Academic literature on the topic 'Language and languages Study and teaching (Secondary) Case studies'
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Journal articles on the topic "Language and languages Study and teaching (Secondary) Case studies"
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Prodanović, Marijana, and Valentina Gavranović. "Developing students' language skills through project-based teaching of the languages for specific purposes: A case study." Inovacije u nastavi 33, no. 4 (2020): 136–45. http://dx.doi.org/10.5937/inovacije2004136p.
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Starting from the analysis of the legislation regulating the education system in the Republic of Serbia, and through the prism of the theoretical review of the project-based teaching as a model of interactive and innovative teaching, as well as the fundamental principles set out in the Common European Framework of Reference for Languages, this paper aims to explore what opportunities the project-based teaching provides for the purpose of strengthening students' language skills in the context of learning English for Specific Purposes, particularly English for Medical Profession at secondary level. Theoretical assumptions were tested empirically using a case study. The qualitative analysis showed that project-based teaching, a model placing students and their needs in the centre of the teaching process, is an effective didactic system that teachers can use in organising and implementing instruction that encourages the development of all language skills.
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Mussaa, Dana, and Aigul Niyazova. "Teaching English as a Foreign Language to Kazakhstani Students by Means of DER and Case-Study Method." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 104–13. http://dx.doi.org/10.18844/prosoc.v3i3.1539.
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In the context of teaching English as a foreign language in Kazakhstan, there are several problems that students come across: Lack of language environment, lack of motivation and interest, age-related features in groups, language barrier, lack of practice, and interference. This paper reports on an investigation of information and communication technologies (ICT) and specifically focuses on the technology of digital education resources (DER) in classroom language teaching. In 2014, DER was adapted and further developed by Kazakhstani pedagogies for teaching school subjects. The use of ICT and DER are strongly encouraged in recent Kazakhstani and European methodological literature. We take into consideration the possibilities of experiment conduction where DER is used in teaching English speaking in the context of the active case-study method. The advantages of case-study method are considered in European studies as it promotes the process of language interaction and solving case problems both individually and in sub-groups. The students with native Kazakh and Russian languages from secondary schools in Astana took part in these experimental studies. The investigation was multi-methodological, combining classroom teaching experience, cases for students’ oral language practice, focus groups and questionnaires. Analyses revealed the effectiveness of proposed approach of teaching English as foreign language and combining the use of the case-study method and DER.Keywords: ICT; DER; case study;
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Li, Xinxin, and Hui Huang. "“No” — A Case Study in Corrective Feedback in a Secondary Chinese Language Classroom in Australia." Journal of Language Teaching and Research 8, no. 6 (November 1, 2017): 1032. http://dx.doi.org/10.17507/jltr.0806.02.
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Corrective feedback has been studied for decades in classrooms both for children and adults. Among different subjects, language learning, especially second language (L2) learning is one of the significant targets of corrective feedback studies. Compared to English and other European languages, however, Chinese as L2 classroom has get little attention. This paper investigates what types of corrective feedback (CF) a teacher of Chinese working at a secondary school in Melbourne provided to what kinds of errors made by students, and the effectiveness of each CF type. The data was obtained from 2 random lessons and the parts involving CF were transcribed to further analyze. The results suggest that Chinese beginners made more mistakes in pronunciation and vocabulary than in grammar, however, the teacher provided feedback to all of the lexical and grammatical errors, ignoring nearly half of the phonological mistakes. In addition, the overall effectiveness of CF was not satisfactory, especially for elicitations and recasts, which were used the most commonly by the teacher. Some pedagogical implications for Chinese teaching and Chinese teacher training are also provided.
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Piacentini, Valentina, Ana Raquel Simões, and Rui Marques Vieira. "TEACHERS’ VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL." Problems of Education in the 21st Century 77, no. 5 (October 16, 2019): 636–49. http://dx.doi.org/10.33225/pec/19.77.636.
