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Journal articles on the topic 'Pupils foreigners'
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1
Mulina, M. P. "Concept «soul» in the language picture of the pupils' world." Язык и текст 4, no. 2 (2017): 40–44. http://dx.doi.org/10.17759/langt.2017040205.
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The article deals with the concept of «soul» from the methodological point of view: the effectiveness of its analysis at the Russian language lessons for the formation of linguistic, communicative and cultural competences in fifth class while studying the topic «Phraseologisms». The author shows that the complex analysis of the concept «soul» forms systemic thinking among pupils effectively and also teaches them to use the communicative and aesthetic means of the Russian language. The author emphasized that attention to the fact that it is important to explain to pupils the «mysterious Russian soul» in the perception of foreigners, because in their languages there's not so much meanings of the word «soul»
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Kazakov, Oleksiy, and Andrii Galaidin. "PHONETIC MISTAKES OF FOREIGNERS IN THE POLISH LANGUAGE AND METHODS OF THEIR ELIMINATION." Scientific Journal of Polonia University 30, no. 5 (October 29, 2018): 130–35. http://dx.doi.org/10.23856/3014.
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The article presents the results of observations of phonetic mistakes made by pupils and students from Ukraine who study the Polish language. The article contains analysis of the cause of these mistakes as well as recommendations for their elimination and prevention. In the course of the study, there has been considered experience of leading Polish and Ukrainian Polonists, including Alla Kravchuk and Jan Miodek. The article may be useful for teachers (lecturers) of the Polish language
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Weerd, Pomme. "“Those foreigners ruin everything here”: Interactional functions of ethnic labelling among pupils in the Netherlands." Journal of Sociolinguistics 23, no. 3 (May 10, 2019): 244–62. http://dx.doi.org/10.1111/josl.12344.
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Drbohlav, Dušan, Dagmar Dzúrová, and Jan Černík. "Integration of foreigners, pupils of elementary and secondary schools, into the Czech society: Example of Prague." Geografie 112, no. 2 (2007): 161–84. http://dx.doi.org/10.37040/geografie2007112020161.
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This contribution deals with foreign immigrant children/youths and their integration into the Czech society; it focuses upon the issue that has so far been rather terra incognita in Czechia. The paper brings results of a research on the integration process of two groups of foreign children/youths. Data/information come from a questionnaire survey in 13 selected schools (a sort of quota sampling method was applied). Altogether 45 post-Soviets (mostly Russians and Ukrainians) and 35 Asians (Vietnamese and Chinese) aged between 10 and 18 who migrated to Czechia in the years 1991-2001, i.e. the so called "1.5 generation", and currently live and attend basic or secondary schools in Prague were contacted. A control group of 47 Czech pupils/students was juxtaposed to the given foreigners. The data was analysed by Chi-square test, correlate analysis and factor analyses and the whole set of various aspects related to immigrants' integration into the Czech society (from their success in schools to their complex satisfaction with their integration into the Czech society) are presented and commented upon.
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Stankova, Iva, and Lenka Venterova. "“Sink or swim?” Equal educational opportunities for children from a different cultural background in the EU." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 138–47. http://dx.doi.org/10.18844/prosoc.v6i7.4524.
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The joint education of children, pupils and students from a different cultural background within mainstream education is one of the Czech Ministry of Education, Youth and Sports’ priorities. Laws in force guarantee children’s right to so-called support measures, which help to overcome their disadvantages. In our research survey, our objective is to chart the improvement in conditions promoting equal opportunities in the education of children from a different cultural background. The primary documents analysed were legislative and curricular documents, programmes and projects at a national and European level. We have modelled the entire topic on the example of supporting children from a different cultural background; children of foreigners, or children with a different mother tongue who live in the Czech Republic, and on the example of supporting Czech children living in EU countries, visiting European schools which provide a multilingual and multicultural education.
Keywords: Pupils from a different cultural background, legislative documents, different mother tongue, European School.
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Santana Vega, Lidia E., Olga González-Morales, and Luis Feliciano García. "Emprendimiento y adolescencia." Journal of New Approaches in Educational Research 5, no. 2 (July 15, 2016): 123–29. http://dx.doi.org/10.7821/naer.2016.7.165.
