Browsing by Author "Bogale, Birhanu (PhD)"

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    Elements of Writing English -I (FLEn 220)
    (Addis Ababa University, 2000-09) G/Mariam, Almirew; Bogale, Birhanu (PhD)
    The word-by word attention required for a good paraphras_e will lead you across all the contours of another writer's thought. You will follow the main trail of meaning, the ridges of fine distinctions, the cutbacks of qualifications, and the waysides of association. Like a patient hiker on a slow trek, you must mentally pull together all the major events of the journey in order to sense the total experience. Writing a summary, on the other hand, allows you to review the entire process as a whole. Unlike the paraphrase writer, who must discover new ways to restate the meaning, the summarizer looks for the most compact restatement. To high light the essentials of another writer's idea- rather than to provide a complete and detailed restatement is the purpose of summmary writing. A summary will help you understand the major direction, the main points and the overall shape of the overall detailed original. A summary restates the esssence of the original in as few words as possible, but not necessarily in different words. In most cases I when you use an author's original words, you need to put them in quotation marks. When you are writing a freestanding summary, for which the source is given andwhich is labeled as a summary of that source (and only in this situation),You need not mark by quotation marks the use of the author's words with quotation marks. To rewrite a longer piece in short form, you must first understand the piece you are working with. Begin by reading the piece carefully, making sure you absorb the full meaning. If there are words you do not know, look them up. If some sentences are confusing, paraphrase them. Identify the main ideas and determine how the less important material relates to those main ideas. In short, read. Once you understand the piece you are summanzlng, you must decide which parts you are going to include in the summary and which . you are going to leave out. Of course, how much material you select depends on how long you want the summary to be and for what purpose you are going to use the summary. However, unless you have a more
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    ‘Sign Language’ use as Medium of Instruction: The Case of Grade One and Two at Mekanissa School for the Deaf
    (Addis Ababa University, 2011-06) Demissie, Elizabeth; Bogale, Birhanu (PhD)
    Literatures show sign language is a fully fledged language that can be employed effectively to teach the contents of a curriculum as spoken language. Though the use of sign language in education makes sense educationally, linguistically and psychologically there are many grievances in the practices. In many parts of the world, sign language is seldom used in formal education. On the other hand, when signing is employed, it is either in the form of contact sign language or an artificially constructed manual in which sign codes for a spoken language, mostly. In view of that, this research has attempted to examine sign language use as medium of instruction in primary classes of Mekanissa School for the Deaf. To deal with this, the study employed a case study research technique. The data collected through 20 classroom observations, individual interviews with 7 teachers, 10 students, 10 parents and 3 officials as well as several document analyses. Those data were examined and presented based on their themes in detail following narrative analysis method to achieve the purposes. According to the findings of the study, the Deaf communication approach dominantly employed in primary classes of Mekanissa School for the Deaf is SimCom which is considered as best method by the teachers. Signed Amharic (Manual Codes for Amharic) is the principal MOI, while written and spoken Amharic served in few classroom activities. Unfortunately, the natural EthSL rarely employed as it is in many countries in the world. On the other hand, both the teachers and the students exhibited incompetency to make use of the signed language in the classes besides their unconvinced attitude to utilize the natural sign language as capable instrument of education. The classrooms and their facilities also found to be unsuitable to sign medium. The challenges that hinder the effective utilization identified as they are related to improper proficiency of the teachers, students and the language itself, negative attitude of the users, poor classroom facilitation, material unavailability and lack of clear policies. On the contrary the manualist philosophy the school advocates and sign language training programs of the school appeared to be opportunities for further improvements. Generally, using sign language as MOI has several drawbacks in the cases. However, considering its benefit for Deaf learners, the research suggested to persist on using it along with conducting researches to improve the drawbacks in the practices.