretary with two deputy secretaries beneath them. that is obviously no longer enough for the Welsh Assembly Government.
"Now there are effectively seven deputy secretaries, all on salaries of over £120,000. In Whitehall terms, the Assembly is a small department and it makes no sense to have so many chiefs."
However, it is worse than that. Although the Permanent Secretary claims that there is a net saving, questions remain as to what is happening to the remaining members of the 16 strong management board that this structure replaces. The Welsh Government has a no redundancy policy and my understanding is that like former Chief Executives and Finance Directors in the Health Service most if not all of these people remain employed, even if their job is ill-defined.
A clue lies in the creation of Director posts beneath this layer of senior management, jobs that did not formerly exist and which were resisted previously. How can anybody take the Welsh Government seriously when it behaves in this way, whilst its lower-paid civil servants are engaged in industrial action to protect their jobs and their pay and conditions?
One last thing: it is also apparent from the list of appointments that there is not a single women amongst these top seven civil servants. The one woman who was part of the team, Dr. Christine Daws recently left in 'controversial circumstances'. This leaves Dame Gillian Morgan as the only woman, ruling the roost. An interesting picture of Welsh Government.
I seem to remember a BBC Wales Programme (Dragons Eye) which compared the Salary of the First Minister of the Parish Council on the Bay with the high earners within out 22 local authorities. The BBC choose to highlight three local authorities, two of which were Cardiff and Swansea, stating that these Chief execs were on more than the first minister. A blatant attack on two Lib Dem run councils.
Perhaps the BBC should look closer to the Parish Council on the Bay, since it would appear that these Magnificent Seven are on more dosh than poor Carwyn.
If staff are being retained and the whole thing expanded overall, that sounds more like a "beefing up" exercise to me.
Could it be that certain people are arrogantly expecting a greater workload for these departments post an assumed "Yes" vote?
I campaigned for an assembly in 1997. I campaigned in the belief that it was a democratic exercise. If the bureaucrats are gathering round the trough in anticipation of more work - on hugely inflated salaries - it just confirms my suspicion that the whole so-called "law-making powers" thing is nothing more than jobs for the boys.
I'm not campaigning for that. They can stick it where the sun don't shine.
# posted by Draig : 6:31 PM

redpajama_set_name: RedPajamaCommonCrawl


on Cambridge 105 Radio and set release dates for three other tracks. Aptly titled for its Halloween release date, 'Devil' sees Ffion's sound head in a different, more fiery direction.
a world away from Ffion's musical home. Gone is the intimacy to be replaced by a no-nonsense, statement making atmosphere. To say this is unexpected, would be a huge understatement, but to say it's successful, would be an even bigger one. It may be a completely different sound, but it's immediately evident that it's just as incredible.
Signaling the start of the track, the track's title gently rings out above a more ambient accompaniment. Straightaway the new style is established. Re-enforcing this further, pounding, war like drums echo around. Theatrical in nature, it grabs your attention for all the right reasons. Accompaniment set, Ffion's soaring vocal begins the storytelling. Filled with sublime uses of glissandi, and extremes of range, you find yourself questioning how this track, and indeed Ffion herself, isn't on more people's radar.
On reaching the chorus, Ffion's main vocal continues to soar to new heights. Alongside this, the atmosphere changes and with the removal of the pounding war-like drums, a more regular pattern kicks in. Combined with ringing guitar chords and echoing multi-tracked vocals, the track begins to hint at 'mainstream.' However, in a wonderful piece of musical trickery, just as it gets going, it moves on to the second verse.
Building on the sound of the chorus, the accompaniment maintains its driving nature. However, while it would be easy to return to the same setting as verse one, this isn't the case and as the previous drumming patterns merge together, a real sense of momentum takes hold. Pushing this further, rhythmically echoing marimba and melodic organ interludes begin to interweave among each other. It's an incredible sound and combined with Ffion's magical vocal, it perfectly highlights how much of a step up this is. However, while this full-on accompaniment is retained in the following chorus, on reaching the bridge, we get an unexpected reminder of Ffion's previous sound.
Stripped back, the vocal connects with us on a different level to anywhere else in the track. Soft and delicate, it really feels like Ffion is speaking to you. It's a rather touching moment, and initially set against more laid back sounds, it beautifully reflects how much Ffion is influenced by her musical roots. Perfectly connecting both sides of her sound, the second half of the bridge gradually re-introduces the earlier accompanying elements before reaching full-on and percussion led versions of the chorus. There's no doubt about it, 'Devil' may well be full of tricks, but it's certainly a musical treat.


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BM Sinfín v FC Barcelona Lassa: 100th consecutive league win! (22-27)
Xavi Pascual's side earn century of victories on the bounce in a tough encounter
SARA GUTIÉRREZ
05:02PM Saturday 29 Oct
FC Barcelona Lassa handball wrote an incredible piece of history on Saturday evening after achieving their 100th consecutive win in the league, in a 27-22 victory over BM Sinfín.
The stage was set for Xavi Pascual's men to achieve the unprecedented honour of racking up a century of wins and, even under such intense pressure, they were able to do so.
It was the home side who started the brighter of the two, racing to a 3-0 lead in the first five minutes, and maintaining their lead right for the first 25 of the game. However, Barça managed to get a grip of the game and, just before the break, got their noses ahead by one (12-13).
Sinfín were back level soon after the restart, but Pérez de Vargas ensured they would not go ahead with a save from seven metres. From then on, Barça managed to reestablish their lead and De Vargas continued his heroics in goal. The game ended 27-22 in Barça's favour and, in doing so, achieved the incredible record of winning 100 straight games.


2002 Pontiac Grand Prix Stereo Wiring Harness: Pontiac grand prix gtp radio wiring diagram. Amplifier wiring diagram pontiac grand best site.
2002 Pontiac Grand Prix Stereo Wiring Harness.
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And finally you are ready you want to play poker for real money, you have mastered the poker and feel strong enough to make. Step into the real thing Yet the step to play poker for real money a good decision, many players wait too long before they make the step and continue to linger too long is play free poker. There is nothing more to learn quickly so that the development of the game lags behind the others.
Poker for real money is very different than playing while there is nothing in between, the atmosphere is very different voltage and the opponents are usually much stronger than in the free poker. Make sure you know what you are doing and turn, beginning with small amounts gradually build your capabilities and do not put everything in a round at stake. Just start with even a small amount, say $ 20 deposit into your player account and start playing in low-limit, for example $ 0.01 / $ 0.02, you can quietly develop your poker game without the risk of large losses here.
An important thing to consider when making a real money deposit at online poker is the choice of a payment, you want your money is transferred in a secure manner and that includes a reliable payment method at.
Now you know how to get money into your player account, it is wise to think about the bonus that you can get when you go play poker for real money. The bonus is a way for poker room to tie players are a nice bonus offer make the poker rooms are popular among players and attract many new poker players. A good example of an attractive bonus for new players can see at Poker, besides a great bonus, they have many more great offers, so there are some free rolls (free tournaments) where you can do it and you can use profitable poker tools.


Click on play button to listen high quality(320 Kbps) mp3 of "SIZE 8 - AFADHALI YESU (Official Video) @Size8Reborn". This audio song duration is 3:52 minutes. This song is sing by SIZE 8. You can download SIZE 8 - AFADHALI YESU (Official Video) @Size8Reborn high quality audio by clicking on "Download Mp3" button.


Sarasota Dental Arts > FAQs > Preventive Care > What should I expect during my first visit?
During your first visit to our Sarasota dental office, you will receive a thorough dental examination that includes x-rays as well as a comprehensive examination and a discussion of any issues we happen to find.
Dr. Aygen will develop a personalized treatment plan based on your individual needs, current level of dental health, and long-term oral health goals. This individual plan will include recommendations for your cleaning schedule as well as restorative and preventive treatments.
Most patients will also receive a dental cleaning during their first visit, based on the assessment and recommendation from Dr. Aygen.
At Sarasota Dental Arts, we recognize that every patient is a unique individual, and that's why we personalize your care to your needs. You won't find cookie-cutter dentistry here, and you certainly will never feel like a number on a chart. We enjoy getting to know our patients and building real relationships. We want to know how you are doing because you are so much more than just your teeth!
We are accepting new patients at our Sarasota office! To schedule your first appointment, just give us a call at (941) 957-8754 or fill out the convenient online form located on our Contact page.
I am only in Sarasota during the winter. Can you be my winter dentist?
I can't make it to my appointment. How much notice do I need to give?
Patient Testimonial:Without reservation, I highly recommend Dr. Kaya Aygen.


Experience psychedelic space racing on an infinite variety of procedurally generated tracks. This is a true test of driver skill.Race your friends with in 4 player split-screen or complete the single player championship.Amazing immersive space VR mode, has to be seen to be believed.
Nominated in the Best Arcade Game and Best Racing Game categories. Great work guys and thanks for all the amazing feedback from the community.
Tentatively we announce V1 and bring the live game and VR inline with the Switch game release.
We are sorry it has taken us longer than we expected but now it is inline and the VR is radically improved.
Creatures that vomit solid matter out of their mouths. Solid matter that is the perfect substance to drive beat up cars in a race to enter the creature's mouth.


