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1
Fiorentino, Alice. "C’ERA UNA VOLTA L’ALUNNO STRANIERO: INDAGINE SULLE PRATICHE DI INSEGNAMENTO DELL’ITALIANO LINGUA SECONDA NELLE SCUOLE DEL VENETO." Italiano LinguaDue 13, no. 2 (January 26, 2022): 133–51. http://dx.doi.org/10.54103/2037-3597/17133.
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Nonostante il sistema scolastico italiano sia ancora legato alla concezione originaria dell’alunno così detto straniero, la recente stabilizzazione del fenomeno migratorio sta lentamente modificando il profilo di questo apprendente. In Italia, i corsi di italiano come lingua seconda all’interno della scuola sono stati promossi sin dagli inizi degli anni ’90, e tuttavia i risultati scolastici di questo gruppo di studenti risultano ancora di molto inferiori a quelli dei compagni madrelingua. In questo articolo si riportano i risultati dell’indagine IMPACT Veneto, realizzata tra il 2019 e il 2020 presso l’Università di Verona e finalizzata ad esplorare le pratiche di inclusione scolastica dell’alunno dal background migratorio attualmente in uso nelle scuole del Veneto, così come descritte da un campione di 352 docenti e impiegati scolastici. L’obiettivo dell’indagine è stato quello di individuare l’approccio con cui viene realizzata l’inclusione scolastica in questa regione e di individuare nuove piste di ricerca che possano aiutare a promuovere il successo scolastico.
Once upon a time there was the foreign student: a survey on teaching practices of Italian L2 in schools in the Veneto region
Although the Italian school system is still tied to the original conception of the so-called foreign student, the recent stabilization of the migratory phenomenon is slowly modifying the profile of this learner. In Italy, Italian L2 courses in schools have been promoted since the beginning of the 90s, and yet the scholastic results of these students are still much lower than those of native speakers. In this paper we report the results of the IMPACT Veneto survey, carried out between 2019 and 2020 at the University of Verona and aimed at exploring the practices of school inclusion of students from migrant backgrounds currently adopted in schools in the Veneto region, as described by a sample of 352 teachers and school employees. The aim of the survey was to identify the approach for school inclusion implemented in this region and to identify new areas of research that can help promote school success.
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Peppoloni, Diana. "Which Terminology for Multilingual Communication in Language Pedagogy?" International Journal of Linguistics 9, no. 6 (December 28, 2017): 87. http://dx.doi.org/10.5296/ijl.v9i6.12380.
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The actual multilingual society, deriving from an augmented personal and professional mobility, and from the migratory growing phenomena of the last decades, requires to its citizens a solid linguistic communicative expertise. Plurilingualism has become an unavoidable need, more than an additional skill. Experts in Language Pedagogy from different linguistic backgrounds are called to develop the theoretical principles for an effective multilingual didactics and teachers, from their side, are called to train themselves on these principles and to apply them in the language classroom. An effective multilingual didactics requires high qualitative standards in Language Pedagogy. Being this latter a relatively recent science (Cambiaghi, 2008), and an interdisciplinary one, it has not yet developed a standard shared terminology. This has led to confusion and disagreement among scholars about the meaning to be attributed to meta-didactic terms, and among practioners that have to apply these concepts.This study aims at filling this requirement of terminological clarity and transparency, developing an original multilingual glossary (Italian, French and German) of Language Pedagogy terminology, thus favouring inter-comprehension and interaction among experts through terminological standardization. Terminology is an essential component of each discipline, since it shapes its contents and outilines its evolution. Then an effort has to be done to develop a common metalanguage of Language Pedagogy. Even if it exists some resources, they are generally monolingual and still too related to their cultural area of origins. The glossary described in the present study constitutes a shared digital platform for experts and students, easily accessible and constantly updated. The 130 terms and expressions included at the moment, are alphabetically disposed and provided with translations, definitions, hyperlinks and examples. Lemmas derive from the comparison of three relevant European documents for Language Pedagogy and have been selected only when appearing in at least two out of three of them.
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Carter-Thuillier, Bastian, Víctor López-Pastor, Francisco Gallardo-Fuentes, Rodrigo Ojeda-Nahuelcura, and Juan Carter-Beltran. "Incorporar la competencia intercultural en la formación docente: examinando posibilidades para Educación Física en la macrozona sur de Chile (Incorporating intercultural competence in pre-service teacher education: examining possibilities for Physical Ed." Retos 43 (July 1, 2021): 36–45. http://dx.doi.org/10.47197/retos.v43i0.88416.
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En Chile, el volumen de estudiantes extranjeros alcanzó cifras históricas durante la última década, instalando con ello nuevos desafíos para la formación de profesores. Especialmente en la macrozona sur del país, donde la inmigración ha supuesto el ingreso de nuevas identidades a un territorio históricamente marcado por la diversidad cultural (por la presencia del pueblo Mapuche, los procesos de colonización, etc.) transformando las escuelas en espacios aún más plurales y complejos. Considerando dicho escenario, parece lógico apostar por la formación de especialistas en Educación Física (EF) que tengan las competencias necesarias para trabajar en contextos de diversidad cultural con presencia migrante. Sin embargo, la evidencia sugiere que las universidades situadas en la macrozona sur de Chile no incorporan la “competencia intercultural” en los itinerarios formativos del futuro profesorado de EF; hecho que supone una inconsistencia, frente a las características históricas de dicho territorio y los cambios educativos que ha generado el fenómeno migratorio en ese contexto. En virtud de lo antes expresado, el presente artículo tiene por objetivo examinar la posible incorporación de la competencia intercultural en la formación inicial del profesorado de EF que se desarrolla en las universidades de la macrozona sur de Chile. Para ello, se revisan diferentes antecedentes teóricos y empíricos, a partir de los cuales queda en evidencia la necesidad de avanzar hacia una formación docente que sea coherente con las características socioculturales del entorno y capaz de preparar especialistas comprometidos con el resguardo de la diversidad, la justicia social y la dignidad humana.
Abstract. In Chile, the volume of foreign students has reached historic levels over the last decade, creating new challenges for teacher training. Especially in the southern macro-zone of the country, where immigration has brought new identities to a territory historically marked by cultural diversity (due to the presence of the Mapuche ethnicity, the processes of colonisation, etc.), transforming schools into even more plural and complex spaces. Considering this scenario, it seems logical to focus on the training of Physical Education (PE) specialists who have the necessary competences to work in contexts of cultural diversity with a migrant presence. However, the evidence suggests that the universities located in the southern macro-zone of Chile do not incorporate "intercultural competence" in the training itineraries of future PE teachers; a fact that is inconsistent, given the historical characteristics of this territory and the educational changes that the migratory phenomenon has generated in this context. In view of the above, the aim of this article is to examine the possible incorporation of intercultural competence in the initial training of PE teachers in universities in the southern macro-zone of Chile. To this end, different theoretical and empirical backgrounds are reviewed, from which the need to move towards a teacher training that is consistent with the socio-cultural characteristics of the environment and capable of preparing specialists committed to safeguarding diversity, social justice and human dignity becomes evident.
