Academic literature on the topic 'Teachers of non-Linguistic disciplines'
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Journal articles on the topic "Teachers of non-Linguistic disciplines"
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Strizhnova, Mariana. "TEACHER EXCELLENCE IN THE LECTURES ON LINGUISTIC DISCIPLINES." АRS LINGUODIDACTICAE, no. 3 (2019): 50–57. http://dx.doi.org/10.17721/2663-0303.2019.3.07.
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Background: On the modern stage of development of excellence in lecturing, many innovative technologies and methods to perfect presentation skills of teachers are used. However, these methods are not always effective at teaching of the Humanities. This article considers ways to enhance teaching excellence in lecturing on Linguistics to Philology majors. Purpose: to systematize and describe alternative types of lectures for teaching linguistic disciplines. Discussion: The consideration of non-traditional types of lectures has enabled systematization of those which are effective for teaching linguistic disciplines. They include: problem-based lecture, lecture-conversation, binary lecture (two lecturers), lecture-visualisation, lecture with feedback and brainstorming. It is worthwhile to implement combined non-traditional lectures and interdisciplinary approach which will provide the blended learning with an emphasis on Science, the Humanities and general professional training. Results: The author offers tips on how to enhance the quality of lecture materials, manner of presentation and interaction with the audience. Additionally, some typical lecturer’s mistakes were also considered in the paper. teaching in the tertiary school; methods of teaching; non-traditional lectures; linguistic disciplines.
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Igna, Olga N., Inessa I. Soshenko, and Alexander O. Okorokov. "Patient-oriented linguo-professional training of medical students." Perspectives of Science and Education 63, no. 3 (June 1, 2023): 87–101. http://dx.doi.org/10.32744/pse.2023.3.5.
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Introduction. Patient-oriented communicative interaction in medicine is studied in various sciences, however, teaching appropriate communication in a medical university is impossible without taking into account its verbal specifics due to the high linguistic activity of the medical profession. Patient-oriented communication skills should be systematically formed in linguo-professional training, which disciplines and topics require clarification. The purpose of the study: to determine a set of disciplines and topics for patient-oriented linguo-professional training of medical students and to identify their demand among students and teachers of higher medical education (HME). Research methods: study of scientific and educational literature, reflecting the communicative aspects of the professional activities of physicians; questionnaire survey (174 teachers and 766 students of the Siberian State Medical University (Russia, Tomsk), ranking the subjects of patient-oriented linguoprofessional training according to their demand among students and teachers of the HME, summarizing the results of the study Research results. It is substantiated that the patient-oriented linguo-professional training of physicians should: 1) act as a significant component of their university training; 2) promote the development of professional and communicative (linguo-professional) competence for the implementation of effective verbal communication in professional activities in the dyad “doctor – patient”; 3) be based on the principles of the anthropological approach, the ideology of patient-orientation in medicine. The 16 most relevant topics for this training were identified, among which the topics related to speech etiquette in the communication of a doctor, his communication tasks, rules and techniques of conflict-free communication are especially in demand among students and teachers of the HME. Priority methods and technologies for teaching communication with patients have been identified: conversations, situational tasks, active listening, dialogue communication, giving examples, simulation technologies. Conclusion. The achievements of linguistic research in medical communication and the principles of a patient-oriented approach should be taken into account in the linguo-professional training of physicians. Its implementation is possible through the complementarity of the content of linguistic and non-linguistic disciplines or a single discipline for teaching patient-oriented communication.
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Gema Alcaraz-Mármol and María Victoria Guadamillas Gómez. "Bilingual Education in Spain: An Analysis of L2 Methodological Requirements and Non-Linguistic Disciplines Within Primary Education Legislation." Issues and Ideas in Education 7, no. 2 (September 4, 2019): 53–63. http://dx.doi.org/10.15415/iie.2019.72006.
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This article analyses the main legislation in Spain regarding Bilingual Education in the stage of Primary Education. Firstly, it divides Spanish regions into monolingual and bilingual. Later, it deals with the main legislation enforced in Primary Education, and carefully analyses three main aspects: teachers’ L2 level, teachers’ methodological requirements, and the non-linguistic discipline or disciplines included in bilingual programs together with the subjects’ language or languages of delivery and assessment. The first aspect, L2, is labelled following the different levels of the European Framework of Languages. As for teaching methodology, information has been classified as “not mentioned”, “recommended” or “required”. With regards to subjects, there are four different labels: “compulsory”, “optional”, “not mentioned”, and “not specified”. A high degree of heterogeneity is observed in two of the three areas analyzed. These differences among regions do not seem to be connected with their monolingual or bilingual nature. Finally yet importantly, it should be assumed that India and Spain are not close realities in some aspects. However, the study described above might help researchers, teachers or educational authorities to reflect upon some issues which are derived from CLIL(Content and Language Integrated Learning) methodology implementation in schools.
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Tsyhanok, O. "Ukrainian Study Component Of Linguistic Disciplines." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 2(88) (March 30, 2017): 276–81. http://dx.doi.org/10.35433/pedagogy.2(88).2017.276-281.