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<p class="AbstractText">This work studied the entrepreneurial aspirations of 3,987 adolescents regarding self-employment and the influence of gender, age, nationality, type of school, location of the school, educational level and performance. The Logit model is used to analyze the data. The results indicate that the pupils’ aspirations to be self-employed increase in the case of foreigners, of studying in a state school, of having a lower educational level and of demonstrating a low academic performance. The results were not statistically significant for the gender and age variables. The curriculum and guidance programmes need to promote a spirit of entrepreneurship and creativity in young people<strong>.</strong></p>
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Carrión-Martínez, José Juan, Stefania Ciaccio, María del Mar Fernández-Martínez, Carmen María Hernández-Garre, and María Dolores Pérez-Esteban. "The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors." Social Sciences 10, no. 7 (July 15, 2021): 269. http://dx.doi.org/10.3390/socsci10070269.
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This study aims to analyze the implications of linguistic mediation processes and educational proactivity in schools for the socio-educational adaptation of immigrant students. The study is based on empirical research and the perspectives of the main actors: the immigrant students themselves. To this end, a non-experimental and descriptive quantitative methodology was used. The sample consisted of 100 students of foreign origin enrolled in an Italian school located in a typical socio-cultural environment. The results show significant differences in linguistic mediation and socio-educational variables and differences in expectations of progress and social adaptation of students born outside Italy vis-a-vis students who, although born in Italy, are still considered foreigners. It will also analyze teaching proactivity as a communication facilitator for first-generation immigrant pupils born outside Italy. In conclusion, it is noted that, to favor multicultural environments where all students, regardless of their origin, feel accepted, integrated, and welcomed, it is necessary to utilize all available resources to promote improvements in teaching-learning processes and strengthen social relations.
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Wijgh, I. F. "Communicatieve Opgaven In De Examens Tekstbegrip Moderne Vreemde Talen." Taaltoetsen 31 (January 1, 1988): 182–86. http://dx.doi.org/10.1075/ttwia.31.19wij.
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Since 1987 the tests of reading comprehension at the lower vocational and secondary school level include a dozen communicative assignments. The languages concerned are French, German, English and Spanish. These assignments have the following characteristics: - the texts differ in length: they are shorter than the traditional texts; - the texts are printed in their original lay-out; - their is a large variety in types of text; - the texts are 'consumer-texts': foreigners will probably come into contact with such texts during their stay in the country where the object language is spoken; - there is usually only one question per text; - the questions are meant to call up language performance that goes with a given type of text in reality; i.e. they tie in with the reading objective that is most functional; Cito (the Dutch national institute for educational measurement) has done research into the possibilities of including communicative assignments in the exams at the higher levels of secondary education. Basic principles have been laid down and a comparison with the assignments at lower levels has been made. Experimental tests have been constructed; they have been taken by pupils at the levels concerned. The psychometric data have not been such that a decision on implementation could be made. Further research and decisions will be necessary.
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Komlosi-Ferdinand, Flora. "The Students, the Local and the Foreign: Drama of Identity and Language in Mongolian-English Bilingual Schools." Journal of Language and Education 6, no. 3 (September 30, 2020): 153–66. http://dx.doi.org/10.17323/jle.2020.10297.
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Education in bilingual schools aims to equip learners with balanced bilingualism, increased (bi)cultural capital and a global mindset. Nevertheless, in a growing number of countries only local children attend such institutions, where foreign teachers are the almost exclusive manifestations of ‘globalness’. Dynamics among foreign and local teachers and students shape learners’ attitudes, their learning outcome and identity formation to an unexpected degree. This often produces unhealthy perceptions and behaviour towards among the groups and the taught languages as well, eventually students not benefiting from bilingual education to the expected extent, if at all. One of the oldest and one of the newest bilingual schools in Ulaanbaatar, Mongolia, were observed for this study. Local and foreign teachers of these schools contributed with their experiences in the form of unstructured interviews, while classroom observations shed light on students’ attitudes. The findings reveal that students respect local educators more and display more respect and discipline with them. However, pupils are usually more emotionally attached to foreign teachers, confiding in them and seeking their company on a daily basis, yet refusing to be disciplined and to study for their classes. Students’ unbalanced attitudes towards the two groups of teachers generated unease between the educators as well. This paradox created an unhealthy milieu in the schools and discouraged the development of a healthy perspective on (foreign) languages and identity. Teachers’ attitudes further compromised learners’ behaviour, as local educators stressed nationalism, while foreigners pressed towards the development of a more global mentality. Unfortunately, as none of the institutions had any policies to address this dilemma, eventually students developed behaviours contrary to the intended by the schools.