Starting February 2017, you will have the opportunity to use an additional attractive parking area for long-term parking: first class parking. With the monitored, modern parking area located right next to the terminal (1 minute by foot), we offer you a parking experience of the highest level.
On the lowest level of car park P3, right near the terminal, you can park your car in an individual car transfer box, which has the feel of a personal garage. After you have left the car transfer box, you enter your flight information on a touch screen, and the car is transported by machine from the transfer box to the parking area. To pick up the vehicle, the car is brought back to the transfer box at the right time, and you can leave the car park without the trouble of searching for your car. First class parking therefore saves time and offers a significantly more comfortable parking experience.
Arriving from the A44 motorway, take the exit 'Flughafen Düsseldorf'. Then follow the signs towards 'Abflug' (Departures). Please keep to the left until you see the entrance sign for car park P3 on the left. There is a separate entrance for those who have reserved parking spaces.


We had the opportunity to spend the long weekend at a cottage with some friends (more interesting photos to come on that). On the drive up we were hit with a great lightning storm. While it's not the best to drive in; it is a lot of fun to take photos of. We captured this shot by sitting a camera on the dash with a fisheye lens and keeping the shutter open for 8 seconds. It's pretty satisfying to capture a flash of light that only lasts about 30 microseconds.


Home about me The Five series thoughts MY CHRISTMAS/BIRTHDAY WISH LIST.
Hello my beautiful and handsome readers. Happy new month guys, it is the last month of 2017 and it is also my birthday month 💃💃!!
Welcome back to my blog and if this is your first time on my blog you are welcome and I hope you enjoy my blog so much that you would want to subscribe.
First of, let me address the elephant in the room- my absence for so long. It's been over two months since I last posted anything on the blog and this is because I have really occupied with school and life generally. I am currently in my final year in the university and as expected it's been really hectic. But now I am back and ready to blog.
So straight to today's blog post. We are all aware of the fact that Christmas is just around the corner and just four days after Christmas I would be leaving the teenage zone and becoming an adult. I am pretty psyched about turning 20; I literally cannot wait to be done with being 19. For real, 19 is a really weird and unsure age and whenever I am asked my age I always say 20 because 19 just sounded unsure.
So here is the wish list of an adult-to-be. And because Christmas day and my birthday are so close to each other I am going to make just one wish list for both of them.
Why am I compiling a wish list? Well, it is honestly because of two reasons. Firstly, because I might have someone reading this who desperately (desperately is such a funny word😁😅) wants to get me something for my 20th birthday which is on December 29th and doesn't know what to get me, so this would serve as some kind of a guide to that lovely person or people. And secondly because a lot of people are doing it and I thought, what the heck!
So here are five things I would love to get on my birthday or for Christmas.
A NEW PHONE: This is always number one on any list. I desperately need a new phone because I now have this newly found hatred for my current phone, the phone just annoys me and I don't know why. If there's anyone currently reading this who wants to get me a new phone I would love to get an Iphone 6+ or an Iphone 7+. A plus (+) because I love big phones.
Why an Iphone? Well, because I am tired of Samsung products and Iphone cameras are always the bomb and I need to take more lit selfies in 2018. So anyone getting me an Iphone would not only make my birthday/Christmas but would also make my 2018.
A DESIGNERS PERFUME: Smelling nice is a necessity for me. What's the point of looking nice, wearing designer clothes, make up on fleek, if you don't smell nice. So number two on my list is a designers perfume in particular the Giorgio Armani Si Perfume, I have read a lot of fantastic reviews about this perfume and I would love to smell like 'heaven' as one the reviewers expressed.
MONEY: Well this is kind of funny because getting me the other things listed on my list requires money but just in case you don't want to go through the stress of getting me a gift, you could always give me the good old fashioned money.
PRAYERS: I can never underestimate the power of intercessory prayer. For another person to take time out of their busy schedule to kneel down and pray to God for me would really make my day. I would really appreciate this if someone reading this would pray for me (Good prayer oo) on my birthday.
Want to stay in touch? Follow me on TWITTER || INSTAGRAM . I am always active and I also always follow back.
Want to know how to spot a fake friend?


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River Ave. Blues » Yankeemetrics: Old Ace rising, Tanaka tanking (June 6-8)
Yankeemetrics: Old Ace rising, Tanaka tanking (June 6-8)
June 9, 2017 by Katie Sharp Leave a Comment
Mailbag: Yelich, Wade, Cozart, Domingos, Schwarber, Hicks
Numbers Never Lie
A home run derby broke out at Yankee Stadium on Tuesday night, but in a very depressing way for the hometown fans. Masahiro Tanaka's batting-practice fastballs and cement-mixer sliders were flying out of the park, while the Yankees' repeated clutch-hitting woes sealed their fate – a disappointing 5-4 loss to their AL East rival.
The Red Sox entered the game with the fewest homers in the league, but that statistic mattered little on a chilly night in the Bronx as they went deep three times against Tanaka, who gave up five runs in five innings. Tanaka's longball issues have reached crisis mode, with 14 surrendered in his last 32 innings pitched dating back to the fifth inning of his May 2 start vs Toronto.
That's a remarkable number considering that:
It's more home runs than any Yankee pitcher had given up the entire season through Tuesday
77 of the 86 other qualified pitchers in MLB had allowed fewer than 14 home runs for the entire season through Tuesday
If those stats aren't sobering enough, how about this: he gave up more homers to the Red Sox (3) than guys he struck out (2) … and it's not even the first time he's done that in a game this season! Unsurprisingly, he never did that in any game during his first three seasons in pinstripes.
The bottom line: Tanaka is the only pitcher in the majors this year who has multiple starts where he struck out at least two batters and still managed to allow more home runs than strikeouts in the game. Send help, please.
Not only did Tanaka serve up meatballs left and right against the Red Sox, his overall "stuff" was severely diminished and his pitches showed little deception. He got just three swings-and-misses (yup, the same number of homers he allowed), tied for the fewest in any of his 87 career starts.
CC's lead the way
While the team's improbable comeback wins have been getting a lot of buzz this season, an underrated theme for this Yankees squad has been their resiliency and avoiding long losing streaks. They haven't lost more than three games in a row and haven't been swept in any series so far. They assured both those milestones would remain intact on Wednesday, snapping their two-game slide and taking the second game of the series, 8-0.
This was a historic rout of their longtime division rival, marking their largest shutout win vs Red Sox since June 27, 1991 at Fenway. The last time they blanked the Red Sox by this large of a margin at Yankee Stadium was more than 50 years ago – on September 3, 1965!
The Yankees definitely had the right guy on the mound – Carsten Charles Sabathia – to stop their losing streak. After twirling eight scoreless innings, the 36-year-old lefty improved to 6-0 with a 1.25 ERA in seven starts following a Yankee loss. That's the lowest ERA in games after a team loss for any pitcher in the majors this season (min. five starts).
This brilliant outing continued a string of ace-like performances by Sabathia, who is 5-0 with a 1.11 ERA in his last five starts. He's just the third lefty in franchise history to win five starts in a row, allowing no more than two earned runs and six hits in each game: Ron Guidry had two such streaks (in 1978 and 1981) and Lefty Gomez also had a similar stretch in 1937.
On Wednesday, Sabathia's slider was in peak form as the Red Sox went 0-for-8 in at-bats ending in the pitch – including four punchouts. Here's a beautiful pitch chart of the 30 sliders he threw:
As you can see in the graphic above, he got only one whiff with his slider, but instead relied on its nasty movement to paint the edges of the zone and generate a whopping 13 called strikes. That matches the most he's gotten with the pitch in any game since joining the Yankees.
His backdoor slider has been among the toughest in baseball for hitters to pick up this season. Sabathia's 14 looking strikeouts with the slider are tied with Jhoulys Chacin for the most in MLB, and his slider called-strike rate is the second-highest among pitchers that have thrown at least 200 sliders this season.
While Sabathia was dealing on the mound, the other CC was a monster at the plate. Chris Carter went 3-for-4 with a towering home run and a season-high four RBIs, providing us with our Obscure Yankeemetric of the Week: he joins Scott Brosius (2000) as the only Yankee No. 9 hitters to drive in at least four runs and have at least three hits in a game against the Red Sox.
(Newsday)
The Yankees finished off the series with another dominant win over their AL East rival, 9-1. This is just the third time in the last 30 years that they've notched back-to-back wins by at least eight runs against the Red Sox; the other two instances were Sept. 18-19, 2004 and May 23-24, 1998.
The Yankees pummeled David Price, scoring six runs in five innings against the former Cy Young winner. It was the sixth time over the last two seasons that Price has given up at least six earned runs in a game — and four (!) of those six disaster outings have come against the Yankees.
Gary Sanchez broke the game open with a towering three-run homer in the third inning to give the Yankees a 4-0 lead. But he was just getting warmed up… Sanchez took Price deep again two innings later, making him a ridiculous 4-for-7 with four homers in his career vs the Boston lefty.
He is one of six players with at least four homers vs Price — Manny Machado, Curtis Granderson, Edwin Encarnacion, Nelson Cruz, Jose Bautista are the others — and those five guys have faced him at least 40 times.
It was also Sanchez's fifth multi-homer game in the big leagues, a staggering figure for someone playing in his 87th career game. He became the second-fastest player in major-league history to reach five multi-homer-games, behind only Mark McGwire (who did it in his 84th career game).
And, oh yeah, he also was the first Yankee catcher ever to have at least five RBIs and two homers in a game against the Red Sox. #FunFacts
While Sanchez was re-writing the Major-League record books, Aaron Judge continued his assault on the Statcast leaderboards. Judge's sixth inning single left his bat at 119.8 mph, the third time this season he's hit a ball 119 mph or faster. The rest of the players in major-league baseball have combined to do that zero times in 2017.
Filed Under: Players Tagged With: Aaron Judge, Boston Red Sox, CC Sabathia, Chris Carter, Gary Sanchez, Masahiro Tanaka, Yankeemetrics