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The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students’ acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language – such as CLIL – and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme (“English Plus” project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data collected through teacher interviews are presented and discussed, with the goal of understanding the role of Language(s) (verbal language in the mother tongue or English and other representation modalities) in the teaching of Science for EP teachers, both in conventional and project classes. A greater teacher awareness and use of Language(s), when an additional language (English, here) is also present for Science education, results from this work. This contributes to research on CLIL Science studies and teacher reflections on adopting a language-focused approach for Science education, also when the mother tongue is spoken. Keywords: CLIL (Content and Language Integrated Learning), EFL (English as a foreign language), language-focused science education, qualitative design, reflections on teaching.
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Mierzwa, Ewelina. "Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives." Journal of Education Culture and Society 10, no. 2 (September 2, 2019): 170–88. http://dx.doi.org/10.15503/jecs20192.170.188.
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Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers.
Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data.
Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom.
Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.
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Mohammed, Lubna Ali, Sidek H.M, and Murad Abdu Saeed. "EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 224. http://dx.doi.org/10.18844/ijlt.v8i4.599.
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Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA).
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Ahmad, Norkhairi, and Syafini Ismail. "AN ANALYSIS CODE SWTICHING BY LANGUAGE TEACHERS WITH STUDENTS OF MIX PROFICIENCY LEVELS OF ENGLISH AT A SUB SECONDARY SCHOOL." FRASA: English Education and Literature Journal 3, no. 2 (September 29, 2022): 122–31. http://dx.doi.org/10.47701/frasa.v3i2.2310.
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Code switching is a linguistic phenomenon within bilingual and multilingual settings around the world. For a multiracial country like Malaysia, it is crucial to examine the linguistic realities of the multilingual communities where the presence of code switching is the hallmark. A crucial area where code switching happens but not thoroughly studied is within the educational at school between teachers and students. This study set outs to explore the nature of code-switching that occur between language teachers and students in the school context. A qualitative case-study method via purposive sampling of seven English language teachers at a sub urban secondary school was adopted for this research endeavor. Rich data was elicited via written interviews comprising five key questions were distributed to all the English language teachers as respondents. The teachers responded in full to all questions and the data were prepared, qualitatively analyzed and verified. A summary of the responses was generated and presented as key findings for the study. There were general consensus among the English teachers that code switching is present as part of their repertoire of tools and strategies to ease and facilitate the learning process when situations demand for it. Code switching as a tool serves useful communication and pedagogic functions for the teachers to utilize strategically and not indiscriminately. It is used only when necessary particularly when teaching groups of students with low language proficiency. The findings from this study are significant as it shed light on the realities of teaching and learning languages. The contrastive view that code switching is not permissible for being an obstacle to learning a target language needs to be reassessed and the view that it a taboo in language teaching and learning must also be dispelled.
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Susiani, Ketut. "Maintenance Efforts of Bali Culture and Language Through Local Content in Primary Schools." Bisma The Journal of Counseling 5, no. 1 (May 30, 2021): 9. http://dx.doi.org/10.23887/bisma.v5i1.34228.
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This study uses a qualitative case study approach, which is a study that aims to describe a condition that is happening in the real world. The research procedure adopted the case study research procedure by Yin which includes (1) design the case study protocol; (2) Conduct the case study; (3) Analyze case study evidence: and (4) Develop conclusions, recommendations, and implications based on the evidence. The subjects of this study were elementary school teachers and students, and school documents were examined related to the maintenance of Balinese culture and language through local content carried out in schools. The data collection technique was carried out by structured interviews using interview guidelines related to maintaining Balinese language culture and Balinese local content. Observations were made with a participatory observation approach, and documentation studies were carried out by collecting documents related to the maintenance of Balinese culture and Balinese language in schools. Qualitative data analysis techniques began with grouping data based on primary data sources and secondary data. The results of this study indicate that the application of local content in elementary schools is one of the contents that can be used in maintaining, preserving and preserving the Balinese language culture in schools. The results of surveys, observations and interviews at SD Buleleng indicate that the maintenance of Balinese culture and language has many weaknesses, seen from the use of local languages that are not used in communication and Balinese culture which is fading due to the influence of other cultures. This can be seen in the language used in schools not using Balinese in daily communication in the sense that many do not understand the meaning of the Balinese language used because SOR is Singgih Bahasa. The results of study have and important implication to the teaching learning contents of Balinese language in elementary school in Bali, Indoensia.