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The article analyzes the level of filling in Ukrainian study content of linguistic disciplines that are learned by students of Pavlo Tychyna Uman State Pedagogical University. The key aspects of training of students- philologists to the Ukrainian study work in the school are determined and the main directions of improving specialists’ language education are analysed. It is proved that the Ukrainian literary language is one of the key factors of gene pool of the nation, the defining constant in the development of Ukrainian studies in which is stored a world of poetic ideas, morality, ethics and the soul of the people. The author emphasizes that in the classroom the students not only receive linguistic education; their views, character, morals, interests are formed here, as the modern school needs not just teacher, but creative and artistic thinking teachers who would freely navigate the challenges of educational space.
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Popovych, Anzhelika. "Continuity of Subject Training for the Future Teacher of Ukrainian Language." IVAN OHIIENKO AND CONTEMPORARY SCIENCE AND EDUCATION 20 (December 25, 2023): 270–80. http://dx.doi.org/10.32626/2309-7086.2023-20.270-280.
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Today, it is crucial to shape a teacher-philologist with a high level of linguistic preparation, linguocreative, capable of teaching the Ukrainian language to secondary education students and fostering communicative education in contemporary Ukrainian society. The system of language training for future teachers of the Ukrainian language aligns with the principles of continuous language education.The article outlines the specifi cs of subject training (Ukrainian language) for fu-ture teacher-philologists and identifi es stages of its implementation based on the edu-cational program «Secondary Education (Ukrainian Language and Literature)» of the subject specialty 014.01 «Secondary Education (Ukrainian Language and Literature)» at Kamianets-Podilskyi Ivan Ohiienko National University.In the content block of subject training in the Ukrainian language for future teach-er-philologists, preparatory (propaedeutic), informational-cognitive, and deepening-generalizing stages are highlighted. During the preparatory (propaedeutic) stage of Ukrainian language education for future teacher-philologists in higher education institutions, initial linguistic prepara-tion is conducted through the study of a Ukrainian language practicum, introduction to linguistics, business Ukrainian language, etc.The main component in the content block of the Ukrainian language education system is the informational-cognitive stage, encompassing special linguistic prepa-ration. In this process, students acquire a comprehensive (theoretical) discipline, «Modern Ukrainian Literary Language», historical-linguistic disciplines (Ukrainian dialectology, Old Slavic language and historical grammar, history of Ukrainian liter-ary language, etc.), and applied linguistic disciplines (stylistics and culture of the Ukrainian language, linguistic analysis of text, etc.).During the deepening-cognitive sub-stage of the deepening-generalizing stage, in-depth linguistic preparation takes place, where students study selective linguis-tic disciplines and acquire informal and formal linguistic education. The creative-research sub-stage involves scientifi c-research linguistic preparation, including writ-ing coursework and qualifi cation works on the Ukrainian language, participation in scientifi c events, and the preparation of trial publications.
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Vasilyev, A. D. "REVIEW OF POPULAR SCIENCE PUBLICATIONS FOR TEACHING LINGUISTIC DISCIPLINES." Siberian Philological Forum 16, no. 4 (November 30, 2021): 31–44. http://dx.doi.org/10.25146/2587-7844-2021-16-4-90.
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Statement of the problem. The most important place in the school curriculum should belong to the teaching of the Russian language. This is explained by its constitutionally fixed status, cultural and historical role, and the function of a means of interethnic communication, and the fact that Russian is a native language for the majority of the population of the Russian Federation. Account of objective realities focuses on the training of qualified subject teachers (and not the graduates who are almost helpless in linguo-didactic terms, excessively loaded with information of the psychological and pedagogical cycle). There is no doubt that when teaching future Russian linguists at the university, officially approved textbooks and textbooks are used first of all, sometimes supplemented also by the results of teachers’ own research. However, with the growth of the pedagogical baggage, it becomes clear that it is not enough to limit oneself to a circle of well-tested specialized literature, since changes are constantly taking place in the life of society and in the living speech and new phenomena are emerging. Having been unchecked earlier, they are often overlooked by some teachers, but may be well known to students. Such an imbalance is unacceptable. The purpose of the article is to analyze the texts of popular science sources regarding the possibilities of using publications of this genre in the practice of teaching linguistic disciplines. Research results. Popular scientific publications, especially those written by truly outstanding researchers, can become a significant help in teaching practice. This article discusses a number of popular science books devoted to the Russian language. When assessing their advantages or disadvantages (that is, the degree of usefulness of their application in the educational process), the author refers to his own scientific and pedagogical experience.
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Koknova, Tetiana. "Ways to Improve the Content in the Context of Linguistic and Methodological Competence Development in Future Foreign Language Teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 24–34. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-24-34.
