Journal articles on the topic 'Literacy ability testing; literacy study and teaching; language and education'
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1
THOYYIBAH, SITI, ARWENDIS WIJAYANTI, and NUR DWI SUKMONO. "PENGEMBANGAN BUKU BBB UNTUK MENSTIMULUS KEMAMPUAN LITERASI KELOMPOK TK B USIA 5-6 TAHUN." Al-Hikmah : Indonesian Journal of Early Childhood Islamic Education 6, no. 1 (June 13, 2022): 93–112. http://dx.doi.org/10.35896/ijecie.v6i1.295.
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This study aims to produce "BBB Books (Play, Learn, Language) To Stimulate Literacy Ability in B Groups of Kindergarten in age of 5-6 years old in Ngrambe District", which are valid regarding in effectiveness, efficiency and attractiveness. Literacy is very important for early childhood, because early literacy activities build language skills that are rich in vocabulary, self-expression and understanding. This skill helps children to understand printed words when they start in reading. This study used research and development methods (RND). Research and development in the field of education focuses on the development of designs and planning, whether in the form of design models, or teaching materials to be developed. This research method has stages of procedures carried out in the development of learning books, namely analysis, design, development, implementation, and evaluation. Based on the results of the validation and testing, it result a score according to the aspect to be achieved as follow the effectiveness aspect got 95.55%, the efficiency aspect got 97.22%, and the attractiveness aspect got 94.44%. Which means that BBB (Play, Learn, Language) books are suitable to be used for stimulating the literacy skills of children in age of 5-6 years old. This research contributed for helping to stimulate children's literacy skills, make the children to do evaluative activities and language games easier.
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Denisenko, Anastasia V., Marina A. Bereznyatskaya, and Julia M. Kalinina. "“Flipped class” technology in teaching foreign non-philological students." Russian Language Studies 20, no. 1 (March 30, 2022): 115–26. http://dx.doi.org/10.22363/2618-8163-2022-20-1-115-126.
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The article describes an adapted version of the innovative technology flipped classroom, which can be used in the practice of teaching Russian as a foreign language, especially in the context of distance learning. The relevance of the study lies in the need to create a methodology that meets the interests of the modern generation of students and is effective in the context of remote educational process. The purpose of the research is to describe the methodology for using the flipped class technology in a foreign language audience with the use of authentic Russian films - screen adaptations of literary works. To achieve this goal, analysis, systematization, generalization, description and other methods were used. The research materials were the feature film It Cant Be! (directed by L. Gaidai, 1975), stories by M.M. Zoshchenko Galosh, Funny Adventure, Wedding Accident, the play Crime and Punishment, files with theoretical and regional information, a file with tasks, a questionnaire. The methodology has been successfully tested with foreign students of non-philological specialties. A hypothesis was put forward, the innovative technology flipped classroom was adapted to teaching Russian as foreign language in the context of distance learning, authentic films-adaptations of Russian artistic texts were selected, and a system of exercises was developed. An experiment was carried out, and then the hypothesis was corrected, taking into account the questionnaire survey and control testing of students. The main results of the study are that the use of the suggested methodology increases the efficiency of the educational process, motivation of foreign students to study the Russian language, literature, traditions of Russian native speakers, literacy of students and their linguistic and cultural competence. It also forms the ability of foreign students to self-study and self-organization, as well as to successfully conduct the educational process in a distance learning environment. The authors of the article consider it promising to use the flipped classroom technology in teaching Russian as a foreign language based on the material of linguocultural and regional studies, with the help of which students will be able to master educational information in accordance with different levels of language proficiency.
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Guffey, Sarah Katie, Timothy F. Slater, and Stephanie J. Slater. "Development Of The EGGS Exam Of GeoloGy Standards To Measure Students’ Understanding Of Common Geology Concepts." Journal of Astronomy & Earth Sciences Education (JAESE) 4, no. 1 (June 6, 2017): 25. http://dx.doi.org/10.19030/jaese.v4i1.9973.
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Geoscience education researchers have considerable need for criterion-referenced, easy-to-administer, easy-to-score, conceptual surveys for undergraduates taking introductory science survey courses in order for faculty to monitor the learning impacts of innovative teaching. In response, this study establishes the reliability and validity of a 28-item, multiple-choice, pre- and post- EGGS Exam of GeoloGy Standards. EGGS addresses 11 concepts derived from a systematic analysis of the overlapping ideas from national science education reforms: NGSS, AAAS Benchmarks, Earth Science Literacy Principles, and NRC National Science Education Standards. Leveraging best-practices for creating and field-testing items, EGGS emphasizes natural student language over technical scientific vocabulary, leverages illustrations over students’ reading ability, specifically targets students’ misconceptions, and covers the range of topics most geology educators expect general education students to know. EGGS is argued to be valid and reliable with college introductory science survey students based on standard measures, including clinical interviews with students and expert review.
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Büyükkarcı, Kağan. "Identifying The Areas For English Language Teacher Development: A Study Of Assessment literacy." Pegem Eğitim ve Öğretim Dergisi 6, no. 3 (May 21, 2016): 333–46. http://dx.doi.org/10.14527/pegegog.2016.017.
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Assessing foreign language learning has been considered an indispensable part of language learning process for a long time, especially for the last two decades. Therefore, there is a growing need for language teachers to be more competent in the area of language testing. Keeping in mind that teacher assessment literacy is a key factor in the success of teaching, this study investigates assessment literacy levels of foreign language teachers, and also it seeks to find out whether year of experience and post-graduate education make any difference in language teachers' assessment literacy. Data were collected from in-service teachers, both working for ministry of education and universities by using "assessment literacy inventory". The results indicate that these foreign language teachers have a very low level of assessment literacy. Besides, contrary to other studies, year of experience and post-graduate studies do not really add on teachers' assessment literacies.
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Abdulghafoor, Maath S., Azlina Ahmad, and Jiung-Yao Huang. "Literacy Sign Language Application Using Visual Phonics." International Journal of Web-Based Learning and Teaching Technologies 10, no. 4 (October 2015): 1–18. http://dx.doi.org/10.4018/ijwltt.2015100101.
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Literacy is the ability to read and write. Being able to read and write is an important skill in modern society. Deaf and hard of hearing (D/HH) students' literacy achievement has been reported as lower than that of hearing students. This research focuses on the literacy skills of D/HH students, aiming to determine their reading/writing skills and propose a theoretical framework that can enhance and improve these skills. This paper provides an introduction on D/HH education, including tools and challenges, an analysis of existing literature related to D/HH education applications, and sign language (SL) applications. The advances that are needed to further improve the effectiveness and efficiency of present reading and writing teaching techniques are further discussed, and a comparative survey conducted in this area is provided. The study explores the significance of Visual Phonics for D/HH as a motivating force for research in reading and writing taxonomies. The objective of this study is to propose a theoretical framework that can enhance and improve D/HH reading and writing skills.
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Thwaite, Anne, Helen Adam, Yvonne Urquhart, and Susan Hill. "Introduction of Phonological Concepts in an Initial Teacher Education Literacy Unit." Australian Journal of Teacher Education 47, no. 1 (January 2022): 30–48. http://dx.doi.org/10.14221/ajte.2022v47n1.3.
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Pre-service teachers (PSTs) need sound Knowledge About Language (KAL), both for their own professional communication and for their teaching practice. In the longer term, enhanced KAL will benefit our graduates in their implementation of the Australian Curriculum. This paper reports on work with First Year PSTs at one Australian university. We present an analysis of students’ response to an intervention designed to develop their KAL, focusing on Phonological Awareness (PA) and phonics. While the designed resources were introduced and discussed in class, students mainly accessed them online afterwards. Student achievement was measured by online testing, and attitudes were obtained from unit evaluation instruments and a survey. We present results documenting their knowledge before and after the intervention, and their attitude toward the content. Most students demonstrated improved confidence and increased knowledge in particular areas post intervention. Nevertheless, their ability to apply their knowledge lagged behind their ability to give definitions.
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Astuti, Wili. "TEACHING LITERACY THROUGH PLAY: INDONESIAN EARLY CHILDHOOD TEACHERS PRESPECTIVE." Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini 12, no. 2 (November 22, 2021): 176–84. http://dx.doi.org/10.17509/cd.v12i2.37575.
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In Early childhood education, play is considered as the heart of instruction and learning prepare. Play moreover critical in obtaining children language and literacy ability, person with higher level of proficiency have higher opportunity in their life success. This is a qualitative research study analysing teacher's conceptualization of play in the literacy teaching and learning process. An interpretative and descriptive qualitative research is the design of this study. A qualitative study was undertaken because this technique allows researchers with ways and means considering different views of the research subject therefore producing rich, in-depth and elaborate data. This, small research has been conducted in Indonesian settings on the utilize of play in educating proficiency in early childhood instruction classrooms. Information was obtained through one-on-one, one-hour in-depth interviews from a few teachers in five early childhood education institutions. Examination of the information uncovered those early education teachers agree on utilizing play as an instrument in educating literacy concepts
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Hungerford-Kresser, Holly, and Amy Vetter. "Political tensions: English teaching, standards, and postsecondary readiness." English Teaching: Practice & Critique 16, no. 3 (December 4, 2017): 407–22. http://dx.doi.org/10.1108/etpc-05-2017-0061.
