Long hailed as one of the most technically gifted poets of the later Middle Ages, William Dunbar held a special interest in the lyric effects that could be generated through the appropriation of liturgical texts. This essay analyzes poems that are usually separated in categorizing Dunbar’s corpus—parodies, laments, and meditations—to show that Dunbar exploits the rhetorically capacious first person of liturgy in order to theorize the fashioning of his own poetic voice. He does so, moreover, by building on a tradition of liturgical adaptation that he inherited from the fifteenth century, including poets such as John Audelay and William Litchfield. Dunbar’s experiments with liturgical language and form reveal a heretofore unacknowledged poetic agenda: to expand the audience and perfor­ mance possibilities of liturgically inflected, linguistically hybrid religious lyrics. He pursues this agenda in two complementary ways: by theorizing the linguistic toggling required in a bilingual devotional culture, as we see in his Marian anthem “Ane Ballat of Our Lady”, and by recomposing the calendrical rhythms of liturgy in a distinctly lyric mode.

This study examined the motivation of 180 university-bound Lebanese students to learn English as aforeign language (EFL). Data were gathered through administering a modified version of the motivation scale developed by Wen (1997). Thefindings revealed that integrative motivation, effort, valence, expectancy, and self-estimation of ability were internally related determinants of motivation for learning EFL. Instrumental motivation was found to be related to integrative motivation and valence only. The findings also revealed that female students were more motivated than their male counterparts. Similarly, level 11 proficiency students were more motivated than were level III students. Howevel; thefindings did not show a significant effect on motivation related to either students'first foreign language or university majol:

This paper addresses the issue of incorporating moral education in the English as a second or foreign language (ESL/EFL) classroom in light of the increasing calls for having teachers take on a more pro-active role in the moral development of their students. The moral education model recommended in this study includes the development of fundamental values, principles, and attitudes; continuous character growth that allows learners to become concerned, informed, and involved citizens; and laying down the foundations of a critical approach to controversial issues. The rationale that the study adopts for introducing moral education in ESL/EFL curricula is based on the assumption that it helps learners in developing their linguistic and cognitive skills, social awareness, emotional well-being, critical thinking, and a tolerant world view, goals that are compatible with the new approaches and methods of teaching ESL/EFL. The framework proposed for the implementation of this process includes tentative issues/themes, language skills, learning outcomes, methods of instruction and evaluation, materials and resources, and instructional activities.

The rivalry between French Jesuit and American Protestant missionaries in the field of language education in Lebanon started in the 19th century and helped make Lebanon, together with Egypt, a leader in the Arab literary renaissance as well as a major center of education in the whole Middle East region. This competition has continued since then with French taking the upper hand during the French mandate (1916–1943), but English has been making slow
but sure gains since then, reaching a place of prominence with the advent of globalization and the felt need for rebuilding societies around the concept of “information knowledge” (UNDP, 2002). The present study will provide a brief historical survey of the developing roles of these two foreign languages from the 19th century to the present. Then, it will present the enacted policies and practices related to foreign language education in Lebanon during the French mandate, early independence, post-civil war, and globalization periods. The study will provide an analysis of these policies and the way they were put into action on the ground. The phenomenal advances made by English in pre-uni- versity and university education, in communication in professional fields, and in physical space will be highlighted. Highlighted also will be the efforts on the part of the French-educated Lebanese elite to preserve the special status French has enjoyed in the country for a long time. Finally, the study will address the is- sue of the threats to the native language by the spread of the foreign languages into domains that were exclusive to Arabic.
Keywords: missionaries, language education, colonialism, globalization, language policy