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The problem of the content of linguistic-and-methodological training is vital in the context of a competence-based approach. The purpose of the given study is to test the ways of effective linguistic-and-methodological competence development in the course of professional training of prospective foreign language teachers at content level. The methods of research involve theoretical methods of pedagogical research (analysis and synthesis, comparison, generalization, induction and deduction, abstraction and concretization) as well as practical methods, such as diagnostics: interviews (oral interviews, conversations), questionnaires and testing. The article presents the definition of linguistic and methodological competence, traces its connection with the competence-based approach in education. Three structural components of linguistic and methodological competence (linguistic-subject, didactic-methodical and scientific-research) are distinguished, and the competencies that are a part of each of them are given. A detailed analysis of the content of academic disciplines is presented, and the disciplines that promote the development of linguistic and methodological competence of prospective foreign language teachers, both from the cycle of humanities and general training, are singled out. The main ways of improvement and enrichment of the content of disciplines from the cycle of humanities Master’s program focused on the development of linguistic and methodological competence (due to the topics of specific disciplines or additionally introduced special courses) are outlined.
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Ivanova, I. N., S. V. Filimonov, and I. S. Yaryomenko. "TEACHING FEATURES OF THE ARCHITECTURAL DESIGN IN FOREIGN LANGUAGES." Regional problems of architecture and urban planning, no. 14 (December 29, 2020): 173–81. http://dx.doi.org/10.31650/2707-403x-2020-14-173-181.
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The article refers to the formation of students with a specialty "Architecture and Urban Planning" of the educational level "Bachelor, Master" of the ability to function as subjects of the international educational space, carrying out active intercultural communication as part of their professional and scientific activities. The Bologna Declaration formulated the main goals leading to the comparability and harmonization of national educational systems of higher education in Europe. Currently, due to the active process of Ukraine's integration into the common European educational space of particular significance foreign language training of highly qualified personnel in the system of undergraduate and graduate programs. Relevant for the introduction of training programs in a foreign language in specialized disciplines in non-linguistic universities into the educational process is the process of preparation and planning by teachers of classes in the relevant disciplines. It is necessary to identify priorities, taking into account the study of these disciplines in the framework of the basic methodology, defined by many years of experience. The article focuses on the features of teaching the main core discipline of a specialty of architectural design in a foreign language. In this case, a foreign language acts as a means of increasing professional competence and personal and professional development of both teachers and students. In order to achieve a high quality education comparable to European, it is necessary to actively introduce new teaching technologies. Innovative technologies of teaching foreign languages in a non-linguistic university include a combination of traditional and intensive teaching methods, the development of a holistic system of teaching students how to speak language on professional topics, taking into account professional training, and the development of common assessment criteria. Without the synchronization and interconnection of the work of foreign language departments and disciplines in the profile of the training, it is impossible to master professional foreign language vocabulary, develop skills in all types of speech activity, and reading and translating texts in the specialty. Foreign language training in a specialized discipline contributes to the achievement of a number of goals: obtaining skills and competencies necessary for employment, the opportunity to participate in integration activities, developing a lifelong learning culture, countering social exclusion, and promoting an active citizenship.
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Medynska, Natalia, and Svitlana Grytsenko. "PROFESSIONALIZATION OF THE TEACHING OF LINGUISTIC DISCIPLINES IN THE TRAINING SYSTEM OF FUTURE TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE (HIGHER EDUCATION LEVEL (MASTER'S)." Bulletin of Taras Shevchenko National University of Kyiv. Literary Studies. Linguistics. Folklore Studies, no. 35 (2024): 45–49. http://dx.doi.org/10.17721/1728-2659.2024.35.07.
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Background. Today, the Ukrainian language plays a special role in the formation of future teachers, both as individuals and as professionals. Therefore, it is still relevant to substantiate the functioning in the linguistic didactic discourse and to reveal the features of the content and structure of the concept of "professionalization of the teaching of linguistic cycle disciplines", to outline the conditions for the introduction of this concept into the educational space of institutions at the second level of higher education in Ukraine. The purpose of scientific research is to conduct a study of the essence and content of the concept of "professionalization" and to justify the functioning of the term "professionalization of teaching linguistic cycle disciplines" as a necessary factor in the formation of professional competence of graduate students in the process of implementing a professionally oriented approach to education. Methods. The authors used the analysis of scientific sources on the researched problem, synthesis, modeling of educational and educational situations, and generalization. Results. The article provides a definitive analysis of the concept "professionalization of the future teacher's personality", which led to the justification of the term "professionalization of teaching the linguistic cycle disciplines" as a necessary factor in the formation of the graduate students' professional competence in the process of implementing a professionally oriented approach to education. The essence of the defined concept is determined, its content and structural features are characterized, and the relationship with related concepts and terms is characterized. The psychological-pedagogical conditions under which the professionalization of the teaching of linguistic cycle disciplines will be successful are highlighted, among them the main ones are the interconnected implementation of approaches to learning; development of sustainable motivation to study linguistic disciplines; creation of a professionally oriented educational environment at the faculty and in the group; integration of project, research, communication activities in the learning process. Conclusions. The professionalization of the future teacher's personality is one of the directions of the reform of higher education in Ukraine, and the professionalization of the teaching of certain subjects, in particular the linguistic cycle, is an integral part of this process, the result of which should be the formation of the professional competence of masters in pedagogical specialties.