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Erling, Elizabeth J., Anouschka Foltz, Felicitas Siwik, and Michael Brummer. "Teaching English to Linguistically Diverse Students from Migration Backgrounds: From Deficit Perspectives to Pockets of Possibility." Languages 7, no. 3 (July 20, 2022): 186. http://dx.doi.org/10.3390/languages7030186.
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This article reports on an interview study with six secondary school LX English teachers working in a part of Austria where there is an above-average number of residents–and thus also students–who are multilingual and come from migration backgrounds. It attempts to extend research on deficit perspectives of multilingual learners from migration backgrounds to the area of LX English learning and to provide insights into a language learning context that is underrepresented in international applied linguistics research, which has tended to focus on elite language learning. The article explores teachers’ perceptions of teaching English in this context. We hypothesized that teachers would hold negative beliefs about their students’ multilingual backgrounds and practices. The typological analysis of teachers’ interview data revealed that teachers did hold some dominant deficit perspectives about their students’ multilingualism and language learning; however, it also suggests that teachers are taking on the rudiments of a translanguaging stance that values multilingual practice. The article thus closes by considering how possibility perspectives can be harnessed and extended to foster students’ multilingual and multicultural development, with particular regard to LX English language learning.
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Maula, Nihlah Ni’matul, and Nalim. "Pengaruh Latar Belakang Pendidikan Guru terhadap Kompetensi Pedagogik dan Hasil Belajar Matematika Siswa." Circle: Jurnal Pendidikan Matematika 4, no. 1 (March 26, 2024): 78–87. http://dx.doi.org/10.28918/circle.v4i1.6906.
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This research aims to investigate the pedagogical competency outcomes of teachers with backgrounds in mathematics education versus those without, to examine the mathematics learning outcomes of students taught by teachers with backgrounds in mathematics education versus those without, and to analyze the influence of teachers' pedagogical competency on students' mathematics learning achievement. The analytical method employed in this study is the independent sample t-test followed by simple linear regression. The findings reveal that the pedagogical competency scores of teachers with backgrounds in mathematics education (62.86) are significantly higher than those of teachers without such backgrounds (58.16). Similarly, the mathematics learning outcomes of students taught by teachers with backgrounds in mathematics education (71.84) are significantly higher than those of students taught by teachers without backgrounds in mathematics education (60.03). There is also a significant influence of teachers' pedagogical competency on students' mathematics learning outcomes, with a coefficient of determination (R square) value of 9.9% from the linear regression analysis.
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Bazemore-Bertrand, Shamaine. "Using Photovoice as a Teaching Tool to Explore Pre-service Teachers' Perceptions of Students from Impoverished Backgrounds." Journal of Urban Learning, Teaching, and Research 16, no. 1 (March 9, 2021): 43–57. http://dx.doi.org/10.51830/jultr.18.
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Despite the diversity of the American student population, the current teacher force and cohorts of future teachers are overwhelmingly white women from middle class backgrounds. In addition to the work around race, gender, and disability status, there is a clear need for us to help future teachers reconsider how they think about children experiencing poverty in urban schools and communities. Based on its use in an elementary education foundations course, this article provides a first-person accounting of how the pedagogical tool photovoice helped future teachers critically reflect on their perceptions of students from these backgrounds and offered their professor entry points for knowledge and skill development related to teaching students living in impoverished backgrounds.
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Singh, Pratika, and Kaili C. Zhang. "Parents’ Perspective on Early Childhood Education in New Zealand: Voices from Pacifika Families." Australasian Journal of Early Childhood 43, no. 1 (March 2018): 52–58. http://dx.doi.org/10.23965/ajec.43.1.06.
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AOTEAROA/NEW ZEALAND HAS a reputation for being a world leader in early childhood education. However, research indicates that many early childhood teachers in New Zealand encounter difficulties when working with children and families from diverse backgrounds. In addition, though a plethora of research has been done on early childhood teachers’ partnership with parents of multicultural backgrounds, little attention has been given by researchers to Pacifika parents’ perspective on early childhood education in New Zealand. This article draws on findings from an interpretative study on three Pacifika families’ views about their cultural practice at home and their views about early childhood education in New Zealand. It is believed that investigating parents’ views on early childhood education and early childhood services in New Zealand can provide better support for families and children from Pacifika backgrounds.
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Strole, Nicholas A. "Destabilising myths of origin: Collaborative storytelling and biopolitical communities in Wajdi Mouawad's Le Sang des promesses." French Cultural Studies 33, no. 2 (October 26, 2021): 135–46. http://dx.doi.org/10.1177/09571558211048404.
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This article analyses how diverse communities are formed through storytelling and mythmaking in Wajdi Mouawad's theatrical tetralogy, Le Sang des promesses (1999–2009). Mythic origin stories, which Mouawad's migratory characters collect and share on their journeys from one community to the next, draw individuals from their pasts on stage to act out the events from each narrative. Mouawad thus reveals how the theatre can serve as an ideal venue for spectators from diverse backgrounds to gather and experience the various conditions many migrants face. Drawing on Roberto Esposito's biopolitical theory of communitas and Lévi-Strauss's structuralist analysis of myth, this article argues that collaborative storytelling and mythmaking allow Mouawad's migratory characters to cross various types of borders and form unexpected communities that defy barriers of time and space.
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Kelcey, Ben. "Assessing the Effects of Teachers’ Reading Knowledge on Students’ Achievement Using Multilevel Propensity Score Stratification." Educational Evaluation and Policy Analysis 33, no. 4 (December 2011): 458–82. http://dx.doi.org/10.3102/0162373711415262.
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This study investigated the relationship of teachers’ reading knowledge with students’ reading achievement using a direct teacher knowledge assessment rather than indirect proxies (e.g., certification). To address the inequitable distribution of teachers’ knowledge resulting from differences in teachers’ backgrounds and the disparities in how schools attract and cultivate knowledge, the study developed multilevel propensity score methods to identify comparable teachers on the basis of both teacher and school backgrounds. Results suggest that schools are complexly associated with differences in teachers’ knowledge and that comparisons which ignore the relevance of schools may be misleading. By comparing teachers with similar personal and school backgrounds, results show measured knowledge is significantly associated with students’ achievement in reading comprehension but not word analysis. The findings support policies which leverage school capacities to develop the specialized knowledge needed for teaching reading.
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Lee, Soojin. "General Music Teachers’ Backgrounds and Multicultural Repertoire Selection." Update: Applications of Research in Music Education 36, no. 2 (June 22, 2017): 38–44. http://dx.doi.org/10.1177/8755123317717052.
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The purpose of this qualitative study was to examine how teachers’ backgrounds could contribute to their decisions to include music from diverse cultures. Analysis of interviews with three general music teachers indicated that their music training and experiences, ethnic backgrounds, and years of teaching experience may have influenced their familiarity with multicultural music. That familiarity, in turn, may have affected their multicultural repertoire selection. In addition, the findings revealed that participants included multicultural music in spite of their relatively homogeneous student populations, because they recognized the need to provide their students with global perspectives. However, the teachers primarily focused on teaching Western music concepts, employing music from different cultures mainly as a way to offer variety in their repertoire.