Whilst birding the Haradh area 25 January, I saw a flock of over 50 Chestnut-bellied Sandgrouse Pterocles exustus with Phil Roberts. The birds were seen in flight at a great distance but flew closer allowing me to take a couple of photos, although the midday light and heat made the photos average. They are a common and widespread breeding resident on the Tihamah and southern Red Sea coastlands, less common in the Northern Hejaz north to Rabigh with all records below 1000 metres. The species is, however, rare in Central Saudi Arabia and had not been recorded in the Eastern Province until 2013 when I was sent a photograph showing a number of birds (unfortunately) shot, apparently near Al Hassa in 2013. Phil Roberts then saw a single bird at Sabkhat Al Fasl in 2014 and tPhil and I saw a single at the same location 12 February 2016 making this record from Haradh only the fourth for the Eastern Province and easily the largest flock. They are a relatively small species, with elongated central tail feathers, dark underwing, blackish belly and unmarked head. The male has a narrow pectoral band and chestnut brown belly darkening towards rear, whereas the female is more mottled above and shows a tricoloured ventral pattern. Races differ mainly in tone of upperpart coloration with the Arabian population P. e. erlangeri sandy coloured. They typically inhabit bare semi-desert, often with scattered thorny scrubs or trees including Acacia. They feed during the cooler hours of morning and afternoon and drink 2–3 hours after sunrise, while in very hot weather some individuals drink again before sunset.


