Postnatal development of rat retina:a continuous observation and comparison between the organotypic retinal explant model and in vivo development

The organotypic retinal explant culture has been established for more than a decade and offers a range of unique advantages compared with in vivo experiments and cell cultures.However,the lack of systematic and continuous comparison between in vivo retinal development and the organotypic retinal explant culture makes this model controversial in postnatal retinal development studies.Thus,we aimed to verify the feasibility of using this model for postnatal retinal development studies by comparing it with the in vivo retina.In this study,we showed that postnatal retinal explants undergo normal development,and exhibit a consistent structure and timeline with retinas in vivo.Initially,we used SOX2 and PAX6 immunostaining to identify retinal progenitor cells.We then examined cell proliferation and migration by immunostaining with Ki-67 and doublecortin,respectively.Ki-67-and doublecortin-positive cells decreased in both in vivo and explants during postnatal retinogenesis,and exhibited a high degree of similarity in abundance and distribution between groups.Additionally,we used Ceh-10 homeodomain-containing homolog,glutamate-ammonia ligase(glutamine synthetase),neuronal nuclei,and ionized calcium-binding adapter molecule 1 immunostaining to examine the emergence of bipolar cells,Müller glia,mature neurons,and microglia,respectively.The timing and spatial patterns of the emergence of these cell types were remarkably consistent between in vivo and explant retinas.Our study showed that the organotypic retinal explant culture model had a high degree of consistency with the progression of in vivo early postnatal retina development.The findings confirm the accuracy and credibility of this model and support its use for long-term,systematic,and continuous observation.

A Study on the Pedagogical Application of Chinese New Year Culture in International Chinese Language Education

Culture teaching is an inseparable part of International Chinese Language Education,and it has great significance in international Chinese language teaching.Students can enhance their interest in Chinese language learning and improve their learning effect through understanding the excellent traditional Chinese culture,at the same time,culture teaching can help to disseminate the Chinese culture and promote the development of a multicultural world.Taking the teaching of Chinese New Year culture as an example,we analyze the current teaching materials involving Chinese New Year culture with high popularity and acceptance,put forward effective teaching methods matching the feasibility of teaching Chinese New Year culture,and then present the specific teaching design of Chinese New Year culture,in order to provide references for the teaching of culture in International Chinese Language Education.

On the clash between the traditional culture and the ＂fast food＂ culture from a perspective of internet language

With the development of the Internet, the Internet language-a new social variant of language comes into being. Owing to its distinctive features, the Internet language draws extensive attention and evokes dispute. Should we make laws to restrict its development or be magnanimous and tolerant？ The present authors think that the dispute reflects the clash between the traditional culture and the ＂fast food＂ culture. The two cultures would co-exist harmoniously and co-develop healthily only if we cherish the law in the development of language and grasp the indirect correlation between them.

The Differences between Chinese and American Language and Culture and Its Implications for College Language Teaching and Learning

Chinese and American language and culture differ from each other in five ways as Hypotactic language vs. Paratactic language, Analytical thinking vs. Synthetic thinking, Direct thinking vs. Indirect thinking, Individualism vs. Collectivism and Ethics-based vs. Legislation-based. Their implications for college language teaching and learning are worth our attention.

A Study on the Relationship between Language and Culture

In recent years,many scholars have devoted themselves to the study of language and culture from different perspectives.The view this paper holds is that language and culture are closely related and the relationship between them is bidirectional:as a component of a certain culture system,a language notes down,spreads and passes on the message involved in the given culture;at the same time,it is culture that makes language form,develop and mature.

The Interrelation between Language and Culture in English Teaching

In daily communication, language differences significantly reflect the nature of cultural difference. To improve students' ability of cross-cultural communication, teachers are not only supposed to make students master language itself, but also should help them to understand cultural differences between their mother language and English.

The Relationship between Language and Culture and its Pedagogical Implications

According to Brown's theory, culture plays an important role in language learning and teaching. This paper mainly analyzes the relationship between language and culture, and then gives some pedagogical implications.

On the Relationship between Language and Culture

The so-called culture refers to the tradition and style of a nation to be gradually formed in the historical development process. Language is an important reflection to culture. In fact, all sorts of views about the relationship between language and culture have been proposed in the academic circles, which are varied greatly and unable to agree with each other. In Sapir Whorf Hypothesis, Marxist theory, Grimshaw theory, and Chomsky theory, an intimate relationship between language and culture is seriously considered. Then, what is the counection between language and culture？ This is discussed in the paper, hoping to play a role of reference and help people better understand language, culture, and the objective world people live in.

A Preliminary Study on the Relationship between Language and Culture under ELF

Recently there has been much rise in the interests of the research on English as lingua franca (ELF), however, inadequateattention is put on the culture dimension under the context of ELF. This article tries to explore the relationship between languageand culture under ELF and suggested that the culture is not settled or static, but is highly dynamic and context dependent. Therefore, the ability to negotiate becomes vital when English is used as a lingua franca.

The Relationship between Language and Culture

The strong version of Sapir-Whorf's hypothesis emphasizes the definite control of language over our thoughts or cul ture. While the weak one argues language can influence but the influence is relative. This thesis is to give a view on the relation ship between these two concepts, hoping to give some help to the research of language and culture, and the understanding of their relationship.

The Correlations between Language, Culture and Thought

With the purpose of having a better understanding,this article discusses the correlations between language, culture and thought as well their interactions. They not only correlate but also are different social phenomena. They are dependent and mutually influenced with Sapir-Whorf Hypothesis as its main points.