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Elvisa, Martina, Ikhsanudin Ikhsanudin, and Clary Sada. "THE TEACHERS’ EFFICACY IN DESIGNING LESSON PLAN FOR PRIMARY SCHOOL AND THE TEACHERS’ BACKGROUNDS." Jurnal Pendidikan Sosiologi dan Humaniora 14, no. 1 (April 1, 2023): 25. http://dx.doi.org/10.26418/j-psh.v14i1.55156.
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The purpose of this study is to investigate how well is the teachers’ efficacy in designing simplified lesson plan for primary school, the relationship between teachers’ efficacy in designing lesson plan and teachers’ backgrounds and to find out what background that perform an efficacious result in designing simplified lesson plan for primary school. The participants of this research were teachers of English subject in private schools of Pontianak city, Kalimantan Barat, Indonesia. There were twenty teachers according to the data gathered from Institution of Educational Quality Assurance, LPMP (Lembaga Peningkatan Mutu Pendidikan) Pontianak City for academic year 2020/2021. It consisted of sixteen (16) female teachers and four (4) male teachers. The qualitative data collected in form of teachers’ lesson plan which were analysed and identified. The result discovered that the teachers have an “average to good” efficacy in designing lesson plan. It was also dicoverd there was relationship between teachers’ efficacy and teachers’ background. Those twenty lesson plans identifed that certified teachers performed an excellent efficacy in designing lesson plans. The teachers who graduated from English teacher training program bachelor also showed good efficacy in designing lesson plan. Therefore male teachers performed good efficacy too in designing lesson plan. The result answered the research questions that there was relationship between teachers’ efficacy in designing lesson plan and teachers’ backgrounds. The teachers’ backgrounds such as certified teachers, teachers who graduated from English teacher training program and male teachers, they performed an efficacious result in designing simplified lesson plan.
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van Laren, Linda, and Deborah Moore-Russo. "Exploring teachers’ beliefs about algebra: a study of South African teachers from historically disadvantaged backgrounds." Reflective Practice 15, no. 2 (December 20, 2013): 160–75. http://dx.doi.org/10.1080/14623943.2013.868789.
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Mazzei, Sara. "The relationships between schools and the families of pupils coming from Arab countries in Europe. Focus on Italy, Germany, and Sweden." MONDI MIGRANTI, no. 3 (November 2023): 99–114. http://dx.doi.org/10.3280/mm2023-003006.
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While the importance of the relationship between school and family in ensur-ing successful education is widely acknowledged, this recognition is not con-sistently mirrored in the educational practices of European schools. At times, this relationship is affected by the bias that pupils with migratory backgrounds come from families with limited educational backgrounds who need to bridge the gap to acquire the knowledge and culture of the host country. This paper aims to consider pupils coming from Arab countries as belonging to families who already possess an educational habitus, acquired in their home countries, which influences their interaction with schools in the host countries to some extent. The issue is dealt with starting from a Ph.D. research focusing on the educational experiences of Arabic-speaking pupils, parents, and teach-ers across Arab and European countries. Additionally, insights are drawn from the Erasmus Plus Project "ParentAble - dealing with parents of newly migrated pupils" that considers the experiences of families coming from Arab countries.
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Khawaja, Nigar G., and Glenn Howard. "Assessing educational difficulties of students from refugee backgrounds: a case study approach." Journal of Psychologists and Counsellors in Schools 30, no. 2 (June 16, 2020): 97–111. http://dx.doi.org/10.1017/jgc.2020.2.
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AbstractThe present study applied a qualitative case study methodology to the educational challenges of three students from a refugee background, in order to identify an appropriate psychological assessment process with which to evaluate their difficulties. Three students who had arrived from Iraq 1–2 years ago (one male and two females; aged 13 and 14 years) were referred by their teachers for psychological assessment as their academic progress was poor, despite remedial education. An educational and developmental psychologist, guided by a steering committee of psychologists and educationists, interviewed each student, his/her parent/s, and teachers independently. Based on referral concerns, hypotheses relating to the cause of educational difficulties were generated and psychological tests and checklists were used with all students and their parents and teachers. The data collected assisted in understanding multiple factors that may affect learning for students who have arrived from a war-torn country, and highlighted the importance of gathering detailed case-specific information to understand each student’s background and current context. Challenges associated with the assessment process were identified. Further, ways in which psychologists and guidance officers, teachers and parents could promote these students’ learning were identified. Implications for schools and policy developers are discussed.
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Cabanová, Mariana, and Zuzana Lynch. "Slovak Teachers' Perception of Professional Self-Efficacy and Education of Pupils From Other Languages and Cultural Backgrounds." Pedagogika 152, no. 4 (December 28, 2023): 63–78. http://dx.doi.org/10.15823/p.2023.152.4.
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The study explores Slovak teachers in mainstream schools and their self-efficacy perception when it comes to educating learners from diverse language backgrounds. The research findings offer valuable insights into teachers' perspectives, providing essential information for future teacher training aimed at improving the teaching of students from varied linguistic and cultural environments. A surprising revelation was that teachers without prior experience working with these students reported higher levels of self-efficacy.
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Callens, Marie-Sophie, Bart Meuleman, and Valentová Marie. "Contact, Perceived Threat, and Attitudes Toward Assimilation and Multiculturalism: Evidence From a Majority and Minority Perspective in Luxembourg." Journal of Cross-Cultural Psychology 50, no. 2 (December 13, 2018): 285–310. http://dx.doi.org/10.1177/0022022118817656.
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In this article, we study how attitudes toward the integration of immigrants (multiculturalism and assimilation) are formed through the interplay between immigration-related threat perceptions, intergroup contacts, and the different migratory backgrounds of residents in a host country. The analysis is conducted using Multiple Group Structural Equation Modeling on data from the 2008 Luxembourg European Values Study. Our findings indicate that stronger perceptions of threat are related to more support for assimilation among all residents and to less support for multiculturalism among native residents and culturally close immigrants. More contact with natives is associated with more support for assimilation among culturally close immigrants and with more threat perceptions among culturally distant immigrants.
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Nisola, Erwin Jay, and Daryl I. Quinito. "Social Identity and Human Diversity in Increasing Cross – Cultural Learning." International Journal of Research and Scientific Innovation XI, no. VI (2024): 584–604. http://dx.doi.org/10.51244/ijrsi.2024.1106045.
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The study seeks to strengthen educational practices in culturally diverse settings and empower instructors to provide enriched learning experiences for students from diverse cultural backgrounds. This will be accomplished by evaluating different methods of classroom management, ensuring that teachers are in agreement, and addressing issues linked to student engagement and resolving conflicts. The study examines the concepts of social identity and cultural backgrounds in the Daet North District. The study utilizes a descriptive-inferential approach and includes a sample of 359 elementary school teachers that teach learners in grades 1-6 throughout the school year 2023-2024. The findings indicate that the student population in these classes exhibits a wide range of demographic characteristics. The teachers integrate the social identities and cultural backgrounds of the learners into their classroom management practices in order to promote learner participation and engagement and conflict resolution and cultural understanding. Consequently, these strategies exhibit a clear and evident alignment. One of the issues faced by teachers was the need for intervention. As a result, the “Cultural Competence: An Inclusive Classroom Guide” was created to improve teachers’ capacity to provide better chances for learners from diverse cultural backgrounds. The study emphasizes the significance of inclusion and fairness in educational opportunities, as well as the teachers’ emphasis on inclusivity and empowering the students. It is recommended to prioritize providing focused training guide to enhance cultural competence, fostering collaboration among educators, and implementing comprehensive strategies and support systems to effectively address classroom management concerns. The study suggests that educators should utilize tools like the output of the study to acquire the necessary skills to successfully negotiate cultural diversity and promote inclusivity in education.