25 cooperative learning and in service teacher training A suggested approach ghazi M ghaith ghaifth graith & kassim A shaaban american university of beirut lebanon the approach to in service teacher training presented here one that we have been following in the in service teacher training at the american university of beirut AUB provides a scheme for organizing training programs for teachers of english as a second or foreign language ESLEFL the approach proclaims cooperative learning CL as an underlying philosophy and assumes that aspects of methodology are best inculcated in teachers in training through direct experience and demonstration it also assumes that training is a continuous process and that the workshop format addresses the immediate needs of teacher trainees and is inclusive of several other ways of teacher training such as seminars panel discussions and peer networking theoretical and research underpinnings over the past few decades there has been a growing interest in CL as a prosocial prosodial prosocial approach for improving academic achievement intellectual development and language learning research has shown that CL promotes higher achievement than all forms of individualistic teacher centered learning across all age levels subject areas and all tasks except perhaps rote and decoding kinds of tasks johnson muryama murayama

55 5 5 peace education in the ESLEFL classroom A framework for curriculum and instruction ghazi M ghaith graith & kassim A shaaban american university of beirut peace education is one of the hottest topics in pedagogy today the increasing complexity of our modern world has prompted educators to explore and conceptualize the problems and prospects of incorporating peace education into school curricula because of the exacerbation of physical economic political psychological and ecological violence at the interpersonal communal national and international levels peace education has gained wider acceptance as an academic discipline in its own right furthermore the applications of peace education are now beginning to find their ways into other academic disciplines As the american peace educator betty reardon notes the goals content and methodology of peace education should be incorporated and adapted to all forms of learning and used by educators as an added perspective from which to plan and evaluate their endeavor wenden 1992 p 1 reardons Reardons call fot for incorporating peace education in all forms of learning was echoed by the organization of teachers of english to speakers of other languages TESOL thus at the 1989 convention in san antonio a panel of TESOL professionals focused on issues relevant to peace education and cross cultural understanding the discussions addressed the rationale behind involving TESOL professionals and the nature and methodologies of their contributions to a more peaceful world shortly after the convention many TESOL professionals began to express their views regarding incorporating peace education into english as a secondforeign second foreign language ESLEFL ESUEFL practice for example they proposed changes in educational policiesashworth policies Ashworth 1990 suggested curricular guides fine 1990 called for priority lists of research topics jacobs 1990 as well as developed instructional units stempleski 1993 the above eager and spirited responses are quite natural as the ESLEFL discipline lends itself very well for peace education the wide linguistic expansion of english as a global language the very traditions of the discipline as a part of the humanities curriculum and the cultural and thought pattern variations inherent in linguistic contacts all provide a climate conducive to the development of cross cultural appreciation empathy and understanding in addition the long and notable history of foreign language education especially with the advent of the communicative and humanistic approaches provides the requisite repertoire of

This paper describes the disparity between the principles, guidelines, suggested themes, organization, methodology, classroom activities, and assessment outlined in the thematic, content-based English language curriculum adopted by the Lebanese government in 1997 and the classroom realities and other contextual factors that have hampered its proper implementation. The paper shows that the curriculum is designed in line with international ESL/EFL standards as it has clear goals, objectives, and performance indicators as well as sound perspectives on instruction, material selection and adaptation, and evaluation guidelines. These perspectives are based on widely accepted theoretical views in language acquisition and best practices in English language education. However, the content-based curriculum normally demands a high level of language proficiency and content and pedagogical knowledge from teachers, and it is highly dependent on the availability of adequate resources and ongoing professional development programs. The educational context in Lebanon still suffers the effects of the 1975-1990 civil war in these areas, which has made the implementation fraught with all sorts of problems.

This paper describes the disparity between the principles, guidelines, suggested themes, organization, methodology, classroom activities, and assessment outlined in the thematic, content-based English language curriculum adopted by the Lebanese government in 1997 and the classroom realities and other contextual factors that have hampered its proper implementation. The paper shows that the curriculum is designed in line with international ESL/EFL standards as it has clear goals, objectives, and performance indicators as well as sound perspectives on instruction, material selection and adaptation, and evaluation guidelines. These perspectives are based on widely accepted theoretical views in language acquisition and best practices in English language education. However, the content-based curriculum normally demands a high level of language proficiency and content and pedagogical knowledge from teachers, and it is highly dependent on the availability of adequate resources and ongoing professional development programs. The educational context in Lebanon still suffers the effects of the 1975-1990 civil war in these areas, which has made the implementation fraught with all sorts of problems.

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