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RISS 인기검색어
- 검색키워드
- 저자 : Cabell, Charles (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
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From Which Point Do We Begin? On Combining the Multiliteral and Multiperspectival
Bradley. Joff P. N. . Cabell. Charles,Cole. David R. . Kennedy,David H. . Poje. Joseph 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.2
This text below transcribes a hypothetical and ’pataphysical dialogue by a group of interlocutors inquiring into the “what and how” of multimodal, Content and Language Integrated Learning (CLIL) methodology. It builds on a unique research paradigm concerned with combining CLIL and multiliteracies theory in the Japanese tertiary education context (Bradley, 2015; Bradley & Cole, 2016; Bradley, Hunt, & Cole, 2017). Synthesizing research on CLIL methodology and multiliteracies theory, the paper simultaneously manifests and explores a dialogic “thinking model” for examining complex philosophical and ethical issues with students at beginning or intermediate English levels. Faced with the Japanese government demand to offer more content courses or content-based-instruction (CBI) solely in English, we explore the potential of a CLIL-inspired multiliteracies approach, analyzing numerous examples taken from actual classroom experiences that illustrate how such an approach can overcome the lack of critical thinking and critical media literacy among students. This paper contributes to research on CLIL (Coyle, 2008; Koike, 2016) by demonstrating the applicability of a thinking model for teachers working with low-tointermediate English. It is presented in a dialogic, ’pataphysical format as a way to question the “point of view” of academic research and indeed to transform the practice of academic writing itself.
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From Which Point Do We Begin? On Combining the Multiliteral and Multiperspectival
Bradley, Joff P. N.,Cabell, Charles,Cole, David R.,Kennedy, David H.,Poje, Joseph 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.2
This text below transcribes a hypothetical and ’pataphysical dialogue by a group of interlocutors inquiring into the “what and how” of multimodal, Content and Language Integrated Learning (CLIL) methodology. It builds on a unique research paradigm concerned with combining CLIL and multiliteracies theory in the Japanese tertiary education context (Bradley, 2015; Bradley & Cole, 2016; Bradley, Hunt, & Cole, 2017). Synthesizing research on CLIL methodology and multiliteracies theory, the paper simultaneously manifests and explores a dialogic “thinking model” for examining complex philosophical and ethical issues with students at beginning or intermediate English levels. Faced with the Japanese government demand to offer more content courses or content-based-instruction (CBI) solely in English, we explore the potential of a CLIL-inspired multiliteracies approach, analyzing numerous examples taken from actual classroom experiences that illustrate how such an approach can overcome the lack of critical thinking and critical media literacy among students. This paper contributes to research on CLIL (Coyle, 2008; Koike, 2016) by demonstrating the applicability of a thinking model for teachers working with low-to-intermediate English. It is presented in a dialogic, ’pataphysical format as a way to question the “point of view” of academic research and indeed to transform the practice of academic writing itself.
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ESR1 Mutation Detection and Dynamics in Meningeal Carcinomatosis in Breast Cancer
Marcela Carausu,Samia Melaabi,Jean-Yves Pierga,François-Clément Bidard,Luc Cabel 한국유방암학회 2020 Journal of breast cancer Vol.23 No.2
ESR1 mutation is frequently encountered in hormone receptor (HR)-positive, human epidermal growth factor receptor 2 (HER2)-negative metastatic breast cancer (MBC), especially after aromatase inhibitor (AI) therapy, as a mechanism of resistance to endocrine therapy. Circulating tumor DNA-based detection of ESR1 mutation in plasma has been demonstrated as a prognostic and predictive factor for poor outcomes in subsequent AI therapy. In this case report, for the first time, we describe the detection of ESR1 mutation (p.Tyr537Ser) only in the cerebrospinal fluid (CSF) and not in the plasma of a patient with isolated leptomeningeal progression who was treated with AI for HR-positive, HER2-negative MBC (bone metastasis only). Circulating tumor DNA levels also appeared to be correlated with clinical evolution. We suggest that in the presence of isolated leptomeningeal metastasis and when tamoxifen or AI has been prescribed for HR-positive MBC, CSF should be screened for ESR1 mutations to potentially adjust systemic treatment.
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