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Ellis, Liz. "Teaching from experience." Australian Review of Applied Linguistics 25, no. 1 (January 1, 2002): 71–107. http://dx.doi.org/10.1075/aral.25.1.05ell.
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Abstract This paper reports on case studies of three non-native English speaker teachers who teach English as a Second Language (ESL) to adults in Australia. It sets out to show that while there are differences in the teachers’ backgrounds, there are also similarities which derive from their non-native status, and from the fact that they are high-level bilinguals of English and at least one other language. The paper begins by reviewing the debate in English language teaching (ELT) internationally about the place of native and non-native speakers in ELT and goes on to outline the research which has been carried out to date in comparing native and non-native teachers in other countries. The paper then argues for the importance of examining these issues in the Australian context. The experience and insights of the three teachers are examined through the analysis of interviews and classroom transcripts, and are linked to the growing literature which suggests that teachers’ practices are heavily informed by their knowledge, beliefs and experience. I argue that the distinctive but shared resources of non-native teachers merit looking at their contribution in a new light.
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Miccichi, Kimberly. "Facilitating Culturally Responsive Classroom Management Professional Development for Novice Teachers in a High-Needs School With a Majority Black Population." Florida Journal of Educational Research 58, no. 1 (March 3, 2020): 1–11. http://dx.doi.org/10.62798/vlob3169.
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In today’s era of resegregation, high-needs schools that are serving mostly students of color and from poverty often hire novice teachers. These teachers are predominantly White, middle-class females who may find it difficult to relate to their students from different races, cultures, and socioeconomic backgrounds. I examined how I could provide four professional development (PD) sessions centered on culturally responsive classroom management (CRCM) for five novice teachers working in a school with a majority Black population qualifying for free and reduced-price lunches. I studied the experiences my teachers had as participants and my facilitation of these sessions to better understand how to help novice teachers develop culturally responsive practices. Three themes emerged that related to CRCM for novice teachers: novice teacher backgrounds, novice teacher classroom challenges, and facilitation–lessons learned. This study has implications for school leaders as well as individuals who (a) design and facilitate PD, (b) lead teacher preparation and induction programs, and (c) study their own practice through action research.
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Fradd, Sandra H., and Okhee Lee. "Teachers' Roles in Promoting Science Inquiry with Students from Diverse Language Backgrounds." Educational Researcher 28, no. 6 (August 1999): 14. http://dx.doi.org/10.2307/1177292.
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Pamuła-Behrens, Małgorzata. "Polish Teacher Competencies in Teaching Students from Migrant Backgrounds in Preparatory Classes." Studia Migracyjne – Przegląd Polonijny 47, no. 4 (182) (December 31, 2021): 161–82. http://dx.doi.org/10.4467/25444972smpp.21.057.14810.
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The number of students in the Polish education system from migrant backgrounds has regularly increased in the second decade of the 21st century. Many of them arrive with little to no literacy in Polish. The educational system was not prepared to accommodate these new students; Poland was previously considered an emigration country as opposed to an immigration one. Polish classes were linguistically and culturally homogeneous and teachers rarely had Polish language learners in their classrooms. They were not used to teaching multicultural, mixed, and heterogeneous groups of students and most have to find teaching strategies to best respond to new students who were also learning Polish. Changes in Polish educational laws in 2016 opened up the possibility of preparatory classes (PC) (oddziały przygotowawcze) in schools, although some schools decided to challenge this. In this paper, teachers’ competencies in teaching the newly arrived students in reception classes is discussed. This research was carried out with the goal of understanding teachers’ beliefs, experiences, attitudes, and competencies in this completely new context in their professional experience, namely teaching students from a migrant background in preparatory classes, as well as students who need language or academic support, require intercultural education and a friendly learning environment, or for whom curricula in regular classes were not accessible.
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Rosen, Lisa, and Marita Jacob. "Diversity in the teachers’ lounge in Germany – casting doubt on the statistical category of ‘migration background’." European Educational Research Journal 21, no. 2 (November 27, 2021): 312–29. http://dx.doi.org/10.1177/14749041211054949.
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Teachers with so-called migration backgrounds are often assumed to possess higher intercultural competencies or skills for more adequately dealing with migration-related diversity than other teachers. However, these assumptions of higher intercultural competencies, specific pedagogical orientations and attitudes have rarely been systematically empirically examined. On the other hand, such a utilitarian ethnicization is increasingly criticized by migration researchers in educational science in Germany as furthering stigmatization and deprofessionalization. Against this background, our paper aims to contribute to the lively discourse about teacher with so-called migration backgrounds. We start with analysing teacher data from the German National Education Panel Study (NEPS). Our analyses indicate that teachers with and without so-called migration backgrounds do not differ significantly in most respects. These findings led us to methodological considerations with regard to the (non-)usefulness of the statistical category of ‘migration background’ in educational migration research.
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Rahmat, Anggi Datiatur, Heru Kuswanto, and Insih Wilujeng. "Integrating Technology into Science Learning in Junior High School: Perspective of Teachers." Jurnal Penelitian Pendidikan IPA 9, no. 5 (May 31, 2023): 2391–96. http://dx.doi.org/10.29303/jppipa.v9i5.2922.
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Technology has a positive role in improving students' learning abilities. The teacher has the leading role in implementing technology in the classroom. This study aims to introduce technology that can be integrated into science learning and report the perspective of science teachers with different educational backgrounds in integrating technology into the learning process. The study uses a qualitative method by using interviews to collect data. The participants were selected randomly from the Association of Science Education Teachers in West Bandung, Indonesia. Six teachers chose to be interviewed based on different teaching experiences and educational backgrounds. The study found that science teachers with different educational backgrounds have different perspectives on the difficulty of teaching science concepts. But they have the same solution to this problem: integrating technology into the learning process. All participants in this study have experience integrating technology in learning but are the first experience in using AR technology. Various technologies are considered appropriate for integration into science learning, but AR technology that can visualize abstract concepts has the potential to be used more in education
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OZBILGEHAN, Mehmet, and Suleyman CELENK. "A Review of Multicultural Education in Northern Cyprus and Turkish Learning Levels of Students from Different Cultural Backgrounds." Revista de Cercetare si Interventie Sociala 73 (June 15, 2021): 114–32. http://dx.doi.org/10.33788/rcis.73.8.
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The purpose of this research is -within the frame of opinions by form teachers working in primary schools in Northern Cyprus- reviewing problems faced by the students coming from different cultural backgrounds and reviewing proposals to solve such problems, in addition to considering Turkish grades on foreign students’ report cards to determine Turkish learning levels of them. This study was carried out using a mix of qualitative and quantitative research methods as a base to understand the present situation. Within the scope of the purposeful sampling in the research, 40 classroom teachers from 5 primary schools from the Nicosia area were reached by using criterion sampling and maximum diversity techniques. A total of 120 foreign students were also reached. Open-ended questions were asked to teachers through semi-structured interview forms. The answers were interpreted by thematicizing. As a result of the study, problems faced by students from different cultures according to the opinions of teachers were grouped as; educational problems, communication problems, curriculum problems, problems related to family, and general problems. It is suggested to have special language programs for students from different cultural backgrounds.