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Gromov, Yevhen. "Actuality of experience study of non-philological disciplines future teachers’ foreign-languages training in higher schools of Poland and Czech Republic." Osvitolohiya, no. 6 (2017): 163–69. http://dx.doi.org/10.28925/2226-3012.2017.6.163169.
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The author asserts that realization of principal theses of pan-European recommendations for linguistic education stipulates necessity to revise settled views on the process of future teachers’ foreign-languages preparation taking into account modern society demands and requirements on level and extent of knowledge which every higher pedagogical institution graduate must possess. Thus we face the pressing demand of making adjustment of future pedagogues’ linguistic training in correspondence to actual challenges which presume conversion from traditional to innovative methods of individuals’ professional formation, from priorities of narrowly specialized tasks to holistic development of future teachers, pedagogical interaction, joint creativity and cooperation which provide Ukraine’s integration into European educational space. It has been supposed in the article that investigation of modern tendencies in foreign-languages training of non-philological disciplines future teachers in higher schools of Poland and Czech Republic is an actual pedagogical problem. Main directions of possible scientific research have been outlined; unsolved aspects, principle objectives, methodological groundings, research approaches, as well as practical and theoretical importance for native pedagogical science have been determined. It has been shown that scientific investigations which are aimed at ascertainment of basic peculiarities of non-philological teachers’ professional formation in conditions of united European educational space formation will designate further perspectives for implementation of Eastern-European countries positive experience into Ukrainian pedagogical practice.
Dissertations / Theses on the topic "Teachers of non-Linguistic disciplines"
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Pegourie, Khellef Marjorie. "Les gestes professionnels des enseignants de disciplines dites non linguistiques dans trois établissements à dispositif d’enseignement bilingue français-arabe en Egypte." Thesis, Rennes 2, 2019. http://www.theses.fr/2019REN20028/document.
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De quelle manière un enseignant de discipline dite non linguistique (DdNL) prend-il en charge la situation exolingue de sa classe ? En d’autres termes, quelle place pour la L2 dans les pratiques des enseignants de DdNL ? Cette question de recherche a été posée à 60 acteurs éducatifs variés de trois écoles religieuses bilingues français-arabe en Egypte. Le corpus est constitué de séquences filmées de cours de sciences et de mathématiques en français, d’entretiens audios des différents acteurs et de matériel pédagogique. Cela a permis de procéder à une analyse quantitative et qualitative, contextualisée, des pratiques observées. Les résultats montrent que les enseignants mettent tous en œuvre des gestes de médiation et des gestes discursifs en cours de DdNL, qu’il existe des gestes de médiation plus spécifiquement disciplinaires, que l’alternance codique est utilisée par tous, et que les enseignants utilisent la dimension métalangagière et métalinguistique pour expliquer le fonctionnement de la L2 tout en constituant un registre discursif disciplinaire. Ceci permet de conclure que les enseignants de DdNL ont aussi pour objet d’enseignement certaines dimensions de la L2. Toutefois, l’existence de ces pratiques ne suffit pas à les légitimer, ni auprès des enseignants de DdNL, ni auprès des autres acteurs éducatifs. Ce paradoxe entre pratiques et représentations induit une zone d’incertitude sur ce que doivent être les gestes de métiers des enseignants de DdNL. La finalité de notre étude tente de lever cette ambiguïté en observant, en relevant, en définissant et en catégorisant les gestes professionnels traitant de la L2 en cours de DdNL et en convoquant l’état de la recherche dans le domaine de la didactique des DdNLHow teachers of non-linguistic subjects take in charge the exolingual situation of their classroom ? What space is made for L2 within the practices of these teachers ? This question was asked to 60 educational actors from three religious bilingual French-Arabic schools in Egypt. The corpus is made of sequences of footage during science and mathematics classes, of recorded interviews of various actors and of teaching material. This allows to move forward with a quantitative and qualitative analysis of the practices observed. The results show that all the teachers use mediation and discursive gestures in their lessons. Some mediation gestures are more specific to some subjects, all teachers use code switching, and metalinguistic and « metalangagière » dimension for L2 explanation, which is helping for developing discursive register for each discipline. In conclusion, non-linguistic subject teachers consider L2 as a teaching target. Nevertheless, the existence of these practices doesn’t allow legitimation by teachers themselves or by other educational actors. This paradox between practices and representations produces doubt about what should be a professional gesture for the sample of teachers in our corpus. The outcome of our study is precisely to remove this ambiguity by observing, pointing out, defining and categorizing professional gestures concerning L2 during a non- linguistic subject lesson and supporting by present research on immersion and integration, in a didactic field
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Daafouz, Malika. "Analyse des ajustements dans l’activité enseignante en classe. Le cas des enseignants des disciplines nοn linguistiques au Μarοc." Electronic Thesis or Diss., Normandie, 2024. http://www.theses.fr/2024NORMC013.