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Mazurek, Monika. "Nurslings Of Protestantism: The Questionable Privilege Of Freedom In Charlotte Brontë’s Villette." Studia Anglica Posnaniensia 49, no. 4 (December 1, 2014): 37–54. http://dx.doi.org/10.1515/stap-2015-0011.
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Abstract In Charlotte Brontë’s Villette, a number of foreigners at various points express their amazement or admiration of the behaviour of Englishwomen, who, like the novel’s narrator Lucy Snowe, travel alone, visit public places unchaperoned and seem on the whole to lead much less constrained lives than their Continental counterparts. This notion was apparently quite widespread at this time, as the readings of various Victorian texts confirm – they often refer to the independence Englishwomen enjoyed, sometimes with a note of caution but often in a self-congratulatory manner. Villette, the novel which, similarly to its predecessor, The Professor, features a Protestant protagonist living in a Catholic country, makes a connection between Lucy’s Protestantism and her freedom, considered traditionally in English political discourse to be an essentially English and Protestant virtue. However, as the novel shows, in the case of women the notion of freedom is a complicated issue. While the pupils at Mme Beck’s pensionnat have to be kept in check by a sophisticated system of surveillance, whose main purpose is to keep them away from men and sex, Lucy can be trusted to behave according to the Victorian code of conduct, but only because her Protestant upbringing inculcated in her the need to control her desires. The Catholics have the Church to play the role of the disciplinarian for them, while Lucy has to grapple with and stifle her own emotions with her own hands, even when the repression is clearly the cause of her psychosomatic illness. In the end, the expectations regarding the behaviour of women in England and Labassecour are not that much different; the difference is that while young Labassecourians are controlled by the combined systems of family, school and the Church, young Englishwomen are expected to exercise a similar control on their own.
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Varro, Gabrielle. "Les "langues immigrées" face à l'école française." Language Problems and Language Planning 16, no. 2 (January 1, 1992): 137–62. http://dx.doi.org/10.1075/lplp.16.2.02var.
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SUMMARY "Immigrant Languages" and the French School System The situation of children who continue to be called "immigrant" in France, even though most of them were born or raised there, is paradoxical to say the least. On one hand, the government seeks to integrate the foreign communities established in France, and this would tend to relegate language maintenance to the sphere of private life. But at the same time, education experts have since 1970 imposed the idea that a foreign child will only learn his or her second language well (French in this case) only if he or she first learns to speak, read and write his/her "mother tongue" or "language of origin". Such culturally determined notions have dictated specific policies in the public schools which in fact often serve to create segregation. This article attempts, in sociolinguistic and historic perspective, to analyze a situation which concerns a large fraction of the school population in France, in four parts: (1) The status of foreigners and their languages in France and the social representations surrounding them; (2) Government policy concerning foreign pupils and languages in public schools since 1970; (3) Volunteer associations and "mother tongue" maintenance; (4) Family strategies. RESUMO "Enmigrulaj lingvoj" : kaj la franca lerneja sistemo La situacio de tiuj infanoj, kiujn, kvankam naskitaj kaj edukitaj en Francio, oni daŭre nomas "enmigrintoj", estas, minimume dirite, paradoksa. Unuflanke, la registaro celas integrigi la eksterlandajn komunumojn establitajn en Francio, kaj tio emus al sovo de lingva konservado al la sfero de la privata vivo; sed aliflanke edukistoj ekde 1970 trudas la ideon, ke eksterlanda infano bone lernos sian duan lingvon (ci-kaze la francan) nur se li/si unue lernos paroli, legi kaj skribi sian "denaskan lingvon" au "lingvon de origino". Tiaj kulture determinitaj nocioj diktis specifajn politikojn en la publikaj lernejoj, kiuj ofte kreas izoligon. La aŭtoro celas, laŭ socilingvistika kaj historia perspektivo, analizi situacion, kiu tuŝas grandan nombron de lernejanoj francaj, en kvar stadioj: la statuso de eksterlandanoj kaj iliaj lingvoj en Francio, kaj la sociaj prezentiĝoj, kiuj ĉirkaŭas ilin; registara politiko pri ekster-landaj lernejanoj kaj lingvoj en publikaj lernejoj de post 1970; volontulaj asocioj kaj konservado de "denaskaj lingvoj"; familiaj strategioj.