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Purpose The purpose of this paper was to highlight ways two novice secondary English teachers negotiated the politics of college and career readiness along with the literacy needs of students, in the age of accountability. Design/methodology/approach This three-year longitudinal qualitative case study focused on two participants in English teacher preparation and their first two years in the classroom. Findings The findings focus on participants’ definitions of college and career readiness as it pertains to their English Language Arts classrooms. Next, the focus is on two themes: tensions these novice teachers experienced as they attempted to build classrooms focused on postsecondary readiness, and the ways in which they worked to bridge the gap between their definitions of college and career readiness and the realities of their classrooms. Research limitations/implications Connections among high stakes testing environments, postsecondary readiness and literacy teacher education are important to the field. Studying the experiences of novice teachers can fill a present gap at the intersection of these concepts. Practical implications Curriculum in teacher education should introduce standards, as well as provide a platform for negotiating and critiquing them. Three focus areas to help pre-service teachers mitigate tensions between minimum skills assessments, college readiness and literacy are personal experience, collaboration and reflective partnerships. Originality/value There has been little to no research done on the tensions between preparing all students to be college and career ready and the minimum skills based priorities that govern many school systems and its impact on novice teachers. This classroom reality is important to literacy teacher education.
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Yin, Xunfeng. "A Study on the Improvement of College Students’ English Cultural Accomplishment under the Concept of General Education." Theory and Practice in Language Studies 9, no. 9 (September 1, 2019): 1215. http://dx.doi.org/10.17507/tpls.0909.19.
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Besides imparting knowledge, college English course is also a language carrier for students to understand western culture and a way to improve their comprehensive cultural literacy. Therefore, under the guidance of General Education theory, this paper attempts to integrate the appreciation of English literary translations into College English teaching, so that non-English majors can improve their English language ability, at the same time, they can improve their critical appreciation ability and cultural accomplishment.
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Li, Xingyuan. "The Cultivation of the Core Literacy of English Discipline in Senior High School based on “Post-method” Theory." Region - Educational Research and Reviews 2, no. 3 (July 31, 2020): 1. http://dx.doi.org/10.32629/rerr.v2i3.137.
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The Curriculum Standards for General High School English (2017 edition) (hereinafter referred to as the Curriculum Standards) clearly states that the specific goal of general High school English curriculum is to cultivate and develop students’ core qualities such as language ability, cultural awareness, thinking quality and learning ability after receiving high school English education. The cultivation of core literacy is a hotspot in the current research of basic English education. However, most researches are based on traditional English teaching methods and tend to apply traditional teaching methods to experimental studies in primary and secondary school classrooms, and few of them study how to cultivate students’ core literacy from a theoretical perspective. This article will discuss the cultivation of core literacy of English discipline based on the “post method” theory proposed by B. Kurumaravadivelu. Meanwhile, advice on cultivation of the core literacy of English discipline in high school based on post-method theory will be given.
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Rudnik, Yuliia. "DEVELOPMENT OF FIRST EDUCATIONAL LEVEL 012 PRESCHOOL EDUCATION SPECIALTY STUDENTS’ DIGITAL LITERACY SKILLS WITHIN A DISCIPLINE «MODERN TECHNOLOGIES OF TEACHING A FOREIGN LANGUAGE TO PRESCHOOL CHILDREN»." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 13 (2022): 122–28. http://dx.doi.org/10.28925/2414-0325.2022.1310.
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The article is devoted to the issue of development of preschool education specialty students of the first education level (bachelor’s) digital literacy skills within a discipline «Modern Technologies of Teaching a Foreign Language to Preschool Children». The correlation between the content of the working curriculum of the discipline as well as the methods used and development of the preschool education specialty students’ digital literacy skills has been stated. It was proven that the development of preschool education specialty student’s digital literacy skills depends on the activities offered within the learnt content and their self-study that occurs due to the specifics of their distance learning. Sharing experience is pointed out as a necessary component in mastering various digital tools and improving the level of digital literacy. The article presents the experience of teaching a discipline «Modern Technologies of Teaching a Foreign Language to Preschool Children» for preschool education specialty students of the first educational level on the Faculty of Pedagogical Education in Borys Grinchenko Kyiv University. It gives overview of the working curriculum of the discipline, content modules and specific activities offered within the study of preschool education specialty students from the second till the fourth courses. Also, the article presents an algorithm of the creation of digital content by preschool education specialty students within the discipline «Modern Technologies of Teaching a Foreign Language to Preschool Children». Based on the described theoretical background of the way the digital literacy skills of the future preschool teachers are formed within the aforementioned discipline the necessity for further empirical testing of the level of digital skills development is underlined as well as analysis of their practical readiness to use digital tools in their future professional activities.
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Subramaniam, Vijayaletchumy, and Kavenia Kunasegran. "Reading Skills in Malay Language Literacy of Dyslexic Students." Jurnal Bahasa 22, no. 2 (October 29, 2022): 329–46. http://dx.doi.org/10.37052/jb22(2)no7.
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Problems in literacy is the most significant aspect in the learning process of dyslexic students. This study was conducted to analyze the reading skills in Malay language literacy among dyslexic students. The sample of this study was 10 dyslexic students who were selected from the Malaysia Dyslexia Association. A mixed-method approach was conducted to identify reading problems according to the LINUS 2.0 construct, which was developed by the Special Education Division, Ministry of Education Malaysia. Reading problems according to the LINUS 2.0 were measured based on the construct in the Malay Language Reading Skills Literacy Diagnostic for Dyslexics. This diagnostic was used to assess 12 reading skills in the reading achievement of dyslexic students' literacy constructs. Each reading skill has 5 items to read. This diagnostic focuses on 12 reading skills that were analyzed according to the dyslexic students' level of learning. The findings of this study prove that dyslexic students have a poor level of literacy skills in reading Malay. From this study, the researcher has produced a new approach to literacy construct that is suitable for dyslexic students. Based on the reading ability of the subjects in this study, the researcher concludes that the knowledge of graphemes-phonemes and syllable segmentation is unsatisfactory. The findings of this study have an impact on the Special Education Division, Ministry of Education Malaysia, in that curriculum planning for dyslexic students can be examined. The findings of this study also have an impact on dyslexic teachers in that they can plan their teaching and learning to suit the level of mental development of dyslexic students in Malaysia.
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Imange, Samuel, and John Simwinga. "Teacher Preparedness to Utilize Emergent Literacy for Teaching Initial Literacy in Selected Schools of Mansa District." Journal of Law and Social Sciences 2, no. 1 (December 18, 2020): 1–17. http://dx.doi.org/10.53974/unza.jlss.2.1.393.
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Effective teaching of initial literacy in Grade 1 demands more of the teacher’s attention to
pupils’ emergent literacy skills and consideration of how they learn. The emergent literacy
skills children acquire lay a firm foundation for their learning to read and write in the
conventional sense. Some of the skills that children develop under emergent literacy
include phonological awareness and phonological sensitivity, which give children the
ability to hear, recognize, manipulate and distinguish the sounds of the language they have
acquired. These are key language skills which teachers will need to utilize in their teaching
of reading and writing skills to Grade 1 learners in the classroom.
A study was carried out whose purpose was to investigate whether primary school teachers
in Mansa District utilized emergent literacy skills in their teaching of conventional reading
and writing skills to the learners in Grade 1 considering the fact that emergent literacy lays
a firm and solid foundation for continuous development of the literacy skills. The study
was a descriptive survey and qualitative in nature since it required the researcher to
describe the state of affairs as found and observed in their natural setting in the research
sites. The qualitative methods of data collection and analysis were used. The sample for
this study comprised 62 Grade 1 teachers and 3,594 Grade 1 primary school pupils. Only
those schools teaching initial literacy in the local familiar language using the Breakthrough
to Literacy (BTL) methodology were targeted for this research.
The findings indicated that: (1) Teachers lacked knowledge about emergent literacy and
did not know how useful it was for continuous literacy development among the children.
(2) Most of the teachers ignored pupils’ prior literacy knowledge and considered their
learners as complete illiterates who knew nothing about literacy skills. (3) Teachers never
designed extra teaching and learning materials for teaching literacy. Rather, they relied on
the New Breakthrough to Literacy (NBTL) kit materials. (4) The class sizes were large and
meaningful scaffolding was lacking in most of the classes.
This study concluded that the Ministry of Education in Zambia should consider emergent
literacy as the foundation for conventional literacy development in Grade 1. One
recommendation was that teachers should be equipped with knowledge of emergent
literacy through deliberate training. They need to understand and appreciate emergent
literacy as an essential body of knowledge to be utilized for successful conventional
literacy development among Grade 1 learners.
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Martin, Peter Clyde. "Test-Based Education for Students with Disabilities and English Language Learners: The Impact of Assessment Pressures on Educational Planning." Teachers College Record: The Voice of Scholarship in Education 118, no. 14 (November 2016): 1–24. http://dx.doi.org/10.1177/016146811611801409.
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The article presents a longitudinal study of an urban charter middle school to examine the impact testing pressures can have on the education of students with disabilities and English language learners, and how this may lead to a narrowing of the content they are taught. The study examines various sources of data, including the school's evolving language, literacy, and math programs, high-stakes test results, school improvement plans, and written IEP goals. Over several years, as low test scores and failure to make AYP had an increasing impact on school life, skills specifically targeted on annual state tests became the guide for how math and literacy and language development were addressed. In effect, instruction in these areas became equated with test preparation. As ranges in proficiency led to ability grouping in pertinent courses, there was a narrowing of skills addressed in the lower-level classes that were entirely populated by students categorized as limited-English proficient and/or having a disability. In effect, this turned test preparation into the math and literacy curricula for these students, which in turn affected decisions regarding which skills would be addressed in students’ IEPs. Implications for schools, policy, and further research are suggested.