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L’objectif de la thèse est d’identifier et de caractériser les ajustements dans l’activité enseignante en classe des enseignants débutants des disciplines non linguistiques (DNL) au Maroc, notamment à partir de la compréhension de leurs difficultés situées, avec une visée de formation. Comment ces enseignants débutants font-ils face au défi d’enseigner les sciences en langue française, alors que ce n’est pas leur langue maternelle ? Comment gèrent-ils leurs difficultés dans ce contexte ? Comment répondent-ils au caractère imprévisible des situations d’enseignement-apprentissage pour venir satisfaire les besoins d’apprentissage de leurs élèves ? Comment s’ajustent-ils à tout cela pour faire cours ? Ce travail interroge donc l’activité d’un public d’enseignants non formés, mais qui s’évertuent à mobiliser, en situation, des ressources variées pour affronter des situations d’enseignement-apprentissage caractérisées par leur forte imprévision et par un grand décalage entre les prescriptions institutionnelles et le réel de l’exercice du métier. Un tel enseignement (DNL) porte simultanément sur deux types de savoirs ; l’enseignement d’un savoir scientifique associé à l'enseignement d'un savoir linguistique.Le contexte de la thèse est marqué par deux éléments majeurs : le recrutement massif des enseignants du cycle secondaire et la refrancisation des matières scientifiques au Maroc. Sur le plan théorique, la thèse mobilise principalement les apports de la psychologie ergonomique, les notions de geste professionnel et d’ajustement dans l’activité enseignante en, ainsi que des éclairages de la linguistique interactionniste (pour mieux comprendre les ajustements langagiers).Deux hypothèses structurent la recherche : la première concerne la caractérisation des difficultés éprouvées par les enseignants débutants dans le cadre de l’enseignement des DNL ; la seconde se rapporte aux stratégies d’ajustement mobilisées pour dispenser des savoirs disciplinaires et langagiers aux apprenants. Une enquête empirique et compréhensive s’appuie, pour la méthodologie, sur des observations filmées suivies d’entretiens d’auto confrontation ainsi que sur des documents institutionnels et de préparation des enseignants débutants.Les résultats de l’analyse fine et rationnelle des données donnent lieu à une typologie d’ajustements de l’activité enseignante qui ouvre sur la dimension réflexive des enseignants concernésThe aim of the thesis is to identify and characterise adjustments in the classroom teaching activity of beginner teachers of non-linguistic subjects (NLS) in Morocco, in particular through an understanding of their situated difficulties, with a view to training. How do these beginning teachers cope with the challenge of teaching science in French, even though it is not their mother tongue? How do they manage their difficulties in this context? How do they respond to the unpredictable nature of teaching-learning situations in order to meet their pupils' learning needs? How do they adjust to all this in order to teach? This study therefore examines the activities of a group of untrained teachers who are striving to mobilise a variety of resources in order to deal with teaching and learning situations that are highly unpredictable, with a wide gap between institutional requirements and the realities of the job. Such teaching (DNL) deals simultaneously with two types of knowledge: the teaching of scientific knowledge combined with the teaching of linguistic knowledge.The context of the thesis is marked by two elements: on the one hand, the massive recruitment of secondary school teachers and, on the other hand, the refrancisation of scientific subjects in Morocco. Theoretically, the thesis draws mainly on the analysis of teaching practices, enriched by contributions from ergonomic psychology, the notions of professional gesture and adjustment in classroom teaching activity, as well as insights from interactionist linguistics (for a better understanding of language adjustments).The research is structured around two hypotheses: the first concerns the characterisation of the difficulties experienced by novice teachers in teaching DNLs; the second relates to the adjustment strategies used to impart disciplinary and language-related knowledge to learners. The methodology of this empirical and comprehensive study is based on filmed observations followed by self-confrontation interviews, as well as on institutional documents and the preparation of novice teachers.The results of the rational analysis of the data lead to a typology of adjustments to teaching activity which opens up the reflective dimension of the teachers concerned
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Abe, Daudi J. "Effects of non-traditional instruction on the classroom discipline of African American students /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7669.
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DeFrain, Erica, and Erica DeFrain. "An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621018.
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This dissertation looked at the relationship between students' evaluations of teaching (SET) at a large research university in the United States and a set of background variables comprised of nine course, instructor, and student characteristics. Data from over 130,000 course evaluations from over 4,000 courses from four distinct departments taught between 2007 and 2014 were analyzed. Student ratings have been used to formally evaluate effective teaching practices at all levels of education for nearly 100 years. The subsequent body of literature examining and challenging this practice is vast and continuously evolving, and largely built on issues of validity, reliability, and bias. The findings have varied considerably over the years, largely due to the institutional-uniqueness of the instruments being used, the differing methodologies used to analyze the data, and disagreement on how to interpret the findings. These issues have allowed SET to continue to be one of the most widely studied and debated topics found in the educational literature. Findings from this study provide further evidence that SET data should not be used to make broad comparative judgments, but are more appropriate as a measure to inform individual instructors. Significant differences were detected from all nine background variables, with meaningful differences observed at the departmental level. While some of the variance in ratings detected can be logically tied to evidence of effective teaching practices, others indicate potential unfair biases that could be harmful if precautions are not taken in how the data are distributed and used.