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Piccinini, Livio C., Ting Fa Margherita Chang, and Giovanni Tubaro. "HOW TO OVERCOME ANALPHABETISM IN READING CHINESE CHARACTER." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 438. http://dx.doi.org/10.17770/sie2013vol2.600.
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Most languages in the world use some system of alphabetical characters: Latin, Greek, Cyrillic, Hebrew, Arabic, Hindi and so on. A foreigner that does not know the language can get some information from a written text provided he knows the alphabet and disposes of a dictionary. When there is no longer an alphabet, but only pictorial characters, the problem becomes at first unsolvable. Chinese is the main language where an ignorant foreigner is completely analphabet. Fortunately there are methods that after some training allow the recognition of pictorial characters. In our university some twenty pupils of the Excellence School participated to an experiment of Chinese alphabetization gluing a traditional practical Chinese first course with information theory methods for dealing with image data bases. In this article first we discuss both the theoretical foundations. Then we give a report of the merging of the two conceptual schemes as it was performed at the excellence school. Finally we draw some conclusions about improvements of the method.
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Rio, Marlon Machado Oliveira. "“Teacher, I need to show you a foreigner I have been talking to on my cellphone!” Unveling students’ understanding about technology use for enhancing the speaking skill in English language." BELT - Brazilian English Language Teaching Journal 9, no. 2 (January 15, 2019): 433. http://dx.doi.org/10.15448/2178-3640.2018.2.31946.
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The oral skill has been lately studied by researchers in the English Language Teaching field (ELT), once it is considered one of the hardest ones to be improved (Bygate, 2009). Some solutions have been suggested within the ELT literature as to assist students on this skill’s improvement (Lucas, 2001). Additionally, technology has taken its valuable position in society today, circumscribing the scholastic and working environments. Entangling both topics (the speaking skill and digital technology), this article displays an initial1 research carried out with English learners worldwide, in which pupils could voice their opinions concerning the use of digital technologies in their English learning path alongside the impact of them in fostering pupils’ oral skill. Preliminary results show both negative and positive views regarding the use of technology and the oral skill’s improvement.
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Bakuła, Kordian. "O pisowni en, em, on, om w wyrazach obcych i rodzimych. Stare reguły, nowe wątpliwości." Kształcenie Językowe 15 (December 1, 2017): 55–66. http://dx.doi.org/10.19195/1642-5782.15(25).5.
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On the spelling of en, em, on, om in Polish and foreign words. Old rules, new doubtsThe spelling of en, em, on, om in Polish and foreign words before the suffixes -ka and -ko continues to cause problems — perhaps because a wrong teaching method is employed. In order to see that we need to perform two tasks: demonstrate that the spelling dictionary rule is insufficient and that in teaching it is better to draw on word formation concepts: word family, derivative, stem. The author analyses the spelling dictionary rule and provides examples. The analysis is supported with analyses of the spelling of words including en, em, on and om carried out by a teacher of Polish at school and by the author among university students of Polish. The results: what fails is the reliance on the sense of nativeness or foreignness — some pupils have an inaccurate or false sense; the pronunciation of both native and foreign words does not correspond to the pronunciation norm; the spelling deviates from dictionary rules; the methodology of teaching too often is limited to defining the rule and attempting to apply it mechanically.The results and the discussion make it possible to consider the preliminary assumptions to be legitimate. What is approached differently from the current practice is, especially, the spelling of en, em, on and om in native words: the information that we write them before -ka and -ko is not enough; we need an explanation that in words like ochronka we use on, because on appears in the basic word ochrona and in words like ochronny, ochronek and ochroniarz deriving from it. The article ends with the author’s call to place such explanations, needed in the teaching of spelling, in spelling dictionaries.