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Kiomrs, Razavipour, Riazi Abdolmehdi, and Rashidi Naser. "On the Interaction of Test Washback and Teacher Assessment Literacy: The Case of Iranian EFL Secondary School Teachers." English Language Teaching 4, no. 1 (February 28, 2011): 156. http://dx.doi.org/10.5539/elt.v4n1p156.
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It is by now well established that teacher characteristics play a major role in the way high stakes tests impact education (Alderson and Hamp-Lyons 1996). What remains an open question, however, is specifying the type of characteristics that have the potential to moderate the backwash effects of tests. This study was designed to isolate the effects of teachers’ assessment literacy in moderating the washback effects of summative tests in the EFL context of Iran. A test of assessment literacy and a questionnaire on English language teaching practices were administered to 53 EFL secondary school teachers. Results show that teachers are suffering from a poor knowledge base in assessment and no matter how assessment literate they are; they do tailor their English teaching and testing to the demands of external tests. However, more assessment literate EFL teachers seem to be more likely to include non-washback practices in their English teaching. The implications for teacher training and teachers’ professional development programs are then discussed.
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Huddleston, Andrew P. "Negotiating the Demands of High-Stakes Testing: Graduate Students' Experiences as Teachers Preparing Students for Standardized Assessments in Reading and Language Arts." Georgia Journal of Literacy 34, no. 1 (October 30, 2011): 36–44. http://dx.doi.org/10.56887/galiteracy.68.
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This qualitative interview study examined the experiences of four language and literacy education Ph.D. students, as classroom teachers, preparing students for high-stakes testing in public schools. Two of the participants taught in a western U.S. state while the other two currently teach in a southeastern state. The findings revealed that the participants supported progressive education practices. However, the teachers in the in the western state indicated that their state's lower-stakes testing program coincided with their beliefs about teaching and furthered their teaching goals while the teachers in the southeastern state felt that their state's higher-stakes testing program conflicted with their beliefs and hindered their teaching. Participants' approaches for negotiating the demands of testing with their pedagogical beliefs are described.
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Chubko, Nadezhda, Julia E. Morris, David H. McKinnon, Eileen V. Slater, and Geoffrey W. Lummis. "Digital storytelling as a disciplinary literacy enhancement tool for EFL students." Educational Technology Research and Development 68, no. 6 (October 13, 2020): 3587–604. http://dx.doi.org/10.1007/s11423-020-09833-x.
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AbstractThis research compared the process of disciplinary literacy acquisition of students who experienced two different pedagogical approaches to learning science, technology, engineering and mathematics through astronomy (STEM-A). The objective of this study was to explore the impact of a digital storytelling (DST) educational technology intervention in a STEM-A context on the process of disciplinary literacy acquisition of students who were learning English as a foreign language (EFL). The research was designed as a type IV case study with a sample of 30 students from Kyrgyzstan aged between 12 and 16 years. Data were collected from written responses to the astronomy diagnostic tests (ADT), which were coded against the structure of the observed learning outcomes (SOLO) and analysed using the analysis of variance (ANOVA) with repeated measures on the occasion of testing. Data from the Australian sample, native speakers of English, (N = 328) were used as a baseline. The results showed a positive effect of the DST intervention on EFL students’ astronomy disciplinary literacy acquisition. The research contributes to the body of knowledge on educational technology by exemplifying how the DST teaching intervention could bridge the gap between EFL and non-EFL students’ disciplinary literacy acquisition in STEM areas.
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Et. al., Kawa Abdul–Kareem Sherwani,. "Multimodal Discourse Analysis for teaching English as a Second Language." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 10, 2021): 279–85. http://dx.doi.org/10.17762/turcomat.v12i2.712.
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New technological developments have boosted the use of different modes or semiotic resources; social changes and developments, on the other hand, have changed the process of meaning making because discourse shapes and is shaped by social practices. Semiotic resources are used in communication (language, sound, gestures, facial expressions … etc) and this has impact and reflections on the methods of teaching. Literacy is not only about reading and writing, it rather means the ability to communicate through multiple modes. Hence, it is important to embed multimodality (the study of using multiple modes) in educational settings
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Lilik, Olha О., and HelenaО Sazonova. "FORMATION OF INFORMATION LITERACY OF FUTURE TEACHERS OF the UKRAINIAN LANGUAGE AND LITERATURE." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 23 (June 2022): 173–79. http://dx.doi.org/10.32342/2522-4115-2022-1-23-21.
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The article substantiates the need for purposeful formation of information literacy of future teachers of Ukrainian language and literature, as it plays a significant role in shaping the professional competence of future teachers of that subject. It was found that information literacy includes the ability to effectively search and use sources and information, systematize it, the ability to distinguish plagiarism, distinguish facts from judgments, the ability to hypothesize and evaluate alternatives, and adhere to the principles of academic integrity. The features of formation of information literacy of future teachers of Ukrainian language and literature in the context of classroom and extracurricular work on various normative and selective disciplines of general and professional training cycles («Modern children’s and adolescent literature», «History of Ukrainian literature», «Methods of teaching Ukrainian language» , “History of the State and Law of Ukraine”, “Fundamentals of Academic Integrity”) were distinguished. A system of tasks for the formation of information literacy is suggested, in particular: checking the authorship of quotations and proverbial expressions, a quiz about Taras Shevchenko’s monuments in the world, searching for images on the Internet and preparing historical or cultural commentaries, recognizing orders and medals through online services of independent Ukraine, creation of posters, videos, infographics, icons on linguistic and literary topics, analysis of scientific publications and their discussion, creation of presentations and drafting codes of honor for students of the academic group. In the context of the study, such forms and methods were used as brainstorming, the tree of assumptions, the ladder of success, cubing, knowledge maps, trainings, with the help of which the formation of information literacy of future teachers of Ukrainian language and literature was achieved. It is noted that the formation of the studied phenomenon was carried out within the framework of non-formal education - in the format of participation of students in the grant program for information media literacy «Information media literacy: learn yourself - teach others» international project «Learn and distinguish: Research and Exchanges” (IREX) with the support of the British and US Embassies in Ukraine in partnership with the Ministry of Education and Science of Ukraine and the Academy of the Ukrainian Press. The results of the participation were presented by students within the “Relay of Champions”, as well as presented by teachers in the manual “Guide to information literacy for students and teachers of modern educational institutions: a workshop”.
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Giraldo, Frank, and Daniel Murcia. "Language Assessment Literacy for Pre-service Teachers: Course Expectations from Different Stakeholders." GiST Education and Learning Research Journal, no. 16 (July 4, 2018): 56–77. http://dx.doi.org/10.26817/16925777.425.
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In the field of applied linguistics, for the past fifteen years, there have been discussions about language assessment literacy (LAL) —the knowledge, skills, and principles related to assessing language ability— (Davies, 2008; Fulcher, 2012). However, the field lacks research on the professional development of language teachers, particularly pre-service language teachers, through training in language assessment. Our paper focuses on the preliminary findings of an action research study whose goal is to identify the impact of a language assessment course for pre-service teachers in a language teaching program in a state university in Colombia. Data collection for the diagnostic stage of the action research cycle used a multiple-choice questionnaire for student needs and wants, an open questionnaire for professors, an interview with an expert, and researchers’ journals. Preliminary findings indicate that there is a need to combine theory and practice of language assessment, with an emphasis on current methodologies for language teaching, assessment in bilingual education, and local policies for assessment. The paper highlights recommendations and challenges when designing a language assessment course based on insights from existing literature and includes implications for professional development.
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Maldoni, Anna M., and Emmaline L. Lear. "A decade of embedding: Where are we now?" Journal of University Teaching and Learning Practice 13, no. 3 (July 1, 2016): 5–25. http://dx.doi.org/10.53761/1.13.3.2.
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Over the last 10 years the higher education sector has undergone a myriad of changes both in student demographics and the influx of international students. With these changes, concerns about the ability of students to meet the English language and academic demands of tertiary study have come to the forefront. This paper reports on a project of embedding academic literacy into nine units across four disciplines, which spanned the duration of a decade. The paper documents the process by which the Unit Support Program (USP) evolved from a discipline-based reading program in a university preparation context to an embedded, integrated and team-taught approach in the university mainstream. It sought to determine whether the introduction of the program improved student learning in the discipline, specifically in English language and academic literacy development. Using data drawn from over 2500 students relating to progression rates, final grades, participation levels, and qualitative data relating to student and staff perceptions, this longitudinal study demonstrated a positive relationship between embedding academic literacy in the disciplines and student learning. The added benefit of academic socialisation for staff is also a reported result of this study. Although significant ongoing institutional support is needed, this paper advocates that an embedded, integrated and team-taught model should be incorporated into the first year of study. Using a case study approach, this paper firstly explains the rationale to embed language and academic literacy development within disciplinary contexts; the framework from which the Unit Specific Model emanated; and the team teaching approach used in the delivery of the Unit Support Program (USP) across a variety of disciplines. It considers the comparative results for both participating and non-participating groups, and the impact of collaboration across the faculty on the success of USP. Finally the paper recommends strategies for the long term sustainability of these programs.