The Relationship between Language, Culture and Cognition

This paper begins with the Sapir-whorf Hypothesis and its controversial points. The close relationship between language, cul ture and cognition is analysed in detail: language and culture co-exist, they interact each other, influence each other. Language determines cognition in a certain sense. The more knowledge a person knows about language, the more he can know the world around him, especially his abstract thinking. As culture co-exist with language, it has the same influence on cognition as language does. Cognitive categories are dependent on the immediate context-culture and language in which they are embedded.

Integrating Chinese Culture Into Language Curriculum:Teaching Chinese Culture to International Students in China

This paper explores the integration of Chinese culture into language education for German students at the University of Shanghai for Science and Technology(USST).Focusing on USST’s Chinese curriculum and pedagogical strategies,the study emphasizes the importance of cultural immersion,experiential learning,and authentic materials.Drawing on Byram’s Intercultural Communicative Competence(ICC)model,the Cultural Studies Approach,and Task-Based Language Teaching(TBLT),the paper presents a case study on incorporating Chinese calligraphy into regular classes.This hands-on approach not only enriches cultural understanding but also enhances language skills.The findings stress the need for tailored,multifaceted pedagogical approaches to prepare international students for cross-cultural interactions in a globalized context.

A Contrastive Study of the Relationship between Language and Culture Exemplified in English and Chinese

This paper analyses the relationship between language and culture exemplified in English and Chinese.Language is not only a part of culture but also the carrier and container of culture.As a mirror of culture language is strongly influenced by culture.Language also exerts its influence on culture.Language and culture is closely related.

The Research on Cross-Cultural Critical Thinking in English Teaching: A Pedagogical Paradigm Within the Ideological and Political Course Framework

The conflation of linguistic competencies with ideological and political educational paradigms presents unique opportunities and challenges for English language teaching(ELT)in our increasingly interconnected world.This research seeks to address the role of cross-cultural critical thinking within the landscape of English pedagogy,framed by the imperatives of ideological and political education.Employing a multi-method approach,including thematic content analysis and action research,the study proposes a pedagogical model designed to integrate transcultural discourse and ideologically reflective practices into the conventional ELT curriculum.This paper argues for a reimagined approach to teaching English that encourages students to engage with diverse cultural perspectives and develop a nuanced understanding of global issues.

Perspectives on the Values of Rose in Eastern and Western Languages and Cultures

The cultural differences between the east and the west are reflected in their own languages. Vocabulary is the basic building material of a language. It is the basic linguistic unit of cultural connotation and message. Through the analysis of the word ＂rose＂, this paper attempts to find the different connotations in Chinese and western cultures. It also tentatively explores the significance of introducing cultural background in foreign language teaching.

Challenges and Countermeasures in Integrating Chinese Traditional Culture into English Listening and Speaking Course

Foreign language education involves not only language education but also cultural education.It is the new mission of today’s foreign language education to integrate Chinese traditional culture into foreign language teaching and cultivate foreign language talents who can tell Chinese stories well and spread Chinese voice.As a basic course for English majors,English Listening and Speaking faces many challenges when it is integrated into Chinese traditional culture,such as complex teaching content,limited teaching resources,insufficient teachers’literacy,and students’listening and speaking difficulties.In order to solve these problems,teachers and universities should work together to sort out the connotation of Chinese traditional culture,develop audio-visual teaching materials,organize teacher training,and innovate teaching methods,so as to effectively promote the connection between Chinese traditional culture and English Listening and Speaking curriculum system.

Multi-Angle Exploration on the Inner Relationship among Language,Thought and Culture with “Sapir-Whorf Hypothesis”

“Sapir-Whorf hypothesis"holds that human thoughts are shaped by their native languages,and speakers of different languages think differently relevantly.The hypothesis is controversial partly because it seems to deny the possibility of a general principle for human cognition,and partly because some findings taken to support it have not reliably replicated.The author argued that considering this hypothesis through the lens of probabilistic inference has the potential to figure out both issues,at least with respect to certain prominent findings in the two languages—Chinese and English.After exploring on the inner relationship among language,thought and culture with the comparison between English and Chinese based on a series of examples including“numbers,Wuhan dialect and some different understandings of idioms”,the author made an inference that language can somewhat affect human thought under the different culture contexts.Besides,it also provides some reference for educators to take in-depth studies on the relationship among language,thought and culture,which is vitally significant for ESL educators and learners.

Towards Closing the Language & Culture Gap: A Pedagogical Approach

This paper advances an approach to culture and language instruction through the theoretical construct of the 3Ps (Products, Practices, Perspectives), combined with an inquiry-based approach utilizing the theory on stages of second language acquisition. Culture elements, when embodied in a properly developed and organized curriculum can be systematically implemented all along the different phases of language growth. Mastery of a language is not simply mastery of vocabulary as well as grammar and spelling rules. The most successful language learners learn both culture and language together. The conceptualizations provided by research, although at times conflicting, form a useful foundation for language teaching that provides a deeper and a more enriching human experience. Making culture the core in a language class is akin to asserting the obvious (Furstenberg, 2010);they are two flip sides of the same coin. With its focus on revisiting the role of culture in the FL Classroom, the paper seems to fall into the same category - affirming the tried and true, but like Furstenberg, the author believes there is good reason to re-consider the possibility of closing the language and culture gap.