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Cruz, MaryCarmen E. "From the Secondary Section: Preparing Ourselves for a Millennium of Diversity, or Enjoying the Whole Enchilada, Collard Greens, Fry Bread, and Apple Pie." English Journal 88, no. 6 (July 1, 1999): 16–18. http://dx.doi.org/10.58680/ej1999473.
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Notes the high percentage of teachers of all subjects who feel unprepared to address the needs of students from diverse cultural backgrounds. Argues that multiculturalism means viewing the classroom as a microcosm of society. Discusses J. Banks’s five dimensions of multicultural education, and notes the work of the National Council of Teachers of English secondary-section steering committee.
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Puzio, Kelly, Sarah Newcomer, Kristen Pratt, Kate McNeely, Michelle Jacobs, and Samantha Hooker. "Creative Failures in Culturally Sustaining Pedagogy." Language Arts 94, no. 4 (March 1, 2017): 223–33. http://dx.doi.org/10.58680/la201728949.
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Although there is widespread support for culturally sustaining pedagogy, there is a lack of understanding about the challenges that teachers face while trying to do this. This kind of instruction can be difficult because teachers often have different backgrounds from their students. Our goal is to help construct a more coherent vision of culturally sustaining pedagogy through a narrative inquiry approach by sharing teachers’ stories of their experiences. Here, each teacher shared a moment when she tried to enact a culturally sustaining lesson but it failed in some way. We hope these narratives will inspire reflection, debate, and dialogue about how to incorporate and respond to students’ cultural, linguistic, and historical backgrounds.
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Rahmat, Anggi Datiatur, Heru Kuswanto, Insih Wilujeng, Arina Zaida Ilma, and Himawan Putranta. "Teachers' perspectives toward using augmented reality technology in science learning." Cypriot Journal of Educational Sciences 18, no. 1 (January 25, 2023): 215–27. http://dx.doi.org/10.18844/cjes.v18i1.8191.
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Augmented reality (AR) is a new technology in education, and teachers are still rarely familiar with the technology. The study aimed to introduce AR technology and determine the perspective of science teachers from various educational backgrounds on implementing AR in science learning. A mixed research design was employed in collecting quantitative and qualitative data using an online survey and one-on-one semi-structured interviews. The study participants are 32 teachers with different educational backgrounds in the Association of Science Education Teachers in West Bandung, Indonesia. The interviews were conducted with six participants selected randomly. The study found that many teachers had less knowledge of AR technology because they had experienced it for the first time. However, they were highly interested in implementing the technology in science learning after exploring its use independently. From the perspective of teachers, AR has the potential to be implemented in science learning. It could facilitate abstract concepts considered difficult for students to visualise and increase their interest and motivation in the learning process. Therefore, teachers need further training to implement AR optimally in science learning. Keywords: Augmented reality, science education, teachers' perspectives, technology, TPACK framework
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Donnelly, Hayoung Kim, V. Scott H. Solberg, Efe I. Shavers, Kimberly A. S. Howard, Bushra Ismail, and Hector Nieves. "Support and Perceptions of Teachers Working with Students with Special Needs during the COVID-19 Pandemic." Education Sciences 12, no. 8 (August 5, 2022): 531. http://dx.doi.org/10.3390/educsci12080531.
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Teachers serving students with special needs, students from low-income backgrounds, students with disabilities, and students from underrepresented racial/ethnic backgrounds experienced a myriad of challenges due to the COVID-19 pandemic. This study aims to assess whether and to what extent teachers received resources during the pandemic, and to evaluate the impact of this on their perceptions of student academic engagement. Using the American Teacher Panel (ATP) data collected in October 2020, this research found that 41% of teachers working with diverse and marginalized students did not receive any resources tailored specifically for students with special needs. Teacher experiences with resources were clustered into four groups: Most Supported (35%), Least Supported (41%), Moderately Supported A (16%; received support primarily with students with disabilities), and Moderately Supported B (8%; received support primarily with students with racial/ethnic backgrounds). Across the four groups of teachers, teacher groups classified as less supported were more likely to be teaching in more urbanized settings with larger size schools than the other teacher groups. Additionally, they perceived their students as attending less often and being less ready for grade-level coursework than their counterparts. Discussions for school leaders and counselors are outlined to emphasize the importance of teacher support for effective education during the COVID-19 pandemic.
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Anuas, Salehuddin Al As, Nurfaradilla Mohamad Nasri, and Aliza Alias. "The challenges of implementing cultural-based teaching in remedial education: analyses and recommendations." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (June 1, 2024): 1840. http://dx.doi.org/10.11591/ijere.v13i3.27255.
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<span lang="EN-US">In remedial education, teachers play a crucial role in ensuring students from diverse backgrounds master language literacy skills. The current implementation of cultural-based teaching is perceived as an effort to assist remedial students from diverse backgrounds and cultures to learn effectively. The study aims to analyze teachers’ perceptions of challenges in implementing cultural-based teaching in remedial education for language literacy. The study employed a quantitative approach by distributing questionnaires to 252 remedial teachers recruited randomly from primary schools in the Malaysian middle-state zone. The collected data were evaluated descriptively, and the results revealed that these teachers experienced challenges in four areas, namely teaching resources, remedial curricula, teacher knowledge, and time allocation. Moreover, the findings demonstrated that demographic factors, such as gender, school location, and years of teaching experience, did not produce significant impacts on the aforementioned challenges. Simultaneously, this study explored teachers’ perceptions of recommending culturally responsive teaching approaches in remedial education as an alternative to the current cultural-based teaching methodology</span><span lang="EN-US">.</span>
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González-Doğan, Shyla, Adnan Turan, Setrag Hovsepian, and Dilraba Anayatova. "Credentials, Perpetual “Foreignness”, and Feeling out of Place: Three Stories of Resilience from Teachers of Refugee Background." Social Sciences 13, no. 7 (July 9, 2024): 363. http://dx.doi.org/10.3390/socsci13070363.
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This qualitative research project seeks to examine the obstacles faced by educators who come to the U.S. as refugees. The three participants in this study are from Iraq, Sudan, and Turkey. While there are similarities between them, there are also differences in terms of race, sex, and religion. While this work examines practical barriers, such as those related to credentialing, it also considers how these educators negotiate their identity in the workplace. Using labeling theory, the impact of the category of refugee and how that label impacts work life is interrogated. Partially as a result of the labels associated with being a refugee, findings indicate that, for educators from refugee backgrounds, there are significant barriers to credentialing, their knowledge and experience from outside of the U.S. is rarely taken seriously in many workplace environments, and, consequently, a lack of confidence can easily develop. Despite all of this, educators from refugee backgrounds often have extensive experience in education and can more easily connect to diverse student populations and their families. Suggestions for how best to expand the hiring of educators from refugee backgrounds are provided, as well as implications for future research.