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Gabinete, Mari Karen Lebumfacil. "TEACHERS’ BELIEFS AND PRACTICES IN ASSESSING THE VIEWING SKILL OF ESL LEARNERS." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 19. http://dx.doi.org/10.17509/ijal.v7i1.6854.
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This study explored the English/Language Arts teachers’ beliefs and practices in teaching and assessing students’ viewing skills in secondary education in the Philippines. Three secondary teachers in three government-run institutions were surveyed, interviewed and observed regarding their conception of visual literacy. The study revealed that teacher belief is influenced by their early education. In addition, teachers’ ability to teach and assess viewing skills relies not only on teacher training but also on access to technology and availability instrutional materials. The study suggests a call to strengthen school or government support in order to promote viewing comprehension in basic education to meet the demands of the 21st century.
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Custodio-Espinar, Magdalena, and Alfonso López-Hernández. "Beyond Written-Linguistic Modes of Meanings: Multimodal Representations to Extend the Range of Literacy Learning in EMI Students." Journal of Language Teaching and Research 14, no. 1 (January 1, 2023): 6–19. http://dx.doi.org/10.17507/jltr.1401.02.
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The adaptation to the European Higher Education Area (EHEA) has meant a change from teacher-centered to student-centered education. Since the Bologna process, Spanish universities have promoted active methodologies, emotional intelligence in the classroom, assessment by competencies, and teaching in English. Thus, English as a Medium of Instruction (EMI) courses have increased. This paper analyzes two EMI courses taught in Education degrees in a Spanish university, from the point of view of the teaching strategies that can ensure the content learning and the literacy development of mixed-language ability students through the systematic promotion of multimodal patterns of meaning. To do so, students’ multimodal texts resulted from four class tasks were analyzed using a framework of interpretive strategies to assess to what extent they represented the meaning of the academic readings they were based on. The results of the descriptive analysis suggest that the promotion of multimodal meanings in the EMI classroom can extend the range of literacy learning and favor not only the development of linguistic skills but also digital, social, and cognitive skills likely to improve students’ academic performance in the courses that they study in English. Moreover, this approach contributes to an improvement in students’ degree of motivation.
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Pudjastawa, Astrid Wangsagirindra. "“HOW THEY TEACH”: CASE STUDY JAVANESE LANGUAGE TEACHING IN THE COVID-19 CRISIS." Education and Human Development Journal 6, no. 3 (March 8, 2022): 82–92. http://dx.doi.org/10.33086/ehdj.v6i3.2222.
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The purpose of this study was to identify the challenges experienced in the teaching and learning process of Javanese language for vocational students during the covid-19 period and to find out the strategies and solutions carried out during online learning. The method in this research is descriptive qualitative with a case study approach in Javanese language learning at voactional school in Malang Raya. The subjects in this study were 5 Javanese language teachers and 25 students. The findings indicate some challenges of learning Javanese, such as barriers in communication, low self-learning ability of students, and lack of control over students' morals and behaviour during distance learning. While the solution offered is technology-based learning as a learning material to improve the emotional relationship between students and teachers, reduce the level of difficulty, prioritize meaningful learning, and apply multi-literacy knowledge. While the techniques used are producing teacher laboratories, conducting self-assessments as a reflection of independent learning, and involving parents as substitutes for education instructors.
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Jůvová, Alena. "The Guerrilla Literacy Learners Project: Development of Literacies through Informal Learning." Acta Technologica Dubnicae 7, no. 1 (April 1, 2017): 82–92. http://dx.doi.org/10.1515/atd-2017-0005.
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Abstract Introduction: This paper deals with the options of non-formal education and, partially, a set of literacies developed within informal learning, which an individual should be equipped with in order to succeed in life in the contemporary society. At the beginning, there is a mention to the nature of learning and knowledge of society in the context of lifelong learning.Purpose: The aim of the paper is to analyse and explain non-formal education in contemporary society of knowledge and, subsequently, to provide examples of its use when developing operational literacy. This literacy can be defined as an individual’s ability to be nimble, proactive, and responsive to various life situations.Methods: The paper serves as an overview study of the subject. For a literary analysis, the methods of comparison and content analysis were used with examples of good practice at the end.Conclusions: At the end of the paper, one can find an example of the international project “Guerrilla Literacy Learners” the goal of which is to find innovative strategies for informal learning and to develop a methodology that would support the development of literacy and active knowledge of a foreign language by using modern teaching resources, such as ICT, visually attractive materials and adequate methods - MOOC and blended learning.
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Ihsan, Fahrudi Ahwan, Fahmi Arif Kurnianto, Elan Artono Nurdin, and Bejo Apriyanto. "GEOGRAPHY LITERACY OF OBSERVATION INTRODUCTION LANDSCAPE REPRESENTATION PLACE FOR STUDENT EXPERIENCE." Geosfera Indonesia 3, no. 2 (August 28, 2018): 131. http://dx.doi.org/10.19184/geosi.v3i2.8384.
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This study aims to describe the understanding of geography literacy and student experience with landscape recognition observations using an ethnometodology perspective. The subject of this study was the chairman of each landscape recognition practice group student geography education program from University of Jember. The results of this study that geography literacy has a dimension of relevance to geographic skills in representing contextual phenomena and places from landscape recognition observation activities. The results of both observational studies provide research experience, motivation, critical and scientific thinking skills for students represented in the mapping of the area.
Keywords: Geography Literacy, Student Experience, Ethnometodology
References
Bogdan, R. And Biklen, S.K.(1998). Qualitative Research for Education: An introduction to theories and methods. Boston: Allyn and Bacon, Inc.
Boogart II, Thomas A. (2001). The Powwer of Place: From Semiotics to Ethnogeography, Middle States Geograher, 2001, 34: 38-47.
Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., Turner, A., Wurthmann, S. & Conchie, S.(2007). Fieldwork is Good: The Student Perception and the Affective Domain, Journaal of Geography in Higher Education, 31(2), 299-317.
Chappell, Adrian.(2007). Using Teaching Observations and Reflective Practice to Challenge Conventions and Conceptions of Teaching in Geography, Journal of Geography in Higher Education, 32(2), 257-268.
Comber, Barbara.(2017). Literacy Geography and Pedagogy: Imagining Translocal Research Alliances for Educational Justice, Journal Literacy Research: Theory, Method, and Practice, Sagepub, University of South Australia, 66, 53-72.
Cotton, Debby R.E., Stokes, Alison, & Cotton, Peter A.(2010).Using Observational Methods to Research the Student Experience, Journal of Geography in Higher Education, 34(3), 463-473.
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Fatchan, Achmad. (2015). Methodology Research Qualitative of Ethnography and Ethnometodology Approaches for Social Sciences. Yogyakarta: Ombak.
Guertin, L., Stubbs, C., Millet, C., Lee, T., & Bodek, M.(2012). Enchancing Geographic and Digital Literacy with a Student Generated Course Portfolio in Google Earth, Journal of College Science Teaching, 42(2), 32-37.
Hunter, Nancee.(2016). Assesing Sense of Place and Geo-literacy Indicatorc as Learning Outcomes of an International Teacher Professional Development Program, Dissertation, Porland State University.
Johnston, B. And Webber, S. (2003). Information Literacy in Higher Education: a review and case study, Studies in Higher Education, 28 (3), 335-352.
Levinson, S.C.(2003). Space in Language and Cognition: Explorations in Cognitive Disversity. New York: Cambridge University Press.
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Turner, S., & Leydon, J.(2012). Improving Geography Literacy among First Year Undergraduate Students: Testing the Effectivess of Online Quizzes, Journal of Geography, 111(2), 54-66.
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Al Aufi, Asma. "Investigating Omani College Teachers’ Perspective on Critical Media Literacy." Arab World English Journal, no. 2 (January 15, 2021): 259–72. http://dx.doi.org/10.24093/awej/mec2.19.
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Despite the numerous benefits presented within Critical Media Literacy (CML) in understanding societies, cultures, and even our values globally, the lack of teacher preparation, including English language teachers, in teaching (CML) skills remains noteworthy. Such education could arm teachers with sufficient media literacy competence to pass on to students’ capabilities in democratic self-expression and social progress. The research gap that exists, therefore, leads to this qualitative research study where the aim is to explore how a group of five College EFL teachers in a Middle Eastern institution in Oman relate to critical media awareness. This is by deconstructing a US film entitled ‘Freedom Writers’ (2007) to discuss issues related to social injustice, prejudice, and violence in society. The method used to collect data was semi-structured interviews. The interview questions, guided by a semiotic Inquiry Graphics (IG) approach, aimed to capture those EFL teachers’ interpretations, values, and beliefs relevant to CML and their subsequent intentions to teach CML in their future English classrooms. The findings suggest that although the teachers demonstrated positive attitudes and increased awareness of CML, they lacked confidence in applying it and needed to expand their perceptions of CML further. Generally, they viewed CML as being helpful for students in its ability to develop their criticality and citizenship. However, the teachers stressed the harsh realities of a packed curriculum and restrictive program requirements that may obstruct any comprehensive implementation of CML education at a university level, an issue that merits further consideration.
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Ryu, Ji Won, Suk Hee Lee, and Mee Ryang Kweon. "Exploring the language education plan linked to kindergarten and elementary school according to the actual conditions and requirements of language teaching in the first grade." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (July 15, 2022): 901–18. http://dx.doi.org/10.22251/jlcci.2022.22.13.901.