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Damonse, Selwyn. "Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1553_1360926110.
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South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as nonformal (courses not leading to formal accreditation) teachers&rsquo
learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants&rsquo
responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in.
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Billie, Sikelelwa khuthala. "Teachers' perceptions on the non- implementation of the alternatives to corporal punishment policy : a case study." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/${Handle}.
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This study aims to identify the perceptions that teachers have regarding the nonimplementation of the Alternatives to Corporal Punishment Policy (ATCP). Using a qualitative research approach, data was collected from teachers in a high school in Mdantsane that is still using corporal punishment. The main tools of data collection used were semi-structured interviews and document analysis. The findings from this study revealed a range of factors that influence teachers not to implement the alternatives to corporal punishment policy. These include: culture, religion, lack of parental involvement, violence in schools and lack of capacitation in teachers on the policy. Moreover the findings of this study revealed that if new policies are imposed on implementers there is bound to be resistance. This study therefore recommends that new policies need to be discussed and agreed upon by both the policy makers and policy implementers. The study also recommends that teachers need capacity building workshops so that they understand the need and the benefits of implementing the ATCP.
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Quail, Karen. "Non-violent discipline options for caregivers and teachers: a systematic overview of the evidence and exploration of the role of attunement." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32939.
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Violence against children is a widespread problem with devastating consequences, and corporal punishment is a risk factor for more serious forms of physical abuse. One reason for the persistence of corporal punishment may be lack of awareness of positive disciplinary alternatives. At the other extreme, lack of awareness of positive options may lead to permissive parenting, which also has negative outcomes for children. The primary objective of this research was to find, and explore the state of the science on, individual non-violent interventions for challenging behavior, in so doing forming a “toolkit” for use by caregivers and teachers. To meet this objective, a systematic overview of systematic reviews was conducted. In the course of the overview, aside from information on the individual discipline tools, data relevant to attunement was collected and explored. Attunement describes sensitive responsiveness of caregivers towards their children, understanding and matching the child's needs and signals with appropriate responses. Results of the overview show that a wide range of evidence-supported interventions exist, many of which have been found effective with severely challenging behavior. Further, evidence was found suggesting the importance of attunement in optimal use of these discipline tools. Practical implications of these findings are discussed and gaps in the research highlighted.
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Lansdale, Jackie Courntey. "NCR vs DRO: Evaluation of Effectiveness, Teacher Preference, and Fidelity of Implementation." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4355.
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Abstract
Previous research has demonstrated that non-contingent reinforcement (NCR) and differential reinforcement of other behaviors (DRO) are effective procedures in reducing problem behavior of children both in and out of the classroom. However, few studies have assessed which procedure is most socially acceptable among teachers. In addition, studies have not recorded data on fidelity of implementation among teachers. A non-concurrent multiple baseline across teachers design was used to (a) demonstrate the effect of NCR and DRO on the problem behaviors of school aged children with no identified developmental disability, and (b) assess implementation fidelity of each procedure by the teacher. This study further assessed which procedure was preferred by teachers by the addition of questionnaires and a choice phase in which teachers ultimately chose which procedure to implement. Results showed that both procedures significantly reduced problem behavior across all participants, with the DRO procedure having the greatest effect. The procedure that was preferred most by teachers varied across participants. One of the three participants preferred the NCR procedure, one preferred the DRO procedure and the last participant gave mixed results between the procedure she said she preferred in the surveys and the procedure she chose to implement in the final choice phase.
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Bellini, Serge. "Insécurité linguistique et alternance codique : le cas des professeurs de biologie dans les classes bilingues franco-moldaves." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015PA030013.