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Irwandani, Irwandani, Agus Suyatna, Een Yayah Haenilah, and Dina Maulina. "Readiness of Indonesian pre-service science teachers for society 5.0." Journal of Education and Learning (EduLearn) 18, no. 2 (May 1, 2024): 391–402. http://dx.doi.org/10.11591/edulearn.v18i2.21343.
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This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.
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Kennedy, Brianna L., and Suzanne N. Melfor. "Experiences of (Not) Belonging among Higher Education Students from Nondominant Ethnic Backgrounds." Education and Society 39, no. 2 (December 1, 2021): 69–91. http://dx.doi.org/10.7459/es/39.2.05.
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Students from nondominant backgrounds face challenges in educational contexts related to finding support and having a sense of belonging. In this study, we focus primarily on race and ethnicity in shaping experiences of nondominance. Using a theoretical framework based upon critical race theory and sense of belonging, we interviewed ten young adults from nondominant backgrounds about their educational experiences in primary, secondary, and tertiary education in the Netherlands. Findings indicate challenges related to interactions with White peers, low teacher support and expectations, and discontinuities between home and school cultures. Sources of support included peers from nondominant backgrounds, religion and faith communities, and family. Implications suggest that teachers and leaders in educational institutions develop their own, and their dominant students’, understandings of nondominant students’ experiences. Additional arguments for the need to focus on race in the European context and for the affordances of interpretive qualitative inquiry approaches are included.
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Gere, Anne Ruggles, and Daniel Berebitsky. "Standpoints: Perspectives on Highly Qualified English Teachers." Research in the Teaching of English 43, no. 3 (February 1, 2009): 247–62. http://dx.doi.org/10.58680/rte20096959.
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Anne Ruggles Gere and Daniel Berebitsky take the No Child Left Behind legislation as their starting point to review relevant literature on teacher quality. They document what is becoming an increasingly disturbing pattern: discrepancies in the distribution of highly qualified teachers with the most experienced teachers being the least likely to work with students from diverse social and economic backgrounds.
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Syarifuddin, Muhammad, Muhammad Muhlisin, and Vu Tien Thinh. "Suggestopedia-Based Language Learning to Enhance Students’ Speaking Skills Viewed from Teachers’ Educational Background." Journal of Language and Literature Studies 2, no. 1 (May 25, 2022): 12–22. http://dx.doi.org/10.36312/jolls.v2i1.709.
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Speaking skills are nowadays more promising skills economically to be learnt. The importance of mastering speaking skills shows that teachers should find a good solution to encourage their students to practice speaking much more. One of the learning models applied by teachers is suggestopedia-based language learning (SBLL) activities. Therefore, this study investigated the effectiveness of suggestopedia-based language learning to enhance students’ speaking skills viewed from teachers’ educational backgrounds at middle schools. To achieve the research goal, researchers employed experimental study using an equivalent pre-test and post-test control group design. The samples of this study were 75 students at middle schools, and they were divided into two classes. 33 students were involved as the experimental class subjected to the SBLL activities. 32 students were invited as the control classes, which was taught using the existing instructional activities (eclectic learning principles). The two groups were distributed speaking tests in the pre-test and post-test sessions. The variable of teachers’ educational background is assumed as helping variable that gives an effect on students’ speaking ability. The criteria used in this case are Very High (Educational Doctor) High (Educational Master), Moderate (Educational Bachelor), and Low (Non-educational Bachelor). The research findings of this study informed that the implementation of the SBLL has positive effects on speaking skills at middle schools. Furthermore, there is interaction between teachers’ educational background and the use of the SBLL in improving students’ speaking skills at middle schools. Therefore, this study can be concluded that the use of the SBLL was able to enhance students’ speaking skills viewed from teachers’ educational backgrounds at the middle schools.
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Ranieri, Maria, Andrea Nardi, and Francesco Fabbro. "Teachers’ Professional Development on Media and Intercultural Education. Results from some participatory research in Europe." Research on Education and Media 11, no. 1 (June 1, 2019): 110–20. http://dx.doi.org/10.2478/rem-2019-0015.
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Abstract Media and intercultural education are being increasingly recognised as a fundamental competence for teachers of the 21st century. Digital literacy and civic competence are facing several new challenges in response to the intensification of migratory phenomena and the unprecedented spread of fake news, especially among adolescents at risk of social exclusion, but teachers’ professional development is still far from coping with this emerging need. Intercultural understanding and a critical use of media among adolescents have now become primary goals for the promotion of active citizenship. This article intends to provide some recommendations on how to support teachers’ professional development in the field of media and intercultural education. To this purpose, it presents and discusses the results of an action-research project aimed at teachers’ improvement of teaching skills about the media in multicultural public schools. The results are part of a larger European project “Media Education for Equity and Tolerance” (MEET) (Erasmus Plus, KA3), an initiative promoted in 2016–2018 by the University of Florence (Italy).
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Hansen-Thomas, Holly, and SriPadmini Chennapragada. "Culture Clash in the Multicultural Classroom: A Case Study From a Newcomer School." English Language Teaching 11, no. 4 (March 20, 2018): 82. http://dx.doi.org/10.5539/elt.v11n4p82.
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This ethnographic case study of a multicultural/multilingual classroom in a newcomer school describes an incident that occurred among new immigrant English Language Learners from widely diverse backgrounds in a secondary classroom in Texas. Increased numbers of immigrant students in U.S. schools have resulted in classrooms with tremendous diversity in terms of language, ethnicity, culture, religion, among other categories. The incident arose as the result of a clash of cultures and lack of knowledge on the part of students. As a result, an explicit focus on culturally responsive teaching is called for, as is training for teachers in multicultural classrooms regarding the specific demographic backgrounds of their students.
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Morris, Edward W. "From “Middle Class” to “Trailer Trash:” Teachers' Perceptions of White Students in a Predominately Minority School." Sociology of Education 78, no. 2 (April 2005): 99–121. http://dx.doi.org/10.1177/003804070507800201.
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This article explores how teachers perceived and interacted with white students in a predominately racial/ethnic minority school in Texas. On the basis of ethnographic data, the author found that different teachers expressed different views of the family and class backgrounds of white students in this setting, which ranged from “middle class” to “trailer trash.” These views of social class stemmed from how teachers interpreted the whiteness of students in this predominately minority context and influenced how they reacted to these students academically. An interesting finding was that the black teachers and the white teachers had different perceptions of these white students. The black teachers typically saw the white students as middle class and good students, whereas the white teachers tended to view the students as low income and unremarkable students. The results of this study clarify the processes of teachers' perceptions and white advantage.
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Klein, Jørgen. "The receiving end: Namibian educators’ perceptions of international student exchange from the Global North." International Journal of Development Education and Global Learning 12, no. 1 (June 30, 2020): 37–51. http://dx.doi.org/10.14324/ijdegl.12.1.04.
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This article explores Namibian cooperating partners’ perceptions of receiving pre-service teachers on international practicums. The article focuses on what they perceive as the main benefits and challenges of receiving the pre-service teachers and the potential for developing intercultural competence and global awareness through such arrangements. The Namibian partners were mostly positive about the Norwegian pre-service teachers, although there were also challenges related to differences in cultural and educational backgrounds. The findings are discussed in light of postcolonial theory. The article concludes that a stronger focus on the school and its place in the local community may make the travelling pre-service teachers more capable of understanding the local realities, and thus open to more nuanced dialogue and learning.