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Objectives This study investigates the current state of language ability of children in the early stages of school, and the readiness for reading literacy, teacher’s needs of preschool children, based on the perceptions of first grade teachers of elementary school. And In-depth interview was conducted for analysis. Methods Through this, a plan for linking kindergarten and elementary school was derived from the actual conditions of Korean education and language education in the first grade of elementary school. The subjects of this study were 282 elementary school teachers who worked as first grade form teacher and teachers who experienced in charge at an elementary school in city B, and data were collected through questionnaires. And in order to derive a linkage plan, 4 kindergarten teachers and 4 elementary school teachers were selected as research subjects, and data were collected through in-depth interviews. Results First, the current state of language ability of the 1st grade elementary schoolchild perceived by teachers is as follows. The teachers recognized that the listening and speaking level of the children in first grade were low, and the reading and writing were perceived as having high individual differences between children. Second, teachers' perceptions and demands regarding preschool children's readiness for literacy are as follows. Teachers recognized that preschooler's reading and writing instruction was necessary, and the actual teacher’s demand level was higher than the level required in the elementary education curriculum at the beginning of admission. Third, development and sharing of specific educational materials to realize joint training and curriculum, reinforcement of language education in the first year of elementary school, and changes in parental perception regarding language education were shown, as a plan for linking language education between kindergartens and elementary schools. Conclusions The current language education in elementary schools exceeds the level of the elementary education curriculum, and this suggests that for improving this the two curriculums are to be linked from the development process, clear guidelines and standards of the curriculum are presented and implemented in the field in language education, the improvement of awareness of kindergarten teachers and elementary school teachers and parents should be accompanied.
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Eikeseth, Unni, and Kristin Elisabeth Haugstad. "“I call it frost.” Features of scientific social language during inquiry-based learning on the particulate nature of matter." Nordic Studies in Science Education 17, no. 2 (April 28, 2021): 152–66. http://dx.doi.org/10.5617/nordina.7109.
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The particulate nature of matter (PNM) is central to learning science and is a difficult concept for both children and adults. The purpose of this study is to examine how teaching materials from an integrated science and literacy curriculum on the PNM affects communication between pre-service teachers. We were especially interested in examining communication during an activity phase and whether and how participants used PNM models. The interactions between participants were recorded with headcams and analysed using a framework developed by Mortimer and Scott in 2003. The findings revealed that the participants mainly described what they observed directly using scientific words and concepts, but they did not necessarily use PNM models or theoretical knowledge spontaneously. Research indicates that the ability to use knowledge at a theoretical level is key to understanding chemical concepts, so our study underscores the importance of explicitly asking participants to use models and theoretical knowledge.
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Mainofriwita and Hadiyanto. "The Effect of Media Literacy and Cognitive Ability on Recognition Laptop-Based Media for Children." JPUD - Jurnal Pendidikan Usia Dini 15, no. 2 (November 30, 2021): 361–78. http://dx.doi.org/10.21009/jpud.152.09.
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Education has long been the target of utopian interventions, and with technological interventions, offering to change drastically or even eliminates classroom-based learning, traditional education research needs to focus on introducing technology tools at an early age through media literacy. The purpose of this study was to determine the effect of media literacy and cognitive abilities on the introduction of laptop-based media. This study used a quasi-experimental design involving 46 children. Data collection techniques through tests and data collection tools using statement sheets, which were processed using t-test. The results showed that the experimental class using the original laptop media had a high average value of 86.66 compared to the control class using the imitation laptop media which had a value of 81.66. There is a significant effect of media literacy and cognitive ability on the introduction of laptop-based media in children. On the introduction of laptop-based media in children, media literacy and cognitive capacities can have a big impact. The comparison of the average value of the control and experimental classes demonstrates this. When children are introduced to media via a genuine laptop, they become more excited and engaged in the experimental lesson.
Keywords: media literacy, cognitive ability, laptop-based learning media
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Vdovenko, Victoria, and Lyudmila Kashuba. "METHODICAL FUNDAMENTALS OF TEACHING ELEMENTS OF COMPUTER GRAPHICS OF YOUNG SCHOOLCHILDREN WITH LIGHT DISORDERS OF INTELLECTUAL DEVELOPMENT." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 85–90. http://dx.doi.org/10.36550/2415-7988-2020-1-190-85-90.
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There is no doubt that in addition to perfect command of the native language, time requires from a young person and computer literacy, acquaintance with modern information technology. The computer, which has confidently and reliably taken its rightful place among all other traditional school subjects, as well as in the life of modern man, is actively implemented at the initial stage of a child's education. Disputes over the content of computer science itself as a school subject and its place in the main and variable components of the curriculum only increase its versatility. The use of a standard program in computer science and simulators, allows you to build the educational process of primary school, taking into account age and individual characteristics, the more it is necessary for inclusive education. The article is devoted to the methodological bases of teaching elements of computer literacy of junior schoolchildren with mild intellectual disabilities. The authors emphasize that currently in Ukraine the study of the information education sector by junior schoolchildren with mild intellectual disabilities is not conducted. At the same time, the formation of elements of computer literacy, in particular the study of computer graphics, is feasible for such students, given the peculiarities of the cognitive thinking of such students. The use of computers in the education of primary school students is not the only task of the computer science course. At present, experiments on the introduction of information and communication technologies in subject teaching are being actively conducted, traditional methods are being rethought, teaching concepts are being developed, and the pedagogical conditions for forming the basic concepts of the computer science course are being revised. However, it is not yet established what impact specific methods of activity can have on the structure of educational activities of primary school children with mild intellectual disabilities, which may contribute to the formation of computer literacy in grades 2-4 to prepare children with special needs. The study of computer science and the use of ICT in inclusive education promotes the development of skills and abilities of students with mental and physical disabilities to use a variety of information about the world, the ability to apply modern methods of accumulation, storage, retrieval and processing of information based on telecommunications networks. The teacher must also adapt to the individual opportunities and individual pace of learning, comfortable for such children.
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Jing, Cui, and Dianbing Wang. "The Study on the Needs of English Skills in Economics and Management Industries Based on Mobile Big Data Management and Innovative Applications." Information Resources Management Journal 35, no. 3 (July 1, 2022): 1–12. http://dx.doi.org/10.4018/irmj.304455.
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Based on the theory of needs analysis and the "target situation needs" model, a questionnaire and interview were used to investigate the current social needs for employees' English proficiency, focusing on five issues: (1) the trend of enterprises' needs for employees' English ability, (2) the evaluation of enterprises' English literacy of employees, (3) the characteristics of job needs for English skills (listening, speaking, reading, writing and translation), (4) the social recognition of various English qualification certificates, and (5) the evaluation of ESP courses. Therefore, the author puts forward the necessity and urgency of the application of AI technology in English teaching, reiterates the necessity of specialization, integration and lifetime of vocational education, and actively reforms the traditional language laboratory into a multi-functional teaching model with AI, VR, human-computer interaction system, promotes the transformation of English vocational education model from single EGP to dual model of EGP and ESP.
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Dzhusubalieva, D. M. "ROLE OF THE DIGITAL EDUCATIONAL ENVIRONMENT IN THE FORMATION OF FOREIGN LANGUAGE COMPETENCIES." BULLETIN Series of Pedagogical Sciences 72, no. 4 (December 15, 2021): 70–75. http://dx.doi.org/10.51889/2021-4.1728-5496.08.
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The problem of the formation of professional foreign language competencies today is inextricably linked with the ability to develop in a digital educational environment, effectively use the Internet and digital educational resources. The development of digital literacy makes it possible to safely carry out communications within the digital environment in a new format. This article examines the readiness of modern students of foreign language education to study in a digital educational environment. It is shown that when students successfully master digital technologies, they develop skills to work in a digital environment and form digital competence, which is necessary in a digital society. A number of digital educational technologies that are used in the process of teaching a foreign language are presented.
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Denysova, Svitlana, Оksana Kuzmych, and Iryna Nikolaieva. "THE ROLE OF СOUNTRY STUDY ASPECTS IN THE STUDY OF A FOREIGN LANGUAGE." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 184–87. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-184-187.
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The interdisciplinary nature of the content of the discipline «Foreign Language» has ample opportunities to create a socio-cultural educational space. The use of socio-cultural approach in language education allows in a new, deeper and more meaningful way to reveal all the components of the concept of the level of functional socio-cultural literacy. In modern concepts of learning a foreign language is seen as a reflection of the culture of the people, mastering a foreign culture and the acquisition of spiritual values. This task is set by linguistics, which investigates the selection and methods of providing students with information about the country whose language is being studied, in order to ensure their practical knowledge of the language. Linguistics is an aspect of the methodology of teaching foreign languages that reflects the national and cultural component of the language material. After all, without instilling in students the norms of adequate language behavior in isolation from knowledge, it is impossible to prepare them for foreign language communication and to form communicative ability. It follows that the development of the linguistic aspect in the teaching of a foreign language is extremely relevant and important. Every national culture consists of national and international elements and cannot fully correspond to another culture. Therefore, while learning a foreign language, we are forced to spend time developing students’ ideas about new subjects and phenomena. Thus, we are talking about the inclusion of elements of country studies in language teaching, but this is the inclusion of a slightly different kind compared to general country studies. Since we are talking about the connection in the educational process of language and information in the field of national culture, this type of teaching is called linguistics teaching.