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IATEFL Affiliate
Bulgarian English Teachers' Association
2018 Burgas
2012 Ruse
2013 Varna
2014 Blagoevgrad
2010 Veliko Turnovo
2009 Stara Zagora
Other grants and Open Contests
Calls for official representatives
Activities for integrating concept learning – Into the science in english lessons
Communication skills for teachers in the language classroom
The Role of Headway Elementary for Developing Bulgarian Learners' Intercultural Competence
Published by BETA-IATEFL • on 01/01/2000 • in Publications
Written by: Desislava Zareva, New Bulgarian University
In this writing:
Definitions of culture
Intelectural communicative competence ( ICC )
The learners
The criteria
The analysis
I. Text materials, visuals and learning tasks should be representative of the cultural differences both in native speaker usage and lingua franca settings.
II. Learning activities should reflect the actual multicultural composition of countries where English is a native language.
III. The textbook should be realistic
IV. Textbook materials and learning tasks should encourage comparison
V. The textbook should encourage learners to reflect on stereotypes both in their own and in cultures they encounter in terms of how and why they come to existence, reasons for their justification or rejection, etc.
VI. The textbook should encourage and provide space for developing learners' ethnographic skills and autonomous learning.
Headway elementary as teachers' support
Headway elementary as a stimulus for teachers to look elsewhere
I would like to start this paper with a set of questions I asked myself when I first used the book I analyze here. The questions are easy:
How horrible is English coffee in fact? Would a Briton wholeheartedly agree with this statement from the book?
Are shopkeepers in Britain so very unhelpful? If you are Japanese are you expected to pursue career in computer industry? What are the chances that your hobby are karaoke singing and taking pictures of spring flowers?
If you are from a minority group in multicultural Britain what are your chances to move up the social ladder and become a lawyer instead of say an assistant in an Indian takeaway?
And after all, how 'realistic' a textbook should be? Which and whose reality should it represent? What does it have to teach us – just language? Culture? Both? Knowledge or basic survival skills?
As my analysis advanced I think found the answers I would like to share now.
[↑]
The main aim of this paper is to study in some detail a textbook – Headway Elementary (OUP) – still commonly used in Bulgaria for teaching English to adult beginners with respect to its role for developing Bulgarian learners' intercultural competence.
To achieve this aim, I raise some theoretical issues in circulation among educationalists nowadays and relating to some definitions of culture, cultural awareness and intercultural competence. I then offer an analysis of the textbook with regard to its potential for developing learners Intercultural Communicative Competence. To this end I have relied on a number of criteria outlined and discussed below.
The seeming easiness of defining learners' needs of developing their intercultural competence may be misleading with regard to the effort of the people who work in the area of cultural studies and its relation to language teaching. It does not reveal one of the main difficulties they constantly come across in the course of their work – the lack of an universally agreed interpretation of the term 'culture', which does not easily yield to definitions. This being the case different authors suggest their own interpretations.
I am going to quote some of the definitions which, I think, have been fundamental for shaping my own understanding of culture and best describe the term as I have used it in this work.
Lavery views culture as a list of facts we associate with a society and modes of behaving evolved by a society or a group and the pattern it expects its members to live by. (Lavery, 1993:5). Another definition of culture considers the phenomenon in national or in terms of membership in a minority group distinguished by its ethnicity, race, religion, gender or sexual preference (Kramsch 1996: 100). The same author suggests that culture whether at national or group level, has different manifestations, but it is also arbitrary which means that different events could have been recorded if other people had had the power to record them, different patterns could have been identified, these patterns in turn could have been differently enunciated. (Kramsch 1997: 4)
Last but not least, it seem important to point out that culture is learned, not inherited. (De Jong 1996: 27)
This variety of interpretations in turn leads to more questions and arguments among educators referring to what components of culture need to be touched upon in language education and to the methodological problem of finding the most appropriate way to implement these components in the language learning process.
Teaching culture through teaching language seems relevant enough, since the two phenomena are interrelated. Language and culture are closely bound (Murphy – Lejeune, 1996: 51); language is an integral part of a country's culture (Lavery, 1993: 5).
Finally, language expresses and embodies the values, beliefs and meanings which members of a given society, or part of it, share by virtue of their socialization into it and their acceptance of and identification with it. (Byram, 1991: 5). In other words, any attempt to separate language from culture would be useless and teaching culture and language as two different subjects would seem, to say the least, artificial.
Even without an explicit culture learning theory language learners have had the chance to acquire certain amounts of cultural knowledge about the country and the people whose language they have studied. In the majority of cases, however, it has been restricted to some existing stereotypes and overgeneralizations, exotic traditions and beliefs, achievements in the field of arts and literature (i.e. Culture with capital 'C'), some facts and figures about the country, etc. This type of knowledge proves insufficient within the context of the new geopolitical changes, especially when teaching English is concerned. This language did long ago cross the borders of the countries where it is used as a basic means of communication to become an internationally accepted lingua franca.
The new lingua franca status of English makes it virtually impossible to treat culture in the sense of facts and figures within the language classroom. Rather, the focus should be shifted to raising learners' cultural awareness, i.e. the way culture influences language use or people's behaviour in different circumstances. The term 'cultural awareness' has been defined as sensitivity to the impact of culturally-induced behaviour on language use and communication. (Tomalin and Stempleski, 1993: 5). It comprises the awareness of one's own culturally-induced behaviour, the awareness of culturally induced behaviour of the others and the ability to explain one's own cultural standpoint.
There are some practical reasons explaining why raising learners' cultural awareness should be one of the main aims of language education. According to Byram it enables learners to anticipate cross-cultural communication problems, because they are conscious of culture-specific meanings of the cultural identity of their interlocutors and of how their own cultural identity and shared meanings are perceived by their interlocutors, influencing the process of communication and interaction. (Byram 1997: 60)
So far the term 'cultural awareness' has been viewed as a part of a bigger theory about intercultural communicative competence, which has been developed in order to meet the new needs of the learners within the changing context of language use.
Briefly, I am going to outline the main points of this theory the way they have been suggested by Byram (Byram, 1991; Byram 1997). The following components may be distinguished within his understanding of intercultural competence:
Knowing how to respond: an affective capacity to relinquish ethnocentric attitudes towards otherness and perceptions of otherness and a cognitive ability to establish and maintain a relationship between native cultures and foreign cultures.
Knowing how to learn: an ability to produce and operate an interpretative system with which to gain insight into unknown cultural meanings, beliefs and practices in both familiar and new language and culture.
Knowledge / knowing that: a system of cultural references which structures the implicit and explicit knowledge acquired in the course of linguistic and cultural learning.
Skills / knowing how: a capacity to integrate the different kinds of knowledge in specific situations of bicultural contacts.
Knowing how to compare: an ability to develop critical understanding of other cultures and one's own and a perspective on the other from one's own and on one's own from the other.
In other words, interculturally competent language users are able to establish and maintain communication with representatives from both their own and other cultures, to respond with no bias towards difference, to show empathy and understanding without losing their national identity or accepting new cultures uncritically. Interculturally competent language users have the skill to seek evidence about the new culture from different sources (including their immediate interlocutor) and to interpret it with respect to the circumstances. They can apply this ability with regards to their own culture, which encourages their reflection on mechanisms that govern it and further enable them to compare phenomena from different cultures.
Developing critical thinking as a part of intercultural competence is essential when teaching culture is involved. It allows learners to look on different cultures (their own including) with as much realism as possible, taking into consideration both their positive and negative sides. It also helps them to deal with existing stereotypes in terms of reflecting on their origins or justifying their existence.
Intercultural communicative competence is a slow developmental process, and it sometimes requires considerable changes in the way learners (especially adults with more or less established principles and value systems) think, perceive the environment and respond towards it. This to a certain degree explains why ICCC should be one of the aims since the early stage of language learning. As a support to this understanding, I will quote other authors who share the opinion that linguistic and intercultural competence should be developed simultaneously and that culturally influenced behaviour should arise out of the language material being studied… and be clearly identified and systematically treated as a regular feature of the language lesson (Tomalin and Stempleski 1993: 7). The last statement takes into consideration the importance of teaching materials for the development of learners' intercultural competence.
The choice of the teaching materials is especially important when the learners make their first steps in learning the language and get acquainted with other cultures.
Fortunately, Bulgarian teachers of English have nowadays access to various text and resource books focusing on cultural issues. Moreover, both learners and teachers get the chance to have a direct exposure to the influence of other cultures mainly through the media.
There is also a special category of textbooks which usually provide the necessary syllabus for the language learners and help teachers to structure and grade the language into accessible units. It is often the case that such textbooks are the only teaching material used in the classroom, which makes them a very important factor for forming learners' attitude towards the language and culture(s) it represents. By means of its content – texts and language learning activities – the textbook may encourage or hinder the process of developing learners' intercultural competence.
The learners whose needs I have taken into consideration are Bulgarian adults (age 18+) from different backgrounds who enrol in 3-month (360-hour) courses in order to achieve certain level of English language competence. A small-scale survey has revealed the following reasons for their motivation to learn English:
Good command of English (both oral and written) will provide the learners with better career opportunities.
Good command of English will ensure the establishment of business contacts with companies abroad.
Good command of English will ensure more or less unproblematic residence in the countries where it is recognized as a means of communication.
Good command of English will enable the students to derive pleasure from the contact with the achievements of 'Culture with capital C'.
From their response I can draw the conclusion that linguistic competence should be only one of the aims of an English language course. Even from the early stage language learning should include components aiming at developing learners' intercultural competence.
As I have already mentioned, a coursebook can play a crucial role in the language earning process. I have chosen Headway Elementary as a subject of this study for the following reasons:
According to the authors Lin and John Soars, Headway Elementary has been designed for adults and young adults who want to use English both accurately and fluently and all four language skills are developed systematically (Soars & soars 1993). This makes the book suitable for use in courses for adult learners.
The textbook has not been written to satisfy the needs of a particular national group, so it may be claimed that it takes into consideration the needs and interests of a larger group of learners from different countries.
Headway Elementary is the first of five books, which covers the initial stage of language learning. This makes it suitable to work with beginners and false beginners.
At the moment, Headway is still widely used in Bulgaria, especially for teaching adults.
I have used Headway Elementary in my work with Bulgarian learners of English which has been helpful for my analysis of the textbook.
In order to evaluate the role of Headway Elementary for developing Bulgarian learners' intercultural competence, I have defined a set of criteria which, in my opinion, take into consideration different aspects of the phenomenon 'culture' as well as the ways it is treated by Headway Elementary. For the purposes of this work I have borrowed and further adapted the first two criteria from De Jong (De Jong 1996), the third criterion from Byram (Byram 1991), and the other three I have worked out myself.
The text materials, visuals and language learning tasks should be representative of the cultural differences both in native speaker usage and lingua franca settings.
Learning activities should reflect the actual multicultural composition of countries where English is a native language.