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Atasoy, Ercan, Selami Yangın, and Hüseyin Tolu. "Relationship between Math Teachers’ Instructional Styles and Their Educational Philosophical Backgrounds." Journal of Education and Training Studies 6, no. 10 (August 3, 2018): 54. http://dx.doi.org/10.11114/jets.v6i10.3510.
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The governance of a particular educational philosophy is indispensable for any developed nation in the sense of ruling and governing over its current and future political sociology. Therefore, the purpose of this study is to determine the relationships between mathematics teachers' applied instructional styles and their identified educational philosophical backgrounds. The study was conducted on 124 math teachers working in secondary schools during the 2016-2017 education years. This study aims to use a quantitative research method through the "Philosophical Preference Rating Scale" and the "Teaching Style Scale". The evidence indicates that teachers prefer personal model the most and authoritative teaching style the least. However, it is also determined that these teachers have predominantly experimentalist philosophical backgrounds. The least preferred philosophical approach is the existentialist understanding. In addition, teachers are able to predict their teaching styles, especially from idealistic, realistic, and perennial philosophical points. These indications inform us further on how and why the means of education system has remained much the same while education policies have been reformed many times throughout the recent years in Turkey.
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Dandy, Justine, Kevin Durkin, Bonnie L. Barber, and Stephen Houghton. "Academic Expectations of Australian Students from Aboriginal, Asian and Anglo Backgrounds: Perspectives of Teachers, Trainee-teachers and Students." International Journal of Disability, Development and Education 62, no. 1 (January 2, 2015): 60–82. http://dx.doi.org/10.1080/1034912x.2014.984591.
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Kismiati, Dyah Aniza, and Leonard R. Hutasoit. "Teacher Misconceptions: A Phenomenon of the Lack of Knowledge in Science Subjects." Jurnal Penelitian Pendidikan IPA 10, no. 6 (June 25, 2024): 3493–500. http://dx.doi.org/10.29303/jppipa.v10i6.7226.
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Qualified teachers are a cornerstone of successful learning. This study aims to determine the understanding of teachers in elementary schools on the concept of photosynthesis in science subjects in elementary schools. This type of research is survey research. This survey was conducted on 29 elementary school teachers in South Tangerang. Sampling is done randomly (random). The instrument used is a concept statement instrument of 10 statements. The analysis that will be carried out is descriptive by looking at the percentage of misconception scores in each question item. The results showed that there were 3 question items that showed the highest level of misconceptions, with an error range of 86.2% on the presence of chlorophyll, 79.30% on the photosynthesis time item, also 72.4% on results of photosynthesis. The degree of moderate misconception is that 69.00% in statement items related to the role of light in photosynthesis and 62.10% on the photosynthetic product statement item, and. In addition to filling out questionnaires, interviews were also conducted to explore information on why the phenomenon of misconceptions can occur in teachers. The interview results showed that most of the teachers who were sampled for research and teaching science in elementary schools had different educational backgrounds (other than science) as much as 66.00%, 28.00% had science education backgrounds and 7.00% came from other educational backgrounds.
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Dewi, Isna Rafika, Rahayu Puji Haryanti, and Abdurrachman Faridi. "Comparing pedagogical competence performances of English and non-English educational background teachers in teaching English at an elementary school." EduLite: Journal of English Education, Literature and Culture 8, no. 2 (August 28, 2023): 295. http://dx.doi.org/10.30659/e.8.2.295-311.
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Regulation of the Minister of National Education number 16 of 2007 stated that Teachers at the Elementary school level (SD/MI), or other equivalent forms, must have a minimum educational academic qualification of diploma four (D-IV) or bachelor (S1) in the field of Primary Education (D-IV/S1 PGSD/PGMI) or psychology obtained from an accredited study program. Thus, there are many schools that have English teachers from non-English educational backgrounds (NEB) rather than English teachers from English educational backgrounds (EEB). This condition will affect the quality of English teaching in Elementary schools. In order to evaluate further the suitability of government regulation regarding teachers’ criteria in teaching Elementary students, this study was to compare the pedagogical competence of English and non-English educational background teachers in teaching English at the elementary school level. The design of the study is qualitative research with a case study approach. The researcher took four English teachers consisting of two English teachers with EEB and two English teachers with NEB. This study used interviews, observation, and questionnaires to collect the data. This study used 10 indicators from the Ministry of Education, 2007. The results showed that from the 10 aspects, it can be highlighted that English teachers from EEB and English teachers from NEB have similarities and differences in implementing the indicators of pedagogical competence established by the Ministry of Education, 2007. It showed that the English teachers from EEB are more dominant in implementing indicators 1,2,8,9,10. Furthermore, the English teachers from NEB are more dominant in indicators 6 and 7. Thus, they have similarities in the rest of the indicators (3,4,5).
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Elanthiraiyan, R., and H. M. S. Priyanath. "The Impact of Socioeconomic Status on the Self-Efficacy and English Language Proficiency of English Language Teachers in the Rural Area: A Case of Passara Education Zone in Sri Lanka." Sri Lanka Journal of Social Sciences and Humanities 3, no. 2 (August 21, 2023): 203–14. http://dx.doi.org/10.4038/sljssh.v3i2.112.
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This paper examines the impact of socioeconomic status, on self-efficacy and English language proficiency among English language teachers in rural areas. The study utilizes a quantitative design with a survey method for data collection. The sample consists of 81 English teachers in rural areas, with a specific focus on the Passara Educational Zone in Sri Lanka. The data were analysed using descriptive statistics and the Partial Least Square Structural Equation Model (PLS-SEM) through SPSS and Smart PLS. The study tested seven hypotheses and four hypotheses were accepted. The results revealed that there is a positive relationship between socioeconomic status and English language proficiency, suggesting that teachers from higher socioeconomic backgrounds tend to have better English language proficiency. Socioeconomic status also influences self-efficacy, as teachers from higher socioeconomic backgrounds exhibit higher confidence and belief in their abilities. Meanwhile, self-efficacy positively affects English language proficiency, indicating that teachers with higher self-efficacy are more likely to demonstrate better English language proficiency. Thus, the study provides empirical evidence to the academic literature by studying the relationship between socioeconomic status, self-efficacy, and English language proficiency among English language teachers in rural areas in Sri Lanka.
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Jeppsson, Cecilia. "Music teachers’ perspectives on their chances to disrupt cultural and social reproduction in the Swedish Community Schools of Music and Arts." Nordic Research in Music Education 1, no. 1 (November 17, 2020): 58–80. http://dx.doi.org/10.23865/nrme.v1.2638.