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Smirnov, Eugeny I., Anna Yu Skornyakova, and Sergey A. Tikhomirov. "Case tests as a tool for identifying of teacher’s professional deficits in the interpretation of complex knowledge." Perspectives of Science and Education 58, no. 4 (September 1, 2022): 557–77. http://dx.doi.org/10.32744/pse.2022.4.33.
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Introduction. The formation of functional (mathematical) literacy of students has been the basic trend of mathematical education in secondary school in recent years in connection with the results of the international PISA testing. Pedagogical experience, theory and practice, requests and challenges of real life show that fundamental mathematical abilities and situations of overcoming difficulties in mastering complex knowledge play a central role in various levels determining in the formation of mathematical literacy success. The purpose of the study is to identify the subject and methodological deficiencies of teachers in the interpretation of complex knowledge as a factor in the formation of mathematical literacy of students, using the original competence meters in case tests e form and using Google Forms. Materials and methods. Materials: diagnostic case-tests; online service Google Forms. Methods of descriptive statistics: arithmetic mean, standard deviation, etc. Results. It was revealed that teacher’s majority of (80%) adequately assesses their scientific and methodological potential, are tolerant of innovations in didactics. Low average results of teachers (43.7%) are shown, indicating the presence of subject deficits in mathematics teachers in the field of applying mathematical knowledge in solving practice-oriented tasks. The average results of teachers' methodological deficits (62.3%) indicate the teacher's readiness for professional self-development, the ability to adapt and knowledge using of science’s modern problems in solving practice-oriented tasks with student’s motivation and self-organization effects. Conclusions. The subject and methodological competencies of a teacher should cover the content and ways of complex knowledge adapting (modern achievements in science) to school mathematics, the variability of forms and means of generalized constructs presenting, knowledge of mathematical and computer modeling methods, knowledge of samples and standards of popular applications of complex knowledge to real life, technologies and industries. Practice-oriented tasks arise in teaching mathematics at the same time as a component of student’s project and research activities.
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Yusupova, Lilia N., Tatiana M. Tatarina, and Nikolay V. Yudin. "Development of critical thinking in the formation of foreign language communicative competence through the example of the course “Media Literacy”." Perspectives of Science and Education 48, no. 6 (December 31, 2020): 180–91. http://dx.doi.org/10.32744/pse.2020.6.14.
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Introduction. The training of high-level specialists requires the active introduction of pedagogical technologies into the educational system of higher education that contribute to the development of higher-order thinking. In addition, the development and testing of technologies for the development of critical thinking in higher education in Russia encounter significant difficulties. The purpose of this study is to substantiate the need for and the possibility of developing critical thinking when teaching a foreign language at a university, in particular, within the framework of the interdisciplinary course “Media Literacy”. Materials and methods. The methodological basis of the study is a competency-based approach to teaching a foreign language based on the technology of critical thinking through reading and writing. The main research methods are the analysis of the scientific literature of Russian and foreign scientists on the problem, diagnostic techniques (questionnaires, observation), and Lauren Starkey’s critical thinking test. Experimental research, consisting of setting, ascertaining, training, and control stages, was carried out in the Petrozavodsk State University in 2016–2019. It was attended by 260 first- and fourth-year undergraduate students of non-linguistic fields of study. For a comparative analysis of the data obtained in different groups of subjects, the Wilcoxon statistical test was used for related samples. Results. During the study, the author’s training course “Media Literacy. Analyzing Mass Media in English” and the learning kit “Mass Media” in 3 parts were developed and tested. The comparative analysis of the data obtained before and after training revealed significant dynamics in the experimental group (Z=-5.07; p≤0.001), and moderate dynamics in the control group (Z=-2.34; p≤0.05). On the final cut, the experimental group demonstrated a significantly higher level of critical thinking (at the 0.1% significance level) than in the control group, with the mean values of the integral indicator being 25.17 and 19.96 points, respectively. Conclusions. The research results confirm the hypothesis about the possibility of forming a universal competency “critical thinking” by taking the course “Media Literacy” in a foreign language. The developed training course is interdisciplinary and can be used in different fields of study for undergraduate and graduate programs.
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Thomas, Kaemanje. "INTEGRATING MULTIPLE INSTRUCTIONAL MEDIUMS TO TEACH CRITICAL LITERACY WITH ADULT LINGUISTICALLY DIVERSE LEARNERS." English Review: Journal of English Education 7, no. 1 (December 9, 2018): 17. http://dx.doi.org/10.25134/erjee.v7i1.1492.
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Critical reading is the apex of tertiary education and the chief focus in higher education courses as they prepare adults for the workforce. Without significant improvements in academic preparation and support, many linguistically diverse [LD] students will have higher drop out rates in their first year of college. Developmental reading instruction practices are designed to emphasize moving the first-year LD students from sub-par reading levels towards the application and development of critical reading skills, as demanded by their college courses. Many community colleges across the United States prepare assessments tests in reading and mathematics for most, if not all, newly admitted students. These tests are used as placement guides, especially when the newly admitted applicant�s high school transcript or SAT scores do not demonstrate that the student possesses the critical reading or mathematical ability needed to pass the 70 percentage threshold, an indication of being college ready. This paper argues that teaching critical reading requires embracing students� cultural capital and implementing scaffolds that will support the Adult Linguistic Diverse learner/students (ALDl/s). Results from this study indicated that both intrinsic values and instructor�s disposition influence the ALD learner attitudes related to developed critical reading performance. These findings indicate that using multiple instructional mediums [MiMs] had a positive impact on students� critical reading skills and contributed to the ALD learners� comprehension, motivation, and critical reading skills.Keywords: critical literacy; community college; developmental reading; language minority students; adult linguistic diverse learner; culturally relevant teaching; cultural capital.
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Prasetya, Rizky Eka. "INVESTIGATING SITUATED LEARNING PRACTICE FOR ENGLISH LANGUAGE TEACHING IN HIGHER EDUCATION (ONLINE-BASED ENVIRONMENT)." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 8, no. 2 (November 30, 2021): 84–100. http://dx.doi.org/10.36706/jele.v8i2.15414.
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In online-based contextual English language learning, learning must occur in its context, allowing English learners to seek and discover logical explanations for their knowledge via interaction with their non-physical and social distance environments. The purpose of the study is to explain and establish online-based situated learning in the English pedagogical context. The ethnography case study design employed the analysis with a collective case study type approach. The result exposed that situated learning affirmed to be implemented in online English learning contextual. Communities of practice implied a set of individuals with diverse interests and attitudes with similar purposes, and Skype, Zoom, Google Hangouts, Microsoft Teams were implied to be adaptable on this model. Authentic learning stresses actual activities that apply to real-world circumstances, and the model incorporated the Grammarly, Draftin, Scholastic Story Starters, Book Creator, and ReadWorks. The online language learning systematic model is designated to assess the quantity of material presented successfully in the course using online realistically, and it has Moodle, Google Classroom, Ispring Learn, and Microsoft Team. The last model finding is Task-Based Language Learning. Duolingo, Fabulingua, FluentU, and English Tools were the integrated online tools in the English pedagogical situated learning. Integrated and genuine situated learning of English language learning, online environments must allow English language learners to be competent performers with acquired information and collaborate on the essential communicative and technology literacy ability.
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SOLOVEY, L. "METHODICAL ASPECTS OF FORMING KEY COMPETENCIES FOR STUDENTS IN THE STUDIES OF CHEMISTRY." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 21 (March 9, 2018): 182–86. http://dx.doi.org/10.33989/2075-146x.2018.21.206275.
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The article substantiates the priority of the formation of key competencies of students of natural sciences in the process of professional training, the search for optimal forms and methods for organizing training in chemistry in higher education. The forms of organization of teaching of chemistry, which play the first priority in the formation of mathematical, natural sciences and environmental literacy, life skills, information and digital, social and public competencies, are analyzed.The leading form of study at the university is a lecture. Lecture classes on chemistry have an enormous potential, since they form not only the natural sciences competence of students, but also environmental literacy, ability to study, communicate in the state language. The study of chemical formulas, the solving of settlement and situational tasks will contribute to the development of mathematical literacy.The use of different types of counseling forms the ability to generate new ideas, navigate the educational information space, and opens up new opportunities for establishing feedback. Alternatives are e-mail consultations, via Skype- connection, local information network.Excursions in the study of chemistry perform a number of important functions: implement the principle of visibility, enhance the science of learning, communication with life, contribute to polytechnic training, the formation of a holistic natural science picture of the world.The most effective in the development of key competencies are the following forms and methods of teaching chemistry, such as case-method, problem-solving, design-technological activity, independent work of students.
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Vidhiasi, Dhion Meitreya. "The Implementation of Reading Assessment Method." International Journal of English and Applied Linguistics (IJEAL) 2, no. 1 (April 1, 2022): 54–61. http://dx.doi.org/10.47709/ijeal.v2i1.1426.