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Imwa, Mphatso. "THE POTENCIAL OF USING SMARTPHONE IN TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SECUNDARY SCHOOLS." Revista Docência e Cibercultura 3, no. 3 (December 31, 2019): 349–60. http://dx.doi.org/10.12957/redoc.2019.36929.
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This article systematically reviews the literature on the Potential of using Smartphone in teaching and learning of English Language in secondary schools. It focuses on the benefits, perceptions, challenges, and solutions towards incorporating smartphones in secondary school education. Through online research, 9 empirical and theoretical articles, case studies, and surveys defending the use of a smartphone in teaching and learning of English language in secondary schools were analyzed. The results from the study show that smartphones do have potential at improving teaching and learning of English amongst the teachers and learners in secondary schools. However, it is revealed also that there is need to establish effective pedagogical ways of using the smartphones in order to reduce indiscipline, distraction, and cases of cyberbullying.
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Jiang, Hongji. "To Use or Not to Use humor? A Case Study on Chinese Secondary School EFL Teachers." Education and Linguistics Research 8, no. 2 (October 25, 2022): 84. http://dx.doi.org/10.5296/elr.v8i2.20412.
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While there is no lack of studies on the benefits of using humor in English class, why Chinese EFL teachers choose to use humor or not use it remains unclear. Previous studies examined the benefits of the use of humor in language classrooms, but none of them has queried a deep understanding of the role of humor from teachers’ perspectives. It comprised a case study focusing on three English as a foreign language (EFL) teachers from a secondary school in China. The data were collected over a period of six months using semi-structured interviews, observations and stimulated recall interviews. This qualitative case study found five reasons for the Chinese EFL teachers’ use of humor, which are teaching strategy, students’ benefits, atmosphere & relationship, teachers’ benefits and teachers’ ability. The potential explanations behind each reason were also discussed in the study.
Dissertations / Theses on the topic "Language and languages Study and teaching (Secondary) Case studies"
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Guan, Eng Ho. "Exploring the socio-cultural structure of formal ESL instruction in classroom talk : a case study of a secondary school in Brunei /." Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phg913.pdf.
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Leung, Yau-keung, and 梁有強. "Lexical networks and foreign language vocabulary acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959623.
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McMillan, Deborah E. "Teachers' classroom practice : emic interpretations of teaching English in Belize's secondary schools." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263896.
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This study was designed to gather the meaning-perspectives and interpretations teachers gave to their language teaching practice using their voice and the voice of learners. The complex and paradoxical language situation in Creole-speaking communities like Belize has been well documented by researchers and linguists including Craig (1978), Roberts (1994), Robertson (1997), and Young (1995). There are a number of education reports on the English language teaching situation at the primary school level in Belize; however, very little attention has been given to English language teaching at the secondary level. In this study, the teachers' practice was examined using Clandinin's (1985), Elbaz's (1983), and Jarvis's (1999) definitions of teachers' knowledge. Nespor's (1987), Pajares' (1992) and Richards and Lockhart's (1996) articles and research on teachers' beliefs served as theoretical support on the role and importance of beliefs in teachers' practice. The language teaching strategies offered by Kumaravadivelu (1994), and those recommended for bidialectal communities by Corson (1997), Craig (1978), Robertson (1995), Rubinstein (1977), Sato (1989), and Young (1995) were used to compare the strategies found in the data.Two secondary school teachers and two students participated in the study. Data were gathered using short teacher questionnaires, teachers' lesson plans, pre-observation and follow-up interviews with teachers, audio-taped and video-taped class observations, stimulated recall sessions with teachers and students, and the researcher's field notes and reflective journal. The analysis of data produced four themes: (a) teachers' English language practice, (b) teachers' knowledge about their practice, (c) teachers' pedagogical beliefs, and (d) the learners' voice: the other perspective.The study's findings suggest that the teachers' personal, practical, and situated knowledge resides in their practice. A practice informed by their pedagogical beliefs, and reflected in the choice of English language teaching strategies developed from a complex fusion of pedagogical beliefs, learner needs, and the sociolinguistic context. The findings did not support the view that English language teachers are ill-prepared for the bidialectal situations in Creole communities, nor were the teachers poor models of English. This study will contribute to the understanding of English language teaching in Belize's secondary schools.Department of Educational Studies
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Shen, Jing Qi Flora. "Code-switching in language practices of secondary school students in Macau." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953685.