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Notre recherche a été motivée par l’observation personnelle que nous avons pu faire des dispositifs d’enseignement bilingues scolaires en Europe centrale et orientale. Il nous ait paru justifié d’apporter notre réflexion à la problématique générale de l’enseignement bilingue. Nous avons choisi comme entrée la description, au sein du dispositif franco-moldave, des pratiques de classes des professeurs de biologie dispensant leur discipline en utilisant le français. Notre observation se focalise sur la gestion de leurs compétences langagières dans l’alternance entre le roumain et le français. Pour ce faire nous nous appuyons sur les analyses d’un corpus d’entretiens avec les enseignants et d’un corpus important de cours filmés.Nous sommes inscrits dans une démarche ethnographique en convoquant les outils de l’analyse interactionnelle. Notre analyse montre que, dans les classes observées, la transmission des connaissances disciplinaires se fait soit dans un registre monolingue L1 ou L2, soit dans un registre bilingue L1 et L2.La description détaillée que nous en faisons, montre des stratégies d’enseignement appliquées à la discipline avec une intégration de la L2 plus ou moins importante.Paradoxalement, les enseignants disposant moins de compétences langagières en L2 développent davantage un enseignement bilingue, soit un enseignement en deux langues, de leur discipline.En résumé, la gestion raisonnée de l’alternance codique est le coeur du processus de l’enseignement bilingue dont le bénéfice repose sur la maitrise de celle-ciOur research was motivated by personal observation realized in bilingual education systems of Central and Eastern Europe. We found it, justified tobring our thoughts to the general issue of bilingual education. We chose to enter in the reflection by the descriptive way of franco-moldovian practica classes of biology, where teachers provide their discipline using French. Our observation focuses on the management of their language skills in the alteration between Romanian and French built on the analysis of the corpus of interviews with the teachers and another filmed one with the lessons.To achieve this, we entered into the ethnographic approach applying the tools of the interactional analysis. Our analysis shows that in the classes underobservation, the transmission of discipline was made either in a monolingualL1/L2 register or in bilingual L1 and L2 one. The detailed description we make shows the teaching strategies applied with more or less important integration of L2 in the discipline.Paradoxically enough, the teachers with less L2 language skills develop moreb ilingual education, meaning more instructions in two languages in their discipline.To summarize, the heart of the process of bilingual education is the rational management of code-switching and the benefit is based on the level of its mastery
Cercetarea noastră a fost motivată de observația personală pe care amputut sa o facem a sistemelor școlare de învățământ bilingv din EuropaCentrală și de Orientală. Ne pare a fi justificat de a aduce reflecţia noastrăasupra problemei generale a învățământului bilingv. Am ales să abordămreflecţia prin descriere, în cadrul dispozitivului franco-moldovenesc, orepractice a profesorilor de biologie care asigură disciplina utilizînd limbafranceză. Analiza noastră se concentrează pe gestionarea competențelorlingvistice în alternanța între limba romană și limba franceză sprijinindu-ne peanalizele unui corpus de interviuri cu profesori și a unui corpus foarteimportant, a lecţiilor filmate.Pentru a face acest lucru, noi ne-am înregistrat la o abordareetnografică convocînd instrumentele unei analize interacționale. Analizanoastră arată că în clasele observate, transmiterea de cunoștințe disciplinare seefectuiaza fie într-un registru L1 monolingv sau L2 sau într-un registru bilingvL1 și L2. Descrierea detaliată pe care noi o facem, arată strategii de predareaplicate la disciplină cu o integrare a L2 mai mult sau mai puțin importantă.În mod paradoxal, profesorii care dispun de mai puţine competențelingvistice în L2 dezvoltă un învățământ bilingv, fie un învăţămînt în douălimbi, a disciplinei lor.Pe scurt, gestionarea rațională a alternanţei codicale este centrulprocesului învăţămîntului bilingv, a cărui beneficiu se bazează pe stăpânireaacesteia
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Fraczek, Margo. "Perpetuating a Culture of White Behavior: The Experiences of Non-Native Speaking Hispanic Students in a PBIS School." Thesis, Boston College, 2010. http://hdl.handle.net/2345/bc-ir:104465.
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Thesis advisor: Elizabeth TwomeyThis phenomenological study investigated the effects of a Positive Behavior Intervention and Support (PBIS) Program on non-native speaking Hispanic students in a public middle school. The purpose of the study is to discover whether the PBIS program alleviates, intensifies or does not change the degree of bias towards minority students currently in existence through traditional discipline models. It also intends to discover whether the experience of the Hispanic students is similar to the intent of the program as determined by the implementing staff. Finally, this study will investigate whether a program that explicitly teaches values reflects the white, middle class backgrounds of the staff and whether this is detrimental to the primarily minority student population at the school. An outside researcher who had previously spent time at the school site as a principal intern conducted this qualitative, phenomenological study. The researcher used the following data collection tools: individual semi-formal interviews, focus group discussions, observations, and document analysis. The research occurred over approximately six weeks. The study concluded that the values taught through PBIS were designed to bring the students into the teachers' world, a world considered superior to the students as well as universal. This indicated that the teachers held a deficit model of culture towards the students' culture. Another finding indicated a need on the part of the staff to be aware of the students' relationship with their family as they implement any discipline program, especially one that explicitly teaches values. Finally, the study found a need for teachers to build positive relationships with all students, especially those with disciplinary issues. It was through positive relationships with the students deemed "problems" by the school and their parents that the teachers were able to reduce problem behaviors
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Books on the topic "Teachers of non-Linguistic disciplines"
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George, Braine, ed. Non-native educators in English language teaching. Mahwah, N.J: L. Erlbaum Associates, 1999.
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Nicolas Martinez, Maria Carlota, and Scott Staton, eds. Studi per l'insegnamento delle lingue europee. Florence: Firenze University Press, 2005. http://dx.doi.org/10.36253/88-8453-194-2.
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This book represents a contribution to the elaboration of language teaching methods. It comprises a collection of the addresses made on the first two study days on the teaching of European languages (Florence 2002-2003) attended by teachers working in Italian universities, and also in higher educational institutes both public and private. From the comparison of different experiences and cultures there emerged a very dynamic scenario, open to new scientific and methodological stimuli. Among the issues addressed are the use of the new technologies in teaching, the implications of the expansion of the European Union, and the use of a foreign language for the teaching of non-linguistic disciplines.
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Varnava, George. How to stop bullying ...: Towards a non-violent school : a guide for teachers and support staff. London: David Fulton, 2003.