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English, which is still considered a foreign language in Indonesia, has an impact on the teaching and learning process that is not optimal. This refers to the low proficiency in English, especially those of the Akademi Maritim Nusantara (AMN) Cilacap students. Good reading skills are one of the skills that AMN Cilacap students must possess. This is in line with the mission of the Ministry of Education and Culture of the Republic of Indonesia which makes reading and writing literacy the first position of the 6 (six) literacy abilities that must be possessed. The measurement of reading ability can be done in various ways. This study aims to see what methods are used by English language lecturers in assessing the reading ability of AMN Cilacap students. Also, the researcher wanted to see what methods the lecturer used most often. Researchers conducted a small survey of 2 (two) lecturers who taught English courses from 2 (two) different study programs, namely Marine Engineering and Port Management. Researchers distributed 2 (two) kinds of questionnaires which were then supported by interviews with each lecturer. The results show that there are 6 (six) methods used by the two lecturers in assessing reading skills. The Perceptive Task method is the method most often used. Even so, in choosing the right assessment method, the lecturer must also understand the conditions and level of understanding possessed by students.
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Ma, Liyao. "Sensing the Poetic Habitat – A Study of Middle School Chinese Teaching from the Perspectives of Life Aesthetics." Journal of Contemporary Educational Research 5, no. 12 (December 27, 2021): 205–9. http://dx.doi.org/10.26689/jcer.v5i12.2872.
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The concept of life aesthetics reflects an individual’s cry for life and pursuit of beauty, inspiring individuals to discover their spiritual home, sense their poetic habitat, and enjoy the beauty of life flowing from their fingertips. Chinese education, viewed through the lens of life aesthetics, is founded on the natural characteristics of life, stimulating the aesthetic sense of individual life through the allure of language, and teaching students to view life through the aesthetic lens as well as from an understanding of life’s essence. Teachers and students are required to take an aesthetic view of life as theoretical guidance, based on core Chinese literacy, with textbook contents serving as carriers and classroom instruction as the position, closely connected to students’ actual lives, in order to help stimulate aesthetic experience among students, improve their aesthetic ability through aesthetic activities, and thus establish a correct view of life.
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Braden, Eliza G. "Navigating Black Racial Identities: Literacy Insights from an Immigrant Family." Teachers College Record: The Voice of Scholarship in Education 122, no. 13 (April 2020): 1–26. http://dx.doi.org/10.1177/016146812012201310.
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Background The increase in the number of Black immigrants and other immigrant populations has undoubtedly changed the landscape of educational spaces. In fact, in 2016, 8% of Blacks were second generation Americans. Although Black immigrants may share similar experiences to native born African Americans, there are markedly distinct cultural influences that shape their educational experiences. Both racialized and cultural experiences come to play a major role in how students experience schooling in the U.S. The relationship that Black immigrant families have with schools and teachers can impact immigrant children's well-being and inform teachers. Therefore, it is important that Black immigrant families and schools create lasting relationships grounded in a respect for language, culture, race, and county of origin. Purpose/Objective/Research Question I use the insights from discussions with one Black immigrant family from Senegal who participated in an after-school critical literacy workshop where relationships were built among parents, students, and educators. Although there is an extensive body of literature on Black immigrants in the U.S., this research will contribute to filling the gap concerning how Black immigrant parents can be supported in serving as agents of socialization as their children come to understand the way race functions in the United States and how other parents, teachers, and curricula can be informed through discussions with them. This study is guided by the following question: What can be learned about the role of an after-school critical literacy workshop in creating a space for a Senegalese immigrant family to engage in discussions with their children, other families, and teachers as they react to race and violence in the U.S.? Research Design/Data Collection and Analysis Throughout the course of the project, students’ participation was documented through field notes, research memos, and audio and video recordings of family workshop meetings. Classroom data in the form of children's writing samples, written response journaling, and visual responses (sketch to stretch) were also collected. The study included in-depth interviews with student participants at the conclusion of the workshop. Parents completed a survey to share their experiences. Data were uploaded to Dedoose to identify codes. Findings/Results Three themes refected how the critical literacy workshop enhanced the family's ability to prepare their children for a racialized society and inform other children, families, and teachers: (a) transnational literacies were important in building racial and heritage knowledge for the children, (b) children's literature and film opened spaces for conversation that allowed the family to inform other parents about racial injustices and the importance of African heritage pride and also informed the classroom teacher about the need for discussing colorism in his classroom, and (c) transnational literacies and talk about anti-Blackness occurred within a supportive environment. Conclusions/Implications When the after-school critical literacy workshop affirmed a Black immigrant family in their “Black thinking” and sociopolitical consciousness, they were able to articulate their feelings about racist acts and violence and the need for African heritage pride. Findings corroborate the studies that argue for the value of teaching about contemporary movements such as #BlackLivesMatter and the importance of honoring the voices of Black immigrant youth and families in curricular spaces.
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Yavorska, Stefaniia. "Types of Excersises for Developing Spelling Literacy of Students in the Ukrainian Language in Institutions of General Secondary Education of Ukraine." Studia Gdańskie. Wizje i rzeczywistość XVI (March 27, 2020): 23–40. http://dx.doi.org/10.5604/01.3001.0014.2513.
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The article analyzes the scientific sources on the research problem, clarifies the leading trends and shortcomings in the methodology of teaching spelling. It is recognized that the education of a literate person with a high language and speech culture – a multi-level problem and not so much school but also national. The scientifically substantiated and experimentally tested method of teaching Ukrainian spelling in Ukrainian language classes is represented, exercises and tasks for them are developed, which promote the formation of spelling skills and abilities of students. Based on the analysis of scientific achievements of researchers, the author proposes her own approach to solving the problem of forming students' spelling skills. The concept of "spelling" has been clarified, the understanding of which as a result of step-by-step mental actions contributes to the development of students' logical thinking and raising the level of their spelling literacy. Exercises of different nature are presented, their implementation will provide strong knowledge, develop practical skills. The ways of formation of spelling skills are determined. On the basis of theoretical and empirical research it is proved that work on spellings creates a basis of strong and deep knowledge if it is logically constructed and conducted systematically. Based on pedago-gical observations, it was found that the teaching method, based on the close relationship of spelling analysis with the ability to perform word analysis by structure, as well as word-formation analysis, is effective. It is argued that the formation of spelling competence of students is impossible without the appropriate level of speech culture, spelling literacy, thorough knowledge of language theory. The expediency of introduction of the system of exercises and tasks developed taking into account interlevel communications and intensive spelling workshop is substantiated. Methodical advice, selected exercises, covered in the study, can be useful for teachers of philology, students-interns of philological profile in preparation for Ukrainian language classes.
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Ismagilova, R. R., and G. Kh Akhmetshina. "HUMANITARIAN-ORIENTED TEACHING OF MATHEMATICS AND NATURAL SCIENCES AT SCHOOL." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, no. 3 (October 25, 2021): 322–30. http://dx.doi.org/10.35634/2412-9550-2021-31-3-322-330.
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The humanitarian potential of school mathematics and natural science disciplines for the education of a person who has a unified representation of the modern picture of the world, its scope and content require more and more study. The humanities-oriented teaching of mathematics and natural sciences at school is implemented in the learning process within the framework of traditional academic disciplines and has the full means for the comprehensive and harmonious development of the student's personality. The use of components of literature, language, history of the native land in the implementation of programs of mathematical, natural science education contributes to the development of interest in learning, the formation of personal values of students. Cognitive interest is created and maintained through the design of problem situations in the classroom, through the development of the ability to solve, develop plot problems that form functional (mathematical and natural science) literacy. The combination of natural science and humanitarian approaches in the representation and assessment of the world in the process of mastering the content of educational disciplines will spiritually enrich every student.
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Davis, Terry C., E. J. Mayeaux, Doren Fredrickson, Joseph A. Bocchini, Robert H. Jackson, and Peggy W. Murphy. "Reading Ability of Parents Compared With Reading Level of Pediatric Patient Education Materials." Pediatrics 93, no. 3 (March 1, 1994): 460–68. http://dx.doi.org/10.1542/peds.93.3.460.
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Objectives. To test the reading ability of parents of pediatric outpatients and to compare their reading ability with the ability necessary to read commonly used educational materials; to compare individual reading grade levels with the levels of the last grade completed in school; and to further validate a new literacy screening test designed specifically for medical settings. Design. Prospective survey. Setting. Pediatrics outpatient clinic in a large, public university, teaching hospital. Participants. Three hundred ninety-six parents or other caretakers accompanying pediatric outpatients. Measurements. Demographics and educational status were assessed using a structured interview. Reading ability was tested using the Rapid Estimate of Adult Literacy in Medicine (REALM) and the Wide Range Achievement Test-Revised2. Written educational materials were assessed for readability levels with a computer program (Grammatik IV). Results. The mean score on the REALM for all parents placed them in the seventh to eighth grade reading range, despite the mean self-reported last grade completed in school being 11th grade 5th month. Wide Range Achievement Test-Revised2 scores correlated well with REALM scores (0.82). Eighty percent of 129 written materials from the American Academy of Pediatrics, the Centers for Disease Control, the March of Dimes, pharmaceutical companies, and commercially available baby books required at least a 10th grade reading level. Only 25% of 60 American Academy of Pediatrics items and 19% of all materials tested were written at less than a ninth grade level, and only 2% of all materials were written at less than a seventh grade level. Conclusion. This study demonstrates that parents' self-reported education level will not accurately indicate their reading ability. Testing is needed to screen at-risk parents for low reading levels. In a public health setting, a significant amount of available parent education materials and instructions require a higher reading level than most parents have achieved. In such settings, all materials probably should be written at less than a high school level if most parents are to be expected to read them. The REALM can easily be used in busy public health clinics to screen parents for reading ability.