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This study sheds light on music teachers’ perspectives on their chances to disrupt cultural and social reproduction in music education in the Swedish Community Schools of Music and Arts (kulturskolor, sing. kulturskola). Focus group conversations were carried out involving 18 teachers at five such schools. As a point of departure, the analysis of the conversations applied the theoretical perspective of Bourdieu with an emphasis on the concepts explicit versus implicit pedagogy and Bernstein’s corresponding concepts visible and invisible pedagogy. The analysis discusses explicit versus implicit assumptions interwoven in the teachers’ accounts of their efforts. The teachers describe it as difficult to challenge social structures. Based on marketing efforts vis-á-vis families from immigrant backgrounds, the teachers point to differing understandings of the significance of participation in the programmes. The teachers’ descriptions point to opportunities that stem from efforts to facilitate children taking part in music education in cooperation with compulsory schools, teaching practice habits and more general behaviours, and initiatives to reach parents and children from immigrant backgrounds with information. The descriptions show explicit as well as implicit components, often in terms of implicit assumptions embedded in an explicit framing. Reflection upon implicit assumptions is suggested as a means to develop more radical strategies to disrupt cultural and social reproduction in the Swedish kulturskolor.
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Aboh, Romanus, and Chuka Fred Ononye. "The Discursive Mechanisms of Nigerianisms and “Trancultured” Identities in Mary Specht’s Migratory Animals." International Journal of Applied Linguistics and English Literature 8, no. 5 (September 30, 2019): 1. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.5p.1.
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The study of literary texts from the purely formal-sentence linguistics is less helpful because it undermines contextual effects on the use of language in literature. Discourse analysis, unlike formal sentence-level linguistics, is more robust in its analysis of literary texts since it provides insights into how sociocultural and historical factors influence, to a large extent, writers’ use of language. Against this backdrop, we examine Mary Specht’s use of “Nigerianisms” in her novel, Migratory Animals (Migratory), to account for the context-specific ways through which language has been used, and how these articulate transcultural identity. The analysis draws deeply from the theoretical provisions of literary discourse analysis (LDA), a branch of discourse analysis devoted to the analysis of literary texts. From the analysis, three major forms of Nigerianisms which play up specific transcultured identities have been identified: code-switching, semantic shift/extension and Nigerian pidgin (NP) expressions. Code-switching, for example, allows characters in Migratory to switch from one code to another, thereby providing information about their “multiple” selves. By broadening different communicative contexts, semantic extension transforms the characters’ settings, drawing attention to their fragmented identities. Through NP expressions, Specht showcases the different linguistic backgrounds manifest in the English community in the text, which reflects the different the socio-cultural identities in Nigeria. From these, we argue that Specht’s use of “Nigerianisms” in her novel discursively depicts the present reality of existence – people’s “transcultured selves”. Hence, Nigerianisms are exquisite examples of how contextualised uses of language reveal the very polygonal cultural existence of humanity.
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Zhu, Xiaohui, Yong Yue, and Surong Chen. "Impact of Major Backgrounds on Student Learning Achievement: A Case Study for Java Programming Course." Education Sciences 13, no. 2 (January 26, 2023): 127. http://dx.doi.org/10.3390/educsci13020127.
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Due to the rapidly increasing number of students at universities in recent years, universities may arrange students from different majors in the same class, which may bring several challenges in teaching and learning for students and teachers, such as poor class experience, less class discussion and more workload for teachers. In this paper, we investigate the learning achievements of students with different major backgrounds based on a large-size course of Introduction to Java Programming. Approaches of difficulty index, incrimination index, failure rate, median average mark, average mark and standard deviation are used to evaluate students’ learning achievements based on students’ coursework assignments, continuous assessment and the final exam. Results show that major backgrounds could significantly affect learning achievements even in the same teaching and learning environment. To achieve a better learning experience and performance, we finally divided the original module into two separate modules for students with different major backgrounds.
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Grujicic-Alatriste, Lubie, and Gabrielle Kahn. "Teachers and researchers negotiating data-sharing sessions." Journal of Applied Linguistics and Professional Practice 17, no. 3 (November 17, 2023): 294–313. http://dx.doi.org/10.1558/jalpp.21704.
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This article describes two pilot studies of teacher feedback elicited during two data-sharing sessions in two different colleges in the Northeastern United States. The main goal of the pilots was to understand the extent to which a discourse study’s findings obtained from different educational settings are relevant to the daily practices of active language teachers. The researchers created feedback-collection tools in the form of questionnaires and simplified datasets, and staged small informal data-sharing/feedback-gathering sessions that carefully followed a construct called Framework for Application. The practitioners were college language and writing teachers and tutors with TESOL or similar educational backgrounds, representing different degrees of expertise and experience. The preliminary findings reveal deep complexities of research sharing, confirming the reiterative nature of reflexive processes and the need for continuous revision of the feedback tools, for a more comprehensive understanding of teachers’ educational backgrounds, and for a far more extensive investment in time and resources than initially anticipated. The study concludes that a fuller understanding of the nature of practitioners’ language-teaching expertise in the classroom would be more likely to bring higher levels of mutual trust and stronger reflexive practices.
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Vakil, Shernavaz, Lynn Atkinson Smolen, Jennifer Campbell, and Melina Alexander. "Culturally Responsive Practices in a Diverse Elementary Classroom: A Case Study." Journal of the International Society for Teacher Education 25, no. 2 (December 31, 2021): 76–92. http://dx.doi.org/10.26522/jiste.v25i2.3670.
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The population in the US continues to grow more diverse leaving schools to face the challenge of meeting the needs of students from varied linguistic backgrounds. In order to create successful learning experiences for English learners from culturally and linguistically diverse backgrounds, teachers need to be educated in culturally responsive pedagogy including understanding their students’ backgrounds, creating positive learning environment, using culturally relevant strategies, and fostering positive home school relations. This article presents a single participant case study as described by Merriam (2009), where one teacher provides her experience implementing culturally responsive practices in her classroom after participating in a TESOL (teaching English to speakers of other languages) professional development program.
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Branch-Mueller, Jennifer, Jerine Pegg, Mijung Kim, and Trudy Cardinal. "Being and becoming online teachers." Brock Education Journal 30, no. 1 (March 10, 2021): 30. http://dx.doi.org/10.26522/brocked.v30i1.819.
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In this paper, we retell the process of our collective autobiographical narrative inquiry into our experiences of teaching online. Our research wonders come from two questions, What is online teaching? and, Who are we in this space? Early in our time together we came to understand how our individual backgrounds, experiences, and perspectives have influenced the ways we see, create, and navigate our place, and our students’ place, in online classroom communities. We also came to understand how the stories to live by that we carried of becoming “teacher” shaped the ways we live and experience online teaching. From this collective experience we see the potential and value of autobiographical narrative inquiry for all those being and becoming online teachers.
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Soni, Niyati. "Designing Neighbourhoods to Facilitate Intercultural Encounters: Negotiating Between Self, Society and Place." Asylum 1 (November 22, 2023): 43–46. http://dx.doi.org/10.34074/aslm.2023107.
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Globalisation, and the consequent migratory processes, have radically transformed many countries across the world. A greater number of people with diverse backgrounds have been travelling to more places for numerous reasons. Consequently, immigrants have become an intrinsic part of most societies across the globe. When an individual travels from one place to another, they carry unique cultural information about specific areas. As such, immigrants inadvertently influence the spatial environment they interact with. Consequently, the built context of destination areas can be interpreted as the physical manifestation of accumulated information over time. Thus, immigrants effectively serve as catalysts for increasing levels of cultural flow between the place they have come from and the place they choose to resettle.