The textbook should be realistic in that it needs to present culture as it is lived and talked about by people who are credible and recognizable as real human beings. (Byram 1991)
Textbook materials and learning tasks should encourage comparison between students' own culture and cultural manifestations they encounter in the process of learning English.
The textbook should encourage learners to reflect on stereotypes both in their own and in cultures they encounter, in terms of how and why they come to existence, reasons for their justification or rejection, etc.
The textbook should encourage and provide space for developing learners' ethnographic skills and autonomous learning.
These six criteria can be further organized into two main groups: group I - comprising the first three criteria – focuses on the cultural content of the textbook, while group II – comprising the other three criteria – focuses on the learners' development of skills to collect and interpret data, to think critically and interculturally.
I do not consider these criteria exhaustive for an in-depth analysis of a textbook. For the purposes of this analysis, however, they have proved to be sufficient enough.
Finally, I would like to stress that the following study does not aim at underestimating the authors' effort to offer their learners a textbook which meets the demands of the new trends in language education or at criticising the content of their book. My only intention has been to look for evidence which may be decisive with regards to the role Headway Elementary might have for raising Bulgarian learners' of English cultural awareness and for developing their intercultural competence even at the initial stage of their language learning.
I am aware of the fact that the following analysis remains in the field of theoretical speculations and that any conclusions I will arrive at will need further trialling within a real classroom situation.
I begin the analysis of Headway Elementary by taking into consideration criteria from the first group, i.e., those referring to the cultural content of the texts and learning tasks. As some of the definitions may sound too general and subjects of study seem to overlap, the criteria as suggested in the previous chapter will be further broken down into subcriteria in order to describe in depth different sides of the phenomenon "culture" and its representation in the textbook. The following analysis will inevitably involve quotations from "Headway Elementary", so the following abbreviations – SB, TB and T, will be used to refer to Student's Book, Workbook and tape script respectfully.
This principle takes into consideration that language is used differently by native and non-native speakers, the difference being, influenced by the cultures they belong to. In the course of their language training learners should acquire the ability to give the language produced by an interlocutor – whether native speaker or not – meanings which are taken for granted by the interlocutor or which are negotiated and made explicit with the interlocutor (Byram 1997: 48). In order to do this they should learn to be sensitive to factors such as the social status of the interlocutors, their relations, the setting, etc. It all makes the clear distinction of settings necessary and for the purpose I suggest to break down this criterion into the following subcriteria:
The textbook should take into account differences in communication in which only native speakers are involved.
The textbook should show differences in communication in which native and non-native speakers of English are involved.
The textbook should indicate differences in communication in which non-native speakers from different cultures are involved.
Arguments for and against the detailed distinction between different types of language use
There might be arguments that such a detailed distinction between different patterns of language use might be too complicated and even confusing for the language learners, or that their exposure to examples of non-native use of English might have a negative effect, especially if they are at the initial stage of learning English.
However, there are counterarguments which favour such a distinction.
First of all, mainly through the media, Bulgarian students are constantly exposed to English as used by native speakers not only in, but also outside the classroom. They come across and experience examples of difference without being able to give them a proper explanation. This inevitably leads to biased and in some cases negative reactions towards otherness. In order to avoid it, learners need to develop an ability to interpret events taking the point of the native speaker (but not necessarily accept it as their own), showing awareness of existing conventions both in written and spoken language.
Secondly, Bulgarian learners, no matter how high the level of linguistic competence they achieve is, still remain non-native users of English. In this respect they need to be aware of the fact that their use of English will be influenced by conventions typical of Bulgarian culture. This awareness will help them foresee and avoid confusing situations when communication with native speakers takes place.
So, does Headway Elementary succeed in raising learners' awareness of the impact cultural differences may have on language use?
In order to answer this question, I have focused on the language content of the texts and learning tasks suggested in the textbook, the workbook and in the set of audiocassettes that accompany them.
1. Differences in native-speakers' use of English.
A closer look at the materials and the learning tasks reveals that, step by step, learners gradually get acquainted with some of the basic rules that govern native-speakers' written and oral communication. Some of them (mainly concerning writing) have been made more explicit, others rely on learners' interpretation or teachers' further explanation.
Conventions in written communication
Headway Elementary Workbook, in which the writing syllabus of the course is centred, focuses on raising learners' awareness of existing conventions in letter writing in the English speaking countries. The authors have clearly stated the requirements that should be satisfied when writing different types of letters – both formal and informal. Obviously, they have taken it for granted that letter-writing as a skill may differ from culture to culture, which results in their providing the learners with clear instructions in this respect.
The authors assume the position of the native speakers who would expect a letter to be structured in a certain way. The distinction between "we – the native speakers" and "you – the non-native speakers" is made clear and is easily traceable throughout the workbook. These are only some of the instructions accompanying the layout and the language content of different types of letters.
We begin all letters with "Dear"…
We put the number of the street first…
(WB, Unit 4, p.24)
We can use Ms for a woman if we do not know her title (Miss or Mrs)
We do not use short forms (I'm, he's, they're, it's) in formal letters.
Such instructions are the visible part of learners' intercultural training not only with respect to letter-writing. Similar instances appear with regard to other cultural phenomena the authors assume to have a different manifestation in their own culture; e.g. saying phone-numbers (WB, Unit 1, p.9), dates (SB, Unit 8, p.59).
This treatment of differences may well encourage Bulgarian learners to reflect on Bulgarian tradition in letter-writing. However, it will hardly leave the surface of mere comparison between different conventions. There is no attempt whatsoever to raise learners' critical cultural awareness or stimulate their critical thinking with respect to who creates and why these conventions are established, what the possible consequences would be for the person if he or she does not follow them, etc.
Conventions in oral communication
Headway Elementary provides also opportunities for the language learners to try their hand in oral communication and to attempt to act as native speakers within a country where English is a native language.
Beside the language learning tasks mainly aiming at achieving fluency and accuracy in language use, there is a special section Everyday English which allows learners to practise their English in situations close to real life ones.
The section covers a great range of everyday situations the native speakers may well find themselves in, thus providing the learners with examples of genuine communication with respective structuring and language content.
Everyday English does not only make learners aware of the ways native speakers obey the "unwritten" rules innate to their culture, it also encourages them to experience this difference by involving them in similar communication patterns.
Although it is not formulated as an aim of these exercises, teachers may use them for developing learners' intercultural competence. The majority of the conversations from this section convey cultural information sometimes new for Bulgarian students. An example from the very first unit in the Student's Book will, I hope, prove the point. Through an exercise aiming at developing learners' receptive and productive skills, Bulgarian learners are faced with a tradition foreign to Bulgarian culture – the necessity of spelling names and words.
4. T7d Read and listen to the conversation.
A: How do you spell your first name?
B: J-A-M-E-S.
A: How do you spell your surname?
B: H-A-double R-I-S-O-N.
A: James Harrison.
B: That's right.
In pairs, ask the same questions. Write the answers.
5. Ask and answer questions about things in the room.
What's this in English? A dictionary.
How do you spell it? D-I-C-T-I-O-N-A-R-Y.
(SB, Unit 1, p.12)
While practising these questions, Bulgarian students who have just begun their learning may need additional explanation concerning the importance of correct spelling and pronunciation. Saying words letter by letter is a tradition that is not questioned in the English speaking world, but it can bring about certain feelings and attitudes among representatives from other cultures.
Along with such unfamiliar (at least for Bulgarian learners) settings, Everyday English section focuses on language use in situations easily recognizable by learners. Ordering meals in a cafe or a restaurant (SB, Unit 2, p. 17; WB, Unit 9, p. 50), buying and selling things (SB, Unit 9, p. 64; Unit 11, p.82; Unit 13, p.98 and WB, Unit 6, p.32), seeking information at the airport or railway station (SB, Unit 6, p.46; Unit 13, p.97), telephoning (SB, Unit 14, p.104) are situation Bulgarian learners, especially adults, are familiar with from their own personal experience in their own country.
Such instances make the experience of facing difference invaluable. I have used the word difference here to refer to different schemata the same setting may bring about in the minds of native speakers of English and Bulgarians. The mere notions 'cafe', 'airport', 'railway station', etc. may evoke different pictures or feelings in people who use them. That is why, I think, the authors must be credited for the effort to provide their learners with the English native-speakers' perspective on world-wide recognizable situations and to encourage them by means of language tasks to experience it.
There is also an attempt on the part of the authors to broaden this perspective by including situations which involve representatives from different age (SB, Unit 8, p.58), social groups (SB, Unit 7, p.49), thus enabling students to take and practise different roles. The choice of roles, however, remains limited to some traditional patterns of communication. Shop assistant – customer (SB, Unit 11, p.82; Unit 2, p.17), waiter – customer (SB, Unit 2, p.18; WB, Unit 9, p.50), information officer – customer (SB, Unit 13, p.97), stranger – stranger (SB, Unit 3, p.23; Unit 5, p.39) or friend – friend (SB, Unit 6, p.43; Unit 15, p.107) are the relationships that dominate throughout the textbook.
This weakness to a certain degree is presupposed by the nature of the textbook – being designed for beginners it could hardly cover thoroughly all existing types of communication.
Despite this weakness, Headway Elementary as a whole and Everyday English section in particular proves helpful in the attempt to develop Bulgarian learners' intercultural competence. My conclusion is based mainly on the anecdotal conversations I have had with my students and on the observations of their learning process in the classroom, which makes its validity subject to further trial.
2. Differences in non-native speakers' use of English.
Text materials and language learning tasks in Headway Elementary include instances which take into consideration the use of English in lingua franca settings.
There are examples of the language used by non-native speakers coming from different countries: Japan, Portugal (SB, Unit 4, p.29), Greece (Unit 5, p.38), Italy (SB, Unit 2, p.16-17), etc. Bulgarian learners can easily recognize them and to a certain degree identify themselves with them, because they all bear the features of non-native users of English: they speak with an accent, have problems with understanding the language, encounter a new culture, different from their own.
This is yet another look at the language use, this time from the perspective of foreigners.
Examples of different patterns of communication between native and non-native speakers
The number of instances in which native and non-native speakers communicate seems insufficient, but we should bear in mind that the textbook is designed as an introductory course, so it covers the main areas which may cause misunderstanding between interlocutors; e.g. low level of linguistic competence (SB, Unit 2, p.17).
Generally, the authors have not explicitly viewed these exercises as developing intercultural competence, although the teachers could use them for this purpose. That is why they have not been marked and occur in different parts both in the Student's and the Workbook. For example, a character is introduced in Unit 2 in the text developing reading and listening skills, who later appears in other learning tasks serving other purposes. This is Paola, an Italian student, whose personal impressions of London and the British way of life are the first thing Bulgarian learners encounter in the textbook. She is also an example of how a foreigner learns to cope within a different environment.
There are also instances presenting communication between native and non-native speakers from another perspective. The listening text (SB, Unit 4, p.29) features settings in which English native speakers are visitors to other countries – Portugal and Japan. This time they are the people who need to take into consideration the values of other cultures.
I think that despite some weaknesses in representations of the various settings in which English is used both by native and non-native speakers, it is still an achievement of the textbook to expose the learners to this variety right from the beginning of their language learning. It helps them to take into consideration, even at this early stage, the influence different cultures might have on language use.