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Leix, Alicja. "No Prejudice-Free Society Means no Prejudice-Free Teachers, but Better Times Are Coming: Teachers and Cultural Diversity." Human Affairs 25, no. 3 (January 1, 2015). http://dx.doi.org/10.1515/humaff-2015-0025.
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AbstractMulticultural education tends to be automatically associated with pupils but in practice it places demands on all those involved in the teaching process. Of these the most predominant role is allocated to the teacher who mediates multicultural competence. Pupil attitudes towards foreigners and cultural diversity are not only influenced by multicultural education but also by teachers’ beliefs-and teachers’ beliefs are largely influenced by personal opinions and attitudes. The author presents the results of qualitative analysis performed on the unrestricted responses of 86 Czech teacher trainees and teachers on the topic of their experiences of foreigners. The analysis indicates their personal attitudes to foreigners, foreign cultures and diversity generally, the level of reflection in relation to cultural diversity, and discusses the results in relation to the wider sociocultural context.
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Figiel, Angelika. "Dobre praktyki edukacji wielokulturowej na przykładzie Społecznego Gimnazjum nr 20 „Raszyńska” w Warszawie." Kultura-Społeczeństwo-Edukacja 13, no. 1 (June 15, 2018). http://dx.doi.org/10.14746/kse.2018.13.10.
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This article is an attempt to present the good practices of intercultural education. By the introducing into the main problems, the author presents the education rules of foreigners in the Polish education system, indicating the most important aspects of Polish law regulations. Then defines the one of the most important concepts of intercultural education and multicultural education, discussing its main goals and tasks. The crucial question raised in the text is the role of the school in the intercultural education and shaping of intercultural competence in education among pupils by the teacher. At this point, the author attempts to answer the question whether and how Polish schools and teachers are prepared to accept foreign children? And what is the role of the teacher in intercultural education? In the second part of the text, they presented good practices of intercultural education as an example the Social Secondary School No. 20 “Raszyńska” in Warsaw.
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Haas, Claus Rüdiger. "Citizenship education in Denmark: reinventing the nation and/or conducting multiculturalism(s)?" London Review of Education, March 1, 2008. http://dx.doi.org/10.1080/14748460801889902.
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Article & 2008 In 2007 the concept of citizenship was officially incorporated into teacher education in Denmark, as part of a compulsory subject called 'Christianity studies, life enlightenment, and citizenship'. Thus, at least to some extent, the notion of citizenship is expected to find its way into the educational and political vocabulary of future teachers and pupils/students of the Danish educational system, and probably into the public discussions about the meaning of democratic education in general. The subject itself is only described in very general terms within the legal framework. In order to understand the meaning and purpose of the new subject it is necessary to position it within a broader discourse of citizenship education, as it has been launched by the Danish nation state since 1999. First, citizenship education seems to be exclusively about responding to cultural diversity; secondly, articulated as part of a nation state driven strategy of the sociocultural integration of foreigners, migrants and ethnic minorities. From this follow the questions: What does integration mean, and integration into what? I will make use of four different versions of multiculturalism as my analytical framework – assimilationism, cosmopolitanism, fragmented pluralism, interactive pluralism, and pointing to the fact that the first seems to be the hegemonic understanding of the purpose of citizenship education.
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van de Weerd, Pomme. "Ethnic labeling among pupils with migration backgrounds." Dutch Journal of Applied Linguistics, November 12, 2020. http://dx.doi.org/10.1075/dujal.19033.van.
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Abstract This paper analyzes ethnic self-labeling among pupils of a secondary school in Venlo, the Netherlands. Pupils with migration backgrounds, born in the Netherlands, referred to themselves as ‘Moroccan’, ‘Turk’ or ‘foreigner’, and to others as ‘Dutch’. Ascription to these ethnic categories is often understood as an expression of national (un)belonging. Based on nine months of linguistic ethnographic fieldwork, I argue that ethnic labels functioned to manage everyday interpersonal social relations and did not necessarily express feelings of (un)belonging to the nation. Rather, pupils used ethnic labels to associate social personae with particular styles and behaviors and to construct local social hierarchies. The paper contributes to the investigation of ethnic labels as signs with locally contingent meanings, which nevertheless retain indexical links with wider discourses about social categories and belonging. It furthermore emphasizes the necessity of investigating the local meanings of ethnic categories.