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When Myanmar's military regime ended its flirtation with the representative government in February 2021, it marked the moment by killing several hundred anti-coup protesters and detaining thousands more - including Aung San Suu Kyi, the Nobel Prize-winning leader of the National League for Democracy.So now some activists are taking a more aggressive approach to the Tatmadaw, as the country's armed forces are known. They have been heading to remote jungle regions to seek support from armed ethnic organisations, which have been waging their own on-off war with the Myanmar military leaders for decades.People & Power visits a secret training camp to find out more.- Subscribe to our channel: http://aje.io/AJSubscribe - Follow us on Twitter: https://twitter.com/AJEnglish - Find us on Facebook: https://www.facebook.com/aljazeera - Check our website: https://www.aljazeera.com/

Can pro-democracy activists and ethnic nationalists join forces to overthrow Myanmar’s brutal military regime? When Myanmar’s military regime ended its flirtation with the representative government in February 2021, it marked the moment by killing several hundred anti-coup protesters and detaining thousands more – including Aung San Suu Kyi, the Nobel Prize-winning leader of the National League for Democracy. So now some activists are taking a more aggressive approach to the Tatmadaw, as the country’s armed forces are known. They have been heading to remote jungle regions to seek support from armed ethnic organisations, which have been waging their own on-off war with the Myanmar military leaders for decades. Subscribe to Journeyman here: http://www.youtube.com/subscription_center?add_user=journeymanpictures For more information, visit https://www.journeyman.tv/film/8252 Like us on Facebook: https://www.facebook.com/journeymanpictures Follow us on Twitter: https://twitter.com/JourneymanNews https://twitter.com/JourneymanVOD Follow us on Instagram: https://instagram.com/journeymanpictures Visit our subreddit: https://www.reddit.com/r/JourneymanPictures/ Al Jazeera – Ref. 8252

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VIPER Inc. enters the darkness and forms an uneasy alliance to the benefit of both parties. Or so they hope.

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Although some translingual advocates call for collaboration amongst composition studies, translingual, and second language writing theorists, current misinterpretations of translingual theory represent the field of second language writing in a negative light, making an alliance amongst the scholars of these fields unlikely. Translingualism is embedded in inclusive rhetorics, which, we demonstrate, equate difference with the ability to think divergently. From this perspective, linguistic difference is a catalyst for critical thinking, and linguistic standardization is discrimination. Although this view is accurate, translingual theorists are at risk of misinterpreting second language classrooms as sites of forced linguistic homogenization. The teaching of form and genre are particularly contentious as translingual theorists, who may be unaware of research in second language writing, believe that these elements are taught in second language classrooms without tolerance of linguistic variation. Because translingualism is deeply rooted in inclusive rhetorics, second language teachers are unable to object to this negative view of their field without affiliating themselves with exclusionary rhetorics. However, theorists such as Larsen-Freeman, Halliday, and Tardy write about form and genre using terms similar to those used by translingual theorists, suggesting that current second language writing theory recognizes linguistic variability and the interdependence of form/genre and context. Therefore, alliances amongst scholars in the fields of composition studies, translingualism, and second language writing would be possible if the negative view of second language writing implied by misinterpretations of translingual theory could be redressed.

This booklet discusses the growing interrelationship between multicultural education and technologically defined media education. First, literature on multicultural education is reviewed, and five separate approaches are identified: human relations; teaching the culturally different; cultural democracy; single-group studies; and multicultural and social reconstructionist education. Next, varieties of media-based instruction are examined: computer-based education; network-based learning; distance education; open learning; and various levels and forms of technology used. Some basic trends within multimedia language instruction are discussed, including the historical convergence of language teaching and instructional media, the shift in emphasis from computer-assisted teaching to computer-enhanced learning, and shifts in the language teacher's role. Related issues being explored by the profession are also noted, including consideration of learning environment, quality of input, quality of communication, the concept of the structure of language, errors, and quality of learning. The booklet concludes by discussing the relationship of various technologies to meaningful language learning. (Contains 88 references.) (MSE)

This booklet discusses the growing interrelationship between multicultural education and technologically defined media education. First, literature on multicultural education is reviewed, and five separate approaches are identified: human relations; teaching the culturally different; cultural democracy; single-group studies; and multicultural and social reconstructionist education. Next, varieties of media-based instruction are examined: computer-based education; network-based learning; distance education; open learning; and various levels and forms of technology used. Some basic trends within multimedia language instruction are discussed, including the historical convergence of language teaching and instructional media, the shift in emphasis from computer-assisted teaching to computer-enhanced learning, and shifts in the language teacher's role. Related issues being explored by the profession are also noted, including consideration of learning environment, quality of input, quality of communication, the concept of the structure of language, errors, and quality of learning. The booklet concludes by discussing the relationship of various technologies to meaningful language learning. (Contains 88 references.) (MSE)

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