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Jacobs, Katrina Bartow. "“I believe in home language, but the tests don't”: Addressing Linguistic Diversity within Assessment Practices across Literacy Teacher Preparation and Classroom Practice." Teachers College Record: The Voice of Scholarship in Education 121, no. 7 (July 2019): 1–42. http://dx.doi.org/10.1177/016146811912100705.
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Background/Context Issues of policy, practice, and assessment and the relationships between them have been a persistent focus in the practice and research of teacher preparation. However, the field has also long appreciated the tensions that persist between assessment approaches espoused in most teacher education programs and the realities of practices in K–12 schools. These issues are of particular importance and consideration in the current climate of increasing standardization and accountability measures. There is a need to consider how teacher preparation programs prepare candidates to handle these pressures. Additional research following early-career teachers into the field is also needed to better understand the challenges and possibilities they face within their own literacy assessment approaches. Focus of Study Building on linguistic diversity work and issues of epistemic privilege and inequality related to literacy assessment in schools, the author theorizes practice within teacher education as inextricably linked to K–12 practices and policies, calling for a shift in teacher education to directly explore, and prepare teachers to navigate and circumnavigate, current policies and contexts. Focusing on linguistic diversity and assessment, I trace the tensions between the teachers’ asset-based beliefs and their practices within the current accountability climate. Research Design This study followed 10 early-career literacy teachers from their teacher preparation program into their first year of teaching. All the candidates completed their studies having strongly demonstrated beliefs in asset-based assessment practices and the need for clear links between assessment and practice. Through survey data—both qualitative and quantitative—and in-depth interview data gathered over a year, the study investigated shifts in the teachers’ beliefs and practices as well as the role of their school context in mediating the relationship between the two. Findings My focus in my analysis of the findings was understanding the impact of linguistic diversity as it relates to equitable assessment practices. These findings indicated that early-career teachers had differing degrees of difficulty implementing even strongly held beliefs. The early-career teachers described tensions between their goals and school expectations, increasing frustrations with standardized assessment measures, and disempowerment regarding their ability to support diverse students in the classroom through assessment measures. Conclusion Although teacher preparation programs can have a strong impact on candidates’ mindsets, simply focusing on shifting beliefs is not enough. I conclude by offering specific suggestions for how to better meet these needs through both pedagogical and theoretical changes within the field of literacy teacher education. “I believe in home language, but the tests don't. So, I'm—I'm stuck, you know? Because when I make assignments where the kids can use AAVE, or Spanglish, or whatever feels comfortable for them, then I worry I'm not preparing them. And my principal worries too, because our charter requires us to do as well or better than public schools on the [state test]. He suggested that I only do that when it's an in-class activity, and not for a grade, you know? But then—what am I saying to the kids? What message is that really sending? It seemed so easy when we talked about it in class.” —Kallie1
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Onishchuk, Iryna, Anastasiia Petrova, Nataliia Tonkonoh, Neonila Partyko, Diana Kochmar, and Oleksandra Vanivska. "The development of future teachers’ foreign language education in the context of the European Council strategic documents." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(133) (March 22, 2021): 88–95. http://dx.doi.org/10.31392/npu-nc.series15.2021.3(133).18.
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Among the main tasks of higher education defined by the National Doctrine for the Development of Education of Ukraine in the 21st century are the following: to form the necessary intellectual and moral basis necessary for future professional activities in the fields of education, science, culture and to form the qualities necessary for further professional development. Such qualities include global thinking; professional values and morals; cultural competence; functional literacy and professional universality; culture of communication; ability to apply knowledge in professional situations; responsibility, the culture of group interaction, social and professional mobility, ability to study for a lifetime, foreign language and sociocultural competence in a foreign language among students of humanities. Now foreign-language education in Ukraine is being reformed taking into account the achievements of European countries by such documents of the Council of Europe as: “Bilingual education: the main strategic tasks”, “All-European competencies in foreign language proficiency: study, teaching, evaluation”, “European language portfolio”, “Aligning language exams with All-European recommendations on language education”, “Strategic development program for Multilingual Europe 2020”, “Recommendations on pluralistic approaches to languages and cultures”, requirements for Euro-exams, etc. The ideas of the language policy of the Council of Europe are increasingly being implemented in our country: the number of languages is increasing; there is an increasing number of people who speak at least one foreign language; several foreign languages were started in secondary schools; the number of academic hours for learning a foreign language is increasing in universities; in some institutions of higher education, foreign languages are considered the second working language.
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Giyoto, Giyoto, Harun Joko Prayitno, Elen Inderasari, Tri Santoso, Amri Adi Nur Salam, and Khoirul Adi Nur Alfisyahri. "A Lessons in Pandemic Autonomous Learning Conflicts of Communicative Methods in English Curriculum 2013 along COVID-19 in Indonesia." Randwick International of Education and Linguistics Science Journal 3, no. 4 (December 31, 2022): 617–28. http://dx.doi.org/10.47175/rielsj.v3i4.578.
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Communicative competence is the goal of language learning, for which students have to learn language in a real context; and it also becomes the focus of Curriculum 13 in Indonesia. However, due to the COVID-19 pandemic, there are conflicts in realizing communicative competence for the students online. This study aims to identify conflicts faced by the teachers in integrating communicative language teaching method and online platforms used during the pandemic, as the lessons in long distance learnings. This study is qualitative with in-depth interview as the main data collection technique. The respondents of this study cover 137 senior high school teachers. The data is analyzed by identifying the relevant interplays between graduate competences, language learning methods, online platforms used, and conflicts on the teachers and students learning autonomously along pandemic. The findings show that there are conflicts among the teachers and students in implementing online communicative language teaching autonomously, since the method and the used online learning platforms are irrelevant and internet literacy and infrastructure are still poor. There must be comprehensive understanding and skills of the teachers and students in handling autonomous learning digitally along the pandemic including learning outcome, materials, learning methods and process, and testing the outcome. These conflicts bring about lessons of adaptability, collaboration, communication, and resilience, they have learned valuable skills that will serve them well in their future education and careers.
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Juma, Mwinyi, and Kalafunja Osaki. "The Achievement of USAIDS Tusome Pamoja in Improving Early Grade Reading Skills in Primary Schools in Morogoro Municipal." World Journal of Educational Research 9, no. 4 (September 22, 2022): p91. http://dx.doi.org/10.22158/wjer.v9n4p91.
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Following establishment of the low reading and writing levels among primary school levels (UWEZO, 2013), three projects were designed to test possible programs to raise primary school reading levels. These included EQUIPT literacy program, LANES and Tusome Pamoja programs. They ran parallel in Tanzania, each operating in separate districts of focus. Tusome Pamoja operated in Mbeya, Zanzibar and Morogoro. The aim of this study was to evaluate the achievement of Tusome Pamoja program in improving reading ability of standard two pupils in primary schools. Only 4 school were involved in the study. The sample of the study constituted 89 respondents including 4 teachers, 4 head of schools and 81standard two pupils. Data collected through in Morogoro municipality through testing, interviews, observation, questionnaire and documentary review. The help of Microsoft Excel Program, Microsoft Word, SPSS, and content analysis analyzed the data. Findings of the study revealed that, the teachers are not well prepared in teachers’ colleges. Most of primary teachers who teach reading are not interested with carrier development. There are some intervention programs, which help in improving teacher’s ability in teaching reading. These programs are especially important, as they are specific to early grade skills. It also revealed that, the teachers faced a number of problems in teaching reading including shortage of resources, poor cooperation from parents and lack of food program. The study recommended that the school owners should prepare in-service education program and seminars that enhanced teaching of reading skills in Tanzania.
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Dobrick, Alison Asher, and Laura Fattal. "Exploring exemplars in elementary teacher education." Social Studies Research and Practice 13, no. 1 (May 21, 2018): 72–83. http://dx.doi.org/10.1108/ssrp-07-2017-0039.
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PurposeEducators who teach for social justice connect what and how they teach in the classroom directly to humanity’s critical problems. Teacher education at the elementary level must center such themes of social justice in order to prepare today’s teachers to lead their students in developing an understanding of how to make the world a better place to live. The paper aims to discuss this issue.Design/methodology/approachThis paper presents three case studies of exemplary, pre-service teacher-created lessons that integrate the arts, social studies, and language arts around themes of social justice. Teacher-candidates envisioned, planned and taught effective, engaging, standards-based learning experiences that began with children’s literature and led to artistic expression.FindingsThrough lessons like these, teacher-candidates learned to meet arts, social studies, and literacy standards while building the skills and attitudes their students need as “citizens of the world.”Research limitations/implicationsElementary teacher education programs can help teacher-candidates to prepare for the challenge of teaching for social justice by integrating the arts with core academic areas, including social studies.Practical implicationsThis integrated model suitably serves our current, mathematics- and literacy-focused, assessment-saturated school system. Pre-service teachers learn to plan and teach integrated learning activities. They learn practical ways to infuse the arts in both their field experience and future classrooms.Social implicationsWhen the arts are central in education, students benefit in numerous important ways, developing critical and creative thinking skills, empathy, self-awareness, and the ability to collaborate with others productively. The arts, essential to humanity since the dawn of civilization, thus serve as a natural focal point for education for social justice.Originality/valueThe innovative methods involved in this study, in which subject areas throughout the elementary teacher education program are integrated in one meaningful, practical, applied lesson on social justice, represent a practical, original, and valuable way to enhance teacher education programs’ focus on social justice.