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Chan, Ping-kwan Walter, and 陳炳坤. "Evaluation of the tailoring scheme in Chinese language: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958485.
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Leask-Smith, Lyn Ann. "A picture's worth a thousand words: a case study of grade 10 English language educators teaching visual literacy." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003585.
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The aim of this research was to better understand teacher's beliefs about visual literacy and to explore how their beliefs influence their teaching practice. In order to investigate this, a case study was conducted that comprised of lesson observations and semi-structured interviews with two secondary school English home language educators. The backdrop to the research was the implementation of the new national curriculum for grade 10. The participants, though well educated and experienced teachers, felt their training had been inadequate in the area of teaching visual literacy and although they acknowledged the importance of visual literacy, it seemed to have a fairly low priority in their actual teaching practice. In particular, very little attention was given to the production of multimodal texts by learners. The reason for this low priority may be related to the requirements of the formal assessment programme as well as limited lesson time in which to cover an extensive curriculum. The research findings would seem to suggest a need for in-service training in this area as well as access to suitable learning support materials and teacher resources.
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Chow, Oi-man Betsy, and 周靄雯. "A study of the effectiveness of code-marking in enhancing grammatical accuracy in secondary ESL writing in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945028.
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Chan, Kok-chi, and 陳覺慈. "Effectiveness of computer-assisted learning in Chinese language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959969.
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Price, Cecelia Joyce. "Multimodal Design for Secondary English Language Arts: A Portraiture Study." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984194/.
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Employing the research approach known as portraiture, this study investigated the varying ways in which three secondary English language arts teachers at a visual and performing arts high school conceptualized and designed multimodal literacy learning. Also studied were the ways in which their students responded to these designs; and in keeping with portraiture, attention went to the changes in the researcher's own understandings. This multi-case study and cross-case analysis built on prior multimodal literacy research in secondary education, but unlike previous studies, gave major attention to how teachers' conceptualization of multimodality and their own roles related to the designs that they produced. Since the school emphasized arts as well as academics, particular attention went to teachers' conceptions of, and designs for, arts-related multimodalities.
Data for the portraits came from observations, teacher and student interviews, artifacts, and a researcher journal. Recursive analysis focused on repetitive refrains, resonant metaphors, and emergent themes, which provided data for "painting" the teachers' portraits in prose. Findings show the connections among teachers' beliefs, values, and the multimodal designs, which included images, movement, sound, classroom displays, and room arrangements. The three teachers took dramatically different approaches to multimodal designs as they created their productions of English language arts. Differences across teachers were related to their conceptions of multimodal design (i.e., for social activism, for expression, for edification) and to their conceptions of their roles as multimodal literacy designers (i.e., challenger, facilitator, channel). Students' responses to, and participation in, the multimodal activities also varied across classroom and teacher. The concluding discussion addresses the relation of arts integration to multimodal literacy education, the value of students' transmodal activity, and connections between multimodality and portraiture. The study illustrates the potential of portraiture for studies of multimodality as well as the potential of using multiple modes to "paint" portraits.
Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science of portraiture. San Francisco, CA: Jossey-Bass.
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Wu, Kam-yin, and 胡錦賢. "Teacher beliefs and grammar teaching practices: case studies of four ESL teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37341893.
Full textBooks on the topic "Language and languages Study and teaching (Secondary) Case studies"
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Porter, Rosalie Pedalino. Language and literacy for English learners, grades 7-12: Four programs of proven success. Longmont, Colo: Sopris West Educational Services, 2004.
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Provocations: The story of Mrs. M. Urbana, Ill: National Council of Teachers of English, 1993.
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Ming shi jiao xue ji zhi li tan: Yu wen juan : Mingshijiaoxuejizhilitan. Shanghai Shi: Hua dong shi fan da xue chu ban she, 2007.
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Tulzer, Friedrich. Deutsch am Gymnasium: Beiträge zu einer Kritik des Deutschunterrichts an höheren Schulen mit einem Erfahrungsbericht und Fallstudien aus Wien und Oberösterreich. Stuttgart: Heinz, 2008.
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Deutsch am Gymnasium: Beiträge zu einer Kritik des Deutschunterrichts an höheren Schulen mit einem Erfahrungsbericht und Fallstudien aus Wien und Oberösterreich. Stuttgart: Heinz, 2008.
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Tulzer, Friedrich. Deutsch am Gymnasium: Beiträge zu einer Kritik des Deutschunterrichts an höheren Schulen mit einem Erfahrungsbericht und Fallstudien aus Wien und Oberösterreich. Stuttgart: Heinz, 2008.
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Ānanda, Vimaleśa. Hindi spelling: Errors and remedies. New Delhi: Bhavana Prakashan, 1990.
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A Teacher's Stories: Reflections on High School Writers. Portsmouth, NH, USA: Boynton/Cook Pub., 1994.
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Quader, Dil Afroze. Learning in deprivation. Dhaka, Bangladesh: University Press, 1993.
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Motivating with love: A memoir. Provo, Utah: Brigham Young University, 1989.
Find full textBook chapters on the topic "Language and languages Study and teaching (Secondary) Case studies"
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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education, 261–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.
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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education, 261–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.
Full textAbstract:
AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
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Utami, Athifah, and Francisco Javier Palacios Hidalgo. "Teachers' Perceptions Towards Technology Integration Into Inclusive Early Childhood Education." In International Perspectives on Modern Developments in Early Childhood Education, 154–73. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2503-6.ch009.
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The use of technology in formal and informal education is anything but new. It is easy to find it being integrated into primary, secondary, and higher education, yet few studies discuss how it can enhance the teaching/learning process in early childhood education, especially in the case of students with special needs. This chapter aims to explore teachers' attitudes on technology integration into inclusive early childhood education. To do so, a case study is described using data collected through classroom observation of five English-language lessons, as well as surveys and interviews administered to teachers of a private kindergarten school in Spain. Results show that most of the surveyed teachers have positive attitudes towards the use of technology in their classrooms and have already tried to implement it. Additionally, two main challenges are revealed: choosing suitable applications for children and maintaining their attention when using technological devices in the classroom.
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Utami, Athifah, and Francisco Javier Palacios Hidalgo. "Teachers' Perceptions Towards Technology Integration Into Inclusive Early Childhood Education." In Research Anthology on Early Childhood Development and School Transition in the Digital Era, 257–76. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7468-6.ch013.
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The use of technology in formal and informal education is anything but new. It is easy to find it being integrated into primary, secondary, and higher education, yet few studies discuss how it can enhance the teaching/learning process in early childhood education, especially in the case of students with special needs. This chapter aims to explore teachers' attitudes on technology integration into inclusive early childhood education. To do so, a case study is described using data collected through classroom observation of five English-language lessons, as well as surveys and interviews administered to teachers of a private kindergarten school in Spain. Results show that most of the surveyed teachers have positive attitudes towards the use of technology in their classrooms and have already tried to implement it. Additionally, two main challenges are revealed: choosing suitable applications for children and maintaining their attention when using technological devices in the classroom.
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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil." In Indigenous Studies, 555–78. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0423-9.ch030.
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Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.
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Ghaffari, Mahbod. "University of Cambridge Asian, Middle Eastern and Persian studies during the pandemic." In The world universities’ response to COVID-19: remote online language teaching, 295–305. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.52.1279.
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This case study will focus on the COVID-19 lecturers’ experience in the Faculty of Asian and Middle Eastern Studies (FAMES) at the University of Cambridge. After a brief background about how the academic year works in the University of Cambridge and an introduction about the situation after the outbreak of COVID-19 in the UK, the author will discuss about the measures taken by the faculty and the way the teaching was conducted in the FAMES in general and Persian language courses in particular. Then, the challenges and problems regarding online teaching in Department of Middle Eastern Studies (DMES) will be highlighted. Finally, a short explanation about the way the examination and assessment were handled in the faculty will be provided. The findings show excellent management and steady leadership turned the classic classroom-based teaching to remote and online teaching. Also, professional collaboration and performance of lecturers along with the ongoing technical and training support were the main factors to go through the critical phase of the pandemic’s impact successfully. It seems that the language teachers have gained valuable experience and skills in teaching languages differently, which can be deployed in future post pandemic situations.
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Puig, Idoya. "Literature in language learning in the UK context: from current A-levels to university." In Literature in language learning: new approaches, 15–21. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.43.1091.
Full textAbstract:
The aim of this paper is to look at the impact of recent reforms to the General Certificate of Secondary Education (GCSE) and Advanced Subsidiary (AS) curriculum in the UK, which included the teaching of literature in the language classroom in an attempt to make the study of languages more attractive and to better prepare students for university. The delivery of the new GCSEs and A-Levels has served to highlight new challenges, which are hampering the intended purpose of the reforms: language GCSEs and A-Levels are perceived as more difficult than other subjects and severe grading has been confirmed. Moreover, most teachers do not view the compulsory literature element positively. Conversely, academic studies confirm the value of literature in the study of languages and various initiatives demonstrate the attractiveness and effectiveness of literature in terms of increasing motivation and enhancing language skills. In this paper, we suggest some final proposals to improve this situation.
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Borisenok, Jelena Yu. "The Problem of Language of Instruction in the Secondary Schools of the Ukrainian Soviet Socialist Republic in the 1920s and 1930s." In The “native word”: The Belarusian and Ukrainian languages at School (Essays on the history of mass education from the mid-nineteenth century to the middle of the twentieth), 275–303. Nestor-Istoriia, 2021. http://dx.doi.org/10.31168/4469-2043-3.12.
Full textAbstract:
Interesting studies of national and cultural policies in the Ukrainian SSR in the interwar period regularly appear. However, the linguistic side of the Soviet education system is not well understood. The experience of Soviet Ukraine is important for the study of language policy in a multi-ethnic society. The Bolsheviks supported the right of nations to self-determination and announced that all nationalities were given the opportunity to freely study in their native language. For the Bolsheviks, this was important, since language and school are powerful factors in influencing public consciousness. In the 1920s, during the period of indigenization, the authorities adhered to the principle of providing the Ukrainian language with a place corresponding to the number and percentage of Ukrainian people in the territory of the Ukrainian SSR. In the period of unification and centralization of the 1930s, reforms were aimed at increasing the volume of teaching in the Russian language, but did not change the principle of teaching Ukrainians in their native language. The provision on the free choice of the language of instruction was legislated only as a result of the school reform of 1958.
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Hofmeyr, Michael. "Digital game-based SLA in the wild: evidence from a qualitative case study." In Proceedings of the XXIst International CALL Research Conference, 126–31. Castledown Publishers, 2022. http://dx.doi.org/10.29140/9781914291050-17.
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A substantial body of research in the field of digital game-based language learning (DGBLL) suggests that games may hold significant potential to facilitate second language acquisition (SLA). Since many CALL researchers are also language teachers, it is common for studies in this field to be carried out in a language classroom context, with a focus on implications for in-class learning and teaching. Scholars such as Sauro and Zourou (2019) have recently pointed out, however, that DGBLL is far more likely to take place outside of the formal educational context than within it. Of the billions of digital game players around the world, many play in languages that are not their L1 and this must surely contribute significantly to their language learning. To better understand how SLA may take place in the context of a cooperative multiplayer digital game, a case study was conducted in which four hours of spoken interactions between three learners playing a game face-to-face over several sessions were recorded, transcribed, and analysed. Other than stipulating the use of English, the researcher did not guide or structure the interaction in any way, so as to simulate play “in the wild”. Interaction was analysed using two different qualitative approaches: a cognitive-interactionist analysis and a direct qualitative analysis. The first approach revealed occasional instances of negotiation for meaning and regular use of beneficial interactional strategies during interaction, while the second shed light on how unstructured game-based interaction among learners may facilitate the acquisition of L2 vocabulary and grammatical structures.
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Tombolini, Annalisa. "Intercomprensione orale tra lingue romanze." In Studi e ricerche. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/039.
Full textAbstract:
The intercomprehension (IC), a spontaneous faculty and a form of communication when each person uses his or her language and understand the language of the other, is also a didactic approach aiming to develop the comprehension competences in several languages of the same linguistic family. The European research focus has been mainly on the written intercomprehension skills and methodologies while the oral intercomprehension has been studied without being a priority objective. A shared oral IC didactic methodology doesn’t exist. Therefore our research-action aims at designing new teaching paths to facilitate the oral IC listening of three languages: Portuguese, Spanish and French. The first experimentations focused on the learners difficulties and their strategies during the task of listening several languages never formally studied before. On the basis of the results from these studies about the nature of difficulties and strategies in the participants perception, a new case study was designed referring to the cognitive-emotional approach in languages teaching. The case study object was the IC oral course carried out between 2016 and 2017 at Ca’ Foscari University of Venice. The experimentations prove that it is possible to facilitate word recognition in the sound stream enhancing cognitive and emotional factors of learning process that the IC approach activates by its own nature. The IC approach then contributes to valorise linguistic, extra-linguistic and meta-cognitive competences and shows that the plurilingual methodology can also benefit to the learning of one specific language and has an important impact on languages learning motivation.
Conference papers on the topic "Language and languages Study and teaching (Secondary) Case studies"
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Msipha, Mzwakhe, and Lydia Mavuru. "THE IMPACT OF SCIENTIFIC LANGUAGE ON THE TEACHING AND LEARNING OF GRADE 7 NATURAL SCIENCES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end119.
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"Questions have been asked about whether science is more special than any other subject in being less culture bound, and less subject to the usual differences between languages. At so many angles scientific language has been viewed as difficult because of its academic, authoritative and impersonal nature which makes it difficult for both teachers and learners to understand. This is an unfortunate reality because learners ought to develop a strong foundational understanding of scientific concepts in order to comprehend scientific knowledge and processes. Previous studies have shown how language acts as a possible barrier to scientific concept formation. Consequently, the current paper reports on a study to determine how the nature of scientific language impact on the teaching of grade 7 Natural Sciences. Guided by the socio-cultural theory as a framework the study adopted a qualitative case-study research approach. From two different schools in Johannesburg, four Natural Sciences teachers and their grade 7 Natural Sciences learners were purposefully selected to participate in the study. Each teacher was observed twice while teaching Natural Sciences to grade 7 learners and the observations were captured using Reformed Teaching Observation Protocol (RTOP). Each lesson observation was followed by semi-structured interviews to accord the teachers an opportunity to explain some of the episodes observed in the lessons. Data collected was subjected to constant comparative analysis. The results showed that both teachers and learners struggled with writing, pronouncing and spelling scientific terminologies regardless of their proficiency in the language of teaching and learning. The teachers indicated that their learners failed to understand the scientific concepts and processes when they explain to them in English. The lack of fluency in English reduced the participation of learners during the teaching and learning process particularly where teachers had zero tolerance for learners’ use of home languages to answer questions. What came out strongly from the lesson observations was that whether learners were first or second English language speakers, the teachers’ abilities to scaffold learning was essential to ensure science concepts were comprehensible to the learners. Concepts were more accessible to the learners in classrooms where the teachers utilised different ICT tools which lowered the impact of scientific language. The findings have implications for both pre-service and in-service teacher professional development programmes to equip teachers with the knowledge and skills for making science more comprehensible to the learners."
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Maximova, Olga, and Tatiana Maykova. "SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/21.
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"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"
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Beļicka, Līga, and Tatjana Bicjutko. "Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.73.
Full textAbstract:
The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.