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Perov, Valeriy, Anna Shibanova, Vladimir Nosov, and Aleksey Sokolov. Implementation of state and municipal procurement by non-competitive methods (procurement from a single supplier): assessment of economic efficiency. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1870598.
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The monograph provides a comprehensive study of the possibilities of assessing the economic efficiency of public (municipal) procurement in a non-competitive way (from a single supplier). The domestic and foreign experience in this field is being investigated. Using a mathematical model of economic analysis and relying on the concept of quantitative theory of money, the authors attempt to create a formula for calculating the economic efficiency coefficient of state (municipal) procurement from a single supplier.
At the same time, the possibilities of using this coefficient in conducting economic examinations, in economic disputes between economic entities, as well as in criminal cases of abuse in the procurement of goods,
works, services for state or municipal needs are analyzed.
It is intended for contract service employees, contract managers, members of the procurement commission, persons carrying out acceptance of delivered goods, works performed, services rendered, representing the interests of the customer in the field of procurement of goods, works, services for state (municipal needs), as well as for employees of logistics departments, experts, investigators The Investigative Committee, the Federal Security Service, the Ministry of Internal Affairs of the Russian Federation, investigating criminal cases of crimes committed in the field of state (municipal) procurement, for teachers, students of economic and law universities, and other persons interested in the problems of state (municipal) procurement.
Recommended for the study of the following disciplines: economics, criminal law of the Russian Federation (special part), criminology
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Kornakova, Svetlana, Svetlana Koryagina, Natal'ya Litvinceva, Marina Osipova, Ekaterina Poletaeva, Elena Chigrina, Ekaterina Yakimova, and Natal'ya Vasil'eva. Fundamentals of law. Workshop. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1837052.
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The workshop contains practical tasks on the discipline "Fundamentals of Law", the implementation of which will contribute to the active assimilation of theory and the acquisition of practical skills in the use of legal knowledge. An integral part of the workshop is a glossary — a dictionary of basic legal terms.
Developed taking into account the latest amendments in legislation, meets the requirements of the federal state educational standards of secondary vocational education of the last generation and the approximate program for this discipline.
The workshop is intended for both students and teachers who organize classes for students of secondary vocational education institutions of non-legal specialties, technical schools, business schools, etc.
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Karpychev, Mihail, Al'fir Huzhin, Igor' Il'in, Oksana Malyutina, Aleksndr Pchelkin, Zinaida Sokova, Irina Pershina, Nikandr Ershov, and Kamil' Mursalimov. Civil law. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1186576.
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The second volume of the textbook, prepared in accordance with the curriculum on the discipline "Civil Law" for educational institutions of higher education, examines the issues of contractual and non-contractual obligations, inheritance law and intellectual property rights. The normative material is given as of May 1 , 2022 .
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students, cadets, teachers, postgraduates, adjuncts and anyone interested in issues of modern civil law.
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Karpychev, Mihail, Al'fir Huzhin, Igor' Il'in, Oksana Malyutina, Aleksndr Pchelkin, Zinaida Sokova, Irina Pershina, and Anna Shuhareva. Civil Law: in 2 volumes. Volume 1. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1184792.
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The first volume of the textbook, prepared in accordance with the curriculum on the discipline "Civil Law" for educational institutions of higher education, discusses the issues of the General part (basic provisions, legal relations, persons, objects of civil rights, transactions, decisions of meetings, representation, terms and limitation period) and a number of sub-branches and institutions of civil law of Russia (property law, personal non-property rights; general provisions of the law of obligations).
Complies with the federal state educational standards of higher education of the latest generation.
For students, cadets, teachers, postgraduates, adjuncts and anyone interested in issues of modern civil law.
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Chupilkin, Yuriy, Yuriy Lyahov, Sergey Voroncov, and Sergey Nazarov. Law enforcement agencies of the Russian Federation. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1867896.
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The textbook meets the requirements of the state educational standard for the discipline "Law Enforcement agencies", contains information about state bodies engaged in law enforcement activities, as well as non-governmental organizations designed to promote it, reflects changes in legislation on the judicial system, the bar, the notary, the prosecutor's office, bodies of inquiry and preliminary investigation, justice, internal affairs and the federal security Service.
For students and teachers of educational institutions of secondary professional education of a legal profile, as well as a wide range of readers interested in the protection of life, health, human and civil rights and freedoms, property, security and law and order from criminal encroachments.
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Chupilkin, Yuriy, Sergey Voroncov, Yuriy Lyahov, and Sergey Nazarov. Law enforcement agencies of the Russian Federation. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1867575.
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The textbook meets the requirements of the state educational standard for the discipline "Law Enforcement agencies", contains information about state bodies engaged in law enforcement activities, as well as non-governmental organizations designed to promote it, reflects changes in legislation on the judicial system, the bar, the notary, the prosecutor's office, bodies of inquiry and preliminary investigation, justice, internal affairs and the federal security Service.
For students of higher educational institutions, graduate students, teachers, law enforcement officers, employees of private detective and security services, as well as a