The analysis based on this criterion will be carried out on the condition that the word "countries" as used in the definition will actually refer to Britain, as it has been chosen by the authors to represent the English speaking world in Headway Elementary. Although a few examples giving account of different aspects of life in other countries (the USA and Canada) have been included, still the main focus is on Britain and the British.
Two interpretations of the term "multicultural" with respect to Britain and examples
One possible interpretation of the term "multicultural composition" takes into consideration the four different countries – England, Scotland, Wales and Northern Ireland – that comprise Britain, each one adding features to form British culture.
Quite surprisingly, the authors have decided not to touch upon this issue, thus leaving the learners with the impression that these countries lack in any specific features or traditions and that they hardly take part in shaping the image of Britain.
Occasionally examples appear, which introduce Scottish people (SB, Unit 2, p.14; Unit 8, p.55) and a Scottish accent (SB, Unit 4, tapescript 22, p.29). Examples representing Ireland and the Irish are even more scarce. Moreover, the texts (SB, Unit 3, p.19; Unit 5, p.38) and accompanying visuals are examples that focus on the Republic of Ireland but not Northern Ireland which in fact is part of Britain. Once again, there is a danger that learners might be left with the wrong impression that an independent country such as Ireland is one of the parts of Britain.
Wales is introduced in the textbook only once through its flag (SB, Unit 14, p.99).
In other words, British culture both in terms of achievements of 'Culture with capital C' and culture as defined in the previous chapter, is reduced to examples and representations taken mainly from one part of the country – England. This is done easily and in a kind of matter-of-fact way as observed with the examples of letter-writing. The authors take it for granted that the learners' interests in patterns of life and behaviour will be limited to getting acquainted with examples from life in England.
Such an approach deprives learners of building a fuller picture of Britain and provides them with the image of that country the way it is perceived or thought to be appropriate by the authors.
Another interpretation of the term 'multicultural composition' of the country takes into consideration cultures existing on a group level (Kramsch 1996) and the way they are represented by the textbook. Such representation could be a step forward to forming a more realistic image of the British way of life.
Some evidence can be found of the authors' attempts to take into consideration the different groups shaping British culture. There are people representative of different age groups: children (SB, Unit 2, T12b; Unit 9, T47), teenagers (SB, Unit 6, p.43; WB, Unit 4, p.24), young (SB, Unit 6, T33) and elderly people (SB, Unit 14, p.102; WB, Unit 8, p.43). The authors have also included people with different social status; the royal family (SB, Unit 5, p.36; Unit 8, p.48), middle and lower middle class (SB, Unit 4, p.25; Unit 8, p.58), etc.
However, this 'multicultural' representation of different groups appears to be artificial and reinforcing the distorted picture of Britain and the British. One fact, in my opinion, is sufficient to prove this point. Headway Elementary does not at all touch upon questions such as minority groups distinguished with respect to racial, ethnical or sexual principles. There is no mentioning of immigrants or people failing in their attempt to succeed in Britain. All the characters, regardless of age, sex or race, appear to belong to the same group of successful people. The colourful photographs of smiling people, or people busy with their favourite occupation and hobbies, etc. only add to form the picture of British life as unproblematic, happy and successful.
Culturally aware teachers would like their learners to come across examples from the other (not so lucid) side of British life with unemployed and homeless people and problems that exist in every society.
Headway Elementary does not entirely succeed in its attempts to represent the multicultural composition of Britain. What learners encounter is an one-sided image of the country and its people.
in that it needs to present culture as it is lived and talked about by people who are credible and recognizable as real human beings (Byram 1991).
This criterion attempts to take into consideration the standpoint of the authors with regard to the image of Britain and the British they try to depict in Headway Elementary.
Can Bulgarian, learners who use Headway Elementary as a course book, get a full picture of British life as it is lived and talked about by British people?
A closer look at the texts, the learning tasks and the visuals reveal that the answer to this question is negative.
In my opinion, from Headway Elementary learners get what some authors (Sercu, to be published) call the royal image of the country. The royal image according to Sercu is like a royal visit – everything runs smoothly, no problems are allowed on the surface. Although the authors' attempt has apparently been to select texts, learning tasks and visuals as to form a realistic picture of Britain and the British, the final result is an edited version of this picture.
On the one hand, there is an attempt on the part of the authors to introduce characters representative of different backgrounds: the royal family or middle class people (the majority of the characters in the book), etc.; people with different occupations (students, journalists, teachers, taxi-drivers, hotel-owners, etc.) and marital status.
On the other hand, there are hardly any people in the book who are poor or unemployed, single parents or divorced, people anyhow different from the main stream or such that are not satisfied with their life or job. In other words, Headway Elementary does not present characters who are credible, i.e. characters with whom the majority of the native speakers could easily identify themselves.
Everyday activities, the past and the present
The representation of everyday life suffers from a similar weakness.
On the one hand, learners can learn about Britain's past, for example about Queen Victoria's reign (SB, Unit 7, p.48) or its literary achievements (SB, Unit 7, p.51; Unit 13, p.95-97), and traditional cuisine (SB, Unit 9, p.66). And I think, the authors must be credited for their decision to let the faces of Britain emerge little by little from the various tasks, rather than to design a special section dealing with different aspects of British life.
However, the authors have once again been selective with regard to what faces of Britain to touch upon. Once again they have carefully avoided problematic areas both from the past and present, thus reinforcing the distorted image of Britain. Even if certain problems are dealt with, for example pollution (SB, Unit 10, p.73), crime (SB, Unit 14, p.103), generation gap problems (SB, Unit 15, p.109), there are always ways out to diminish their importance: pollution is not only Britain's but a world problem, crime receives humorous dimension as it is committed by a granny who wants some fun in her life, the generation gap problem is presented by means of a song.
Visuals have an important role for shaping the image of Britain as represented by Headway Elementary. There are colourful pictures whose main aim, in my opinion, is to support the image emerging from the texts and learning tasks.
By means of photographs, learners get an idea of what British food looks like (SB, Unit 9, p.66) or get acquainted with the interior of a shop (SB, Unit 4, p.30; Unit 11, p.82) or a cafe (SB, Unit 4, p.30; WB, Unit 9, p.50). Learners can see different examples of housing they may encounter in Britain (SB, Unit 1, p.10; Unit 5, p.38). Such details help the authors form the superficial realism and authenticity of representation. The photographs can be considered realistic bearing in mind that they, in fact, show something that certain groups of native speakers (but not all of them) would count as being part of their life.
The main weakness of Headway Elementary appears to be its attempt to ascribe beliefs and values typical of certain social groups to the British as a whole.
Another weakness in this respect is that the textbook does not take into consideration what learners would really like to know about Britain. The image of this country as depicted in Headway Elementary does not differ very much from the one presented in a tourist brochure.
between students' own culture and cultural manifestations they encounter in the process of learning English.
This principle attempts to evaluate the role of the textbook for raising learners' awareness of existing cultural differences and for developing their skills of comparison and reflection on such differences.
Examples of comparison activities
Headway Elementary can be considered a good example with regard to encouraging learners to compare instances from British culture with similar ones from their own culture. It systematically offers to the textbook users opportunities to reflect on various aspects of Bulgarian culture.
For example, a section in Unit 4 (SB, p.38) deals with different types of dwellings and a special task requires from the learners to describe their house or flat. A pre-reading task in Unit 6 (SB, p43) encourages them to reflect on teenagers' life in Bulgaria, and their usual free-time activities. There is also a special part of Everyday English section in Unit 7 (SB, p.52), whose main aim is to involve learners in comparison of different public holidays and traditions.
However, the majority of the tasks do not go beyond the initial stage of mere stating of similarities or culturally bound differences between the two cultures. In fact, there are only two instances that explicitly require from the learners not only to compare but also to seek for possible justification of the existing differences. The first one appears in Unit 4, where the furniture of a house is described:
"2. Have a class discussion.
What is there in your kitchen? How is your kitchen different from the
one in the picture?
Why do you think kitchens are different in different parts of the
world?"
The second one appears by the end of the textbook, when hopefully learners have reached a certain level of language competence which would enable them to discuss the problem of generation gap:
"Leaving home. Pre-reading task. Work in small groups. Discuss the following questions:
1. In your country, when do children usually stop living with their
parents and leave home?
2. How old are they? Why do they leave home?
3. What are the good things and bad things about leaving home?"
(SB, Unit 15, p.109)
Generally, what Headway Elementary succeeds to do is to raise learners' awareness of existing differences between cultures. By means of different learning tasks and visuals it proves to be a good basis and provide a starting point for discussions on various culturally-bound topics.
However, it does not encourage them to go beyond the initial stage of simply giving account of differences and to seek evidence for their possible justification. It is all left on the good will of the teacher and the enthusiasm of the learner.
This principle takes into consideration the way Headway Elementary treats generalizations and stereotypes about cultures it represents. The aim of my analysis here is to find out whether this textbook encourages learners' passive acceptance and further strengthening of such generalizations and stereotypes or helps the students develop their critical thinking with regard to their origin and existence.
Headway Elementary does not have a clear 'policy' with regard to dealing with stereotypes.
Breaking down stereotypes
On the one hand, there are attempts on the part of the textbook to break down certain stereotypes. For example, a reading text in Unit 4 tries to provide a new look at the weather in Portugal, giving the learners the point of view of a Portuguese woman:
People think it's always warm and sunny in Portugal, but
January and February are often cold, wet and grey.
Such instances, however, are isolated.
Reproducing stereotypes
In the majority of cases, intentionally or not, Headway Elementary reinforces already established and even creates new stereotypes. This process is subtle and hardly noticeable. Quite often stereotypes and generalizations appear in exercises with a main focus on accuracy of a certain grammatical item. In order to master a given structure, learners are involved in constant repetitions of sentences similar to the following:
A: New York is safer than London.
B: No, it isn't. London is much safer than New York.
A: The underground in London is better than the Metro in Paris.
B: No, it isn't! The Metro is much better.
(SB, Unit 10, p.70)
The learners are faced with the danger to take this information for granted and to disseminate it further without even being aware what the source is. A and B remain anonymous, they do not even have names.
Here are only a few of the stereotypical statements and generalizations I have been able to detect in the texts and learning tasks of Headway Elementary:
London Underground is difficult to understand and it is also very expensive. (SB, Unit 2)
Japanese are very busy people. (SB, Unit 4, p. 29)
Italians are very artistic. (SB, Stop and Check 2)
In Ireland people are friendly. The Irish people always live close to
their families. (SB, Unit 4)
People visit Norway to see the midnight sun. (SB, Unit 12)
French food is delicious. (SB, Unit 4)
"English coffee is horrible." Creating new stereotypes
I would like to touch in more detail upon one of the stereotypes from the list above because it seems in many ways representative of the whole textbook.
From what I have observed in my practice, learners who have used Headway Elementary as an introductory course to study English language, remain absolutely convinced that "English coffee is terrible" without even having tasted it. To a great degree, it is due to authors' sometimes ritual repetition of what appeared in Unit 2 as a comment on English coffee quality by an Italian student:
English food is OK, but the coffee is horrible. (SB, Unit 2, p.16)
The same idea is reinforced in the following comprehension check exercise and in the listening comprehension texts in the same unit. How horrible English coffee is learners revise in the Stop and Check section, in which they come across this statement twice. This seems enough to form a negative opinion even in the most unbiased learners. Thus what has been simply a comment of a foreigner, turns out to be a new stereotype with respect to British cuisine. Moreover, nowhere in the texts or learning tasks has a point of view of a British person been included.
Generally, there are a lot of missed opportunities in the textbook with respect to stereotypes and the way they influence learners' thinking. There are topics which would have encouraged Bulgarian learners to go beyond the surface of a stereotype and apply critical thinking in order to find out what they are based on. Such topics are, for example, plans about future retired people might have in Britain and Bulgaria (SB, Unit 12, p.83), leisure and the way it is organized in the two countries, or the way people in Bulgaria and abroad perceive the political changes in the 90's, etc.
Bearing all this in mind, I could hardly classify Headway Elementary as a book which encourages learners to seek the origins or possible justification of existing stereotypes or generalizations about the cultures represented in it.
Generally, this criterion takes into consideration the fact in real life the learning process is never restricted to the classroom only. This is the reason why learners should be trained from the initial stage of their education to take the responsibility for their own learning process. Another thing learners (and teachers) should not forget is that the textbook, no matter how good or bad, is not the only source of information about the language and culture. Apparently, what Bulgarian learners need are skills to seek additional information about the cultures they encounter, place it within a context and interpret it within the framework of this context. As mentioned in the previous chapter this skill is one of the components of the learners' intercultural competence.
The role of Headway Elementary for developing autonomous learning
Headway Elementary develops quite systematically learners' skills for autonomous learning. However, it does it exclusively with respect to studying grammar and vocabulary. For example, grammar rules appear only to confirm or reject conclusions learners reach on their own on the basis of examples they come across in the textbook (SB, Unit 4, p.25; Unit 7, p.49). Vocabulary is dealt with in a similar way: quite often students are invited to look up unfamiliar words in their own dictionaries (SB, Unit 8, p.57; Unit 4, p.25).
In their majority Bulgarians are not yet used to treating grammar in this way. They are still heavily dependent on the teacher in this respect, so Headway Elementary is a step forward in training autonomous learning. One can only be sorry that the authors have not applied the same method with regard to cultural issues. Bulgarian learners are in no way explicitly encouraged to seek further information neither about their nor about British culture. As it became obvious in the analysis above, dealing with culture stops at the stage of reflection on and comparison of different cultural manifestations.
The role of Headway Elementary for developing ethnographic skills
The authors must have viewed ethnographic skills as a marginal area to the language learning. That is why there is no instance which would encourage the learners to take up the role of the ethnographer and explore examples from Bulgarian or British cultures in some depth.
There are some instances, in which learners are encouraged to do some surveys or speculate on examples, representing British culture. They are, however, restricted to the classroom only and that is why can hardly be considered as systematically developing ethnographic skills in Bulgarian learners.
Although only with respect to grammar and vocabulary, Headway Elementary quite systematically develops learners' skills for autonomous learning. The textbook, however, does not provide any encouragement with respect to developing learners' ethnographic skills.
My analysis of Headway Elementary with respect to its cultural content has been provoked by the understanding that nowadays language learners need to be interculturally as well as linguistically competent in order to be able to establish and maintain communication with representatives from different cultures.
Many factors may influence the success in achieving intercultural competence. One of them is the textbook used in the language classroom. On the one hand, it can encourage and support both the teacher and the learners in their attempt to touch upon cultural issues in the language classroom; on the other hand, it may hinder the process of intercultural training.
Going back to the aims
The main aim of this work has been to analyse in some depth Headway Elementary in order to evaluate its role for the development of intercultural competence of a certain group of Bulgarian learners.
In order to achieve this aim I have developed six criteria for evaluation which, in my view, take into consideration different component of the notion 'intercultural competence' as defined by Byram (Byram 1997), and applied them in my analysis of the textbook.
From this analysis I have drawn the following conclusions concerning the role of Headway Elementary for developing Bulgarian learners' intercultural competence at the initial stage of their English language learning. I have grouped them under two main categories. In the first one I have put conclusions which refer to the supportive role of Headway Elementary in developing learners' cultural awareness as part of their language learning. The second category is concerned with what I see as weaknesses of the textbook in this respect. I do not regard my conclusions as final or firm, I rather treat them as a starting point in my reflection process and practice in developing my materials.
In many respects, Headway Elementary succeeds in providing support to teachers who consider training learners' intercultural competence as important as training their linguistic competence.
The textbook takes into consideration the needs of adult learners by providing them with opportunities for developing their receptive and productive skills within a variety of contexts. Topics have been selected as to reflect the interests of a great range of language learners.
Right from the start, Bulgarian learners are exposed to English as it is used both by native and non-native speakers in different settings. Thus they are encouraged to reflect on the impact their native language may have on their English use and are prepared for their role as a non-native speaker of that language.
By providing learners with examples of different patterns of communication between participant with varying social status, on the one hand, and nationality on the other, the textbook attempts to develop learners ability to consider a certain event from different perspectives. It is the intention of the textbook to encourage students to produce their own conversations, following a given model, each time assuming a different role. Such change of roles will hopefully help the learners become more tolerant and show empathy and understanding whenever communication with representatives from other cultures takes place.
Some of the learning tasks in the textbook provide the learners with the opportunity to reflect on their own culture and compare it with examples from other cultures they encounter in the textbook. However, such instances do not receive the sufficient depth of treatment. Although they are quite numerous as quantity they do not leave the superficial stage of stating the differences and comparing them with other examples and thus miss the opportunity to encourage learners' reflection on what causes these differences. Such tasks provide a good basis and may be used as a starting point to analyse cultural differences in depth both by the teachers and learners.
Autonomous learning is quite systematically developed by Headway Elementary. Unfortunately, the focus has been placed on vocabulary and grammar items, thus excluding the cultural component entirely. Learners are left on the good will of the teacher.
Headway Elementary has also its drawbacks with respect to training learners' intercultural competence.
The main drawback of the textbook, in my view, is the way it purveys the image of the countries it represents. Texts, learning tasks and visuals form a picture both of Britain and the other countries not too different from what learners can see in tourist brochures or holiday advertisements. The colourful pictures and drawings, the glossy paper on which Headway Elementary has been printed, make the book quite attractive and desired, and these feelings can be transferred to the countries it features. There is nothing wrong if learners' attitudes towards language they learn and the culture it represents are positive.
My impression, however, is that the authors have been more concerned with the image they want to show, rather than to take into consideration what learners' attitude is or what they would like to see in the textbook.
Another drawback which could hinder the learners' development of intercultural competence is the way English speaking world has been presented in Headway Elementary. As already mentioned, they have been quite selective in their choice. It may well be the case that they have focused on Britain for the reason that they are best aware of its culture. Moreover, it is an impossible task to pay equal attention to all the countries where English is a native language.
However, Headway Elementary fails even in the attempt to show the real Britain with its real people who, should they open the book, would identify themselves with the characters. The realism of the textbook is superficial and fragmented to use Byram's definition (Byram 1991). It is superficial because on the surface life seems real: photographs feature real people and real places, reading and listening texts are about real people and real places, linguistic items are introduced and practised within authentic settings, yet there is nothing indicating, for example, the reason why exactly these people or these places have been selected as representative of the whole Britain. The image is fragmented because only certain faces of the country are presented, leaving out others (quite often negative ones) from the textbook.
Stereotypes are another issue that has not received a proper treatment in Headway Elementary. It fails to provide the learners with examples treating stereotypes and generalizations in terms of their origin and justification. Instead of encouraging learners' critical thinking concerning the stereotypes, it has turned out that the textbook is a 'producer' of new stereotypes.
Finally, the textbook does not dare consider the language learners as potential ethnographers and help them develop the necessary skill for interpreting and drawing conclusions from their immediate experience of the culture they encounter.
Taking into consideration all these weaknesses and strengths of Headway Elementary with regard to the treatment cultures receives in it, I would propose the following general conclusion: being a textbook specially designed for learners at their initial stage of English language learning and focusing on developing linguistic competence, Headway Elementary makes a good starting point for both teachers and learners on their way towards becoming interculturally competent language users.
Archer, C., 1986, "Culture bump and beyond", in: Valdes, 1986
Bassnett, S. (ed.), 1997, "Studying British Cultures. An Introduction", London & New York, Routeledge.
Brumfit, C., 1997, "British Studies: an educational perspective", in: Bassnett, ed. 1997
Byram, M., 1997, "Cultural studies and foreign language teaching", in: Bassnett, ed. 1997
Byram, M. and Esarte-Sarriers U., 1991, "Investigating cultural studies in foreign language teaching", Clevedon: Multilingual Matters 62.
Byram, M., 1997a, Teaching And Assessing Intercultural Communicative Competence, Clevedon; Multilingual matters
Byram, M. and Zarate G., 1995, Young People Facing Difference. Some Proposals For Teachers, Council of Europe Publishing.
De Jong, W., 1996, Open Frontiers. Teaching English in an intercultural context, Heinemann
Douglas Brown, H., 1986, "Learning a second culture", in: Valdes, ed., 1986
Dunnet, S., Dublin, F. and Lesberg, A., 1986, "English language teaching from an intercultural perspective", in: Valdes, ed. 1986
Durant, A.,1997, "Facts and meanings in British Cultural Studies", in: Bassnett, ed. 1997
Hofstede, G., 1991, Cultures and organisations: Software of Mind, as quoted in : De Jong, 1996
Hughes, E., 1996 "Identity, place and culture: British Studies from a Northern Irish perspective", CULTURAL PERSPECTIVES No.1
Kaplan, R., 1986,"Culture and the written language", in: Valdes, ed. 1986
Kramsch, C., Cain, A. and Murphy-Lejeune, E., 1996 "Why should language teachers teach culture?" LANGUAGE, CULTURE AND CURRICULUM, Vol. 9, No.1
Kramsch, C., 1996 Context and Culture in language teaching, OUP
Kramsch, C, 1997, "The cultural component of language teaching", British Studies Now, 8(1)
Lado, R., 1986, "How to compare two cultures", in: Valdes, ed. 1986
Lavery, C., 1993, Focus on Britain today, Macmillan
Markee, N., 1997, Managing curricular innovation, CUP
Morain, G., 1986, "Kinesis and cross-cultural understanding", in: Valdes, ed. 1986
Murphy-Lejeune, E., Cain, A. and Kramsch, C., 1996, "Analysing representation of otherness, using different text-types", LANGUAGE, CULTURE AND CURRICULUM, vol.9, No.1
Ned Seelye, H., 1994, Teaching culture. Strategies for intercultural communication, Lincolnwood : National Textbook Company
Rasmussen, J., 1996 "British studies – at home and abroad", BRITISH STUDIES NOW, No.7
Riley, P., 1989, Social Identity And Intercultural Communication, as quoted in: De Jong, 1996
Sardar, Z., 1997 "Stop studying cultural studies", New Statesman, March 7
Sercu, L. "Criteria for deciding on the adequacy of teaching materials", to be published in: "Foreign language learning in perspective" CUP
Soars, L. and J, 1995 Headway Elementary. Student's book, OUP
Soars, L. and J, 1995 Headway Elementary. Work book, OUP
Storry M. and P. Childs, 1997 "British Cultural Identities", London & New York: Routeledge
Tomalin, B. and Stempleski, S., 1993,Cultural awareness. Resource books for teachers, OUP
Valdes, J. (ed.), 1986, Culture Bound. Bridging The Cultural Gap In Language Teaching, CUP.
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This RTK receiver and antenna kit contains survey grade L1/L2 RTK antenna, enabling user to setup RTK base or RTK rover for precision guidance and RTK surveying applications.
An UNLIMITED or ONE YEAR Usage Plan is required to activate Alpha for RTK and raw measurement SD-card logging capability. The Usage Plan can be ordered later after receiving the UPM-Std Kit.
I received the std kit + the lite kit (for use as the rover) less than a week ago. Not being that conversant with RTK in general it took me a couple of days to get my head around the configuration of the devices. I have to say though that when I ran into a couple of difficulties, support from Polaris was excellent....typically replying within an hour or less with detailed advice, even at the weekend.
I now have a working system that is giving me ~1cm accuracy (including a wireless link between base and rover) within a week and at an unprecedented price!


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Asheville, N.C.-based Mission Health will distribute a combined $90 million to hospital foundations in six rural communities if its proposed sale to Nashville, Tenn.-based HCA Healthcare closes.
If the deal with HCA goes through, Mission will donate $15 million to each of its five existing hospital foundations, plus one that will be created for Angel Medical Center in Asheville.
Mission would distribute the funds, which would come from sale proceeds, over a three-year period. The first $5 million would be distributed upon the HCA deal closing.
The funds are intended to be used to help improve the health and well-being of local communities. Mission said the disbursement of funds in years two and three will be contingent upon each foundation's previous year's progress and commitment to improving local social determinants of health.
"Throughout the due diligence process, Mission Health's board has discussed various ways to provide additional support for the communities served by our Member Entities," Mission Health Board Chair John R. Ball, MD, said in a press release. "In addition to significant protections against program or facility closures for our rural communities, we are pleased to provide each Member Entity with proceeds from the sale of Mission Health to benefit their communities directly and locally."


text:
Q: Printing Story Map Journals? In the Esri blog Print your Story Map Journal the instructions for doing so start:

Step 1. Open the Story Map Journal.
Step 2. Click the share link found in the app header.
Step 3. Click Print in the upper right corner.
This will open the Map Journal in print preview mode.

When I try to do this, on a Story Map Journal which I have published, using the steps below, and Internet Explorer 11, I get stuck.

*

*Open William & James Slight - Map Engravers & Test Cricketer which is a Story Map Journal

*Click the share link found in the app header (it has tip that says "Get a shot link")

*Click Print in the upper right corner.

This should open the Map Journal in print preview mode but what I observe instead is that it opens a web page that says:

To access the printable version of this Story Maps [sic]: open the story and
  use the print button located in the share dialog.

I think that is precisely what I did to get the same point so I seem to be stuck in a loop.
Does anyone know how I can print this particular Story Map Journal?

A: Following the instructions in your question, I can open the story map in print preview without problem, as you can see below:

However, if I reload (refresh) the webpage, or even copy and paste the link into the browser, I got the same message that you get:

To access the printable version of this Story Maps: open the story and
  use the print button located in the share dialog.

May be something blocking your browser to open the print preview. Try to press Ctrl + mouse left-click on the Print button to open the print preview, and see if that can solve the problem.

A: When I run the same procedure as in my question, but using Chrome as my web browser, instead of Internet Explorer 11, then I am able to see the print preview.
If using Chrome, I reload (refresh) the webpage, or copy/paste the link into the browser, then I get the same message that I see at the outset on Internet Explorer.
I think there may be something astray still but at least I am no longer stuck when wanting to try and print my Story Map Journal.

redpajama_set_name: RedPajamaStackExchange


text:
HomeInterviewsCritics / WritersAnke Kempkes
InterviewsCritics / WritersGallerist
Anke Kempkes
http://museumofnonvisibleart.com/interview/ankekempkes.mp3
Anke Kempkes in front of Rosemarie Castoro's, Yellow Pink Brown Blue, 1964, at the new gallery, Broadway 1602 Harlem 211&213 E. 121 Street
After her studies at the Courtauld Institute of Art in London in 1991/2, Anke Kempkes has worked as an independent curator, scholar and critic in Berlin from 1993-2002. In 2003 she directed The Martin Kippenberger Estate in Cologne, Germany. In 2004 she held the position of Curator at Kunsthalle Basel, Switzerland, where she curated the exhibition "Flesh at War with Enigma" (with rediscovered postwar Polish sculptor Alina Szapocznikow in dialog with four international contemporary artists).
In 2005 Anke Kempkes founded the gallery BROADWAY 1602 in New York City where she presented the first solo show of Alina Szapocznikow in the United States. The gallery program has since focused on reintroducing women artists from the 1960s and 70s, such as Babette Mangolte (US), Rosemarie Castoro (US), Idelle Weber (US), Sylvia Palacios Whitman (Chile/US), Evelyne Axell (Belgium), Gina Pane (France), Lenora de Barros (Brazil), Lydia Okumura (Brazil), Ewa Partum (Poland), Teresa Murak (Poland), Wanda Czelkowska (Poland), Penny Slinger (UK), among others.
Next to this core engagement for female artists, BROADWAY 1602 also represents other cultural agents and outstanding personalities of the New York postwar avant-garde, such as The Archive of Experiments in Art and Technology (E.A.T.), David Tudor & Composers Inside Electronics (CIE), and collaborations with the The George and Helen Segal Foundation, Robert Whitman and the Robert Anton collection. Since 2010 BROADWAY 1602 represents the Estate of prewar Bauhaus artist and Black Mountain College pioneer Xanti Schawinsky and in 2016 began a collaboration with the family of 1920s stage design avant-gardist Boris Aronson .
In 2016 the gallery opened two new locations BROADWAY 1602 UPTOWN & HARLEM.
Anke Kempkes has contributed to numerous international art magazines, periodicals (e.g. Frieze and Texte zur Kunst) and catalogs. She continues her scholarly work in art criticism, public talks and panels, with focus on feminist art history and critical discourse. In 2009 and 2014 she gave talks at the Museum of Modern Art in Warsaw: "The Incommensurable Contemporaneity of Alina Szapocznikow" and "Maria Bartuszova: Pioneer of Form. The Futurism of Women Avantgardists". In 2017 she will give a talk at the Xawery Dunikowski Museum of Sculpture at the Królikarnia Palace, Division of The National Museum in Warsaw on Wanda Czelkowska and Rosemarie Castoro: "The Third Gender: Life in the Studio".
Exhibition view at BROADWAY 1602 UPTOWN, March 2016 "Inaugural Show: Idelle Weber, Paul P., Oran Hoffmann, George Segal, Rosemarie Castoro, Penny Slinger, Experiments in Art and Technology (E.A.T.), Lenora de Barros, Lydia Okumura, Babette Mangolte, Sylvia Palacios Whitman, Xanti Schawinsky, Evelyne Axell"
Exhibition view "121 Street" at BROADWAY 1602 HARLEM, May 2016 In front: George Segal "Man on Scaffold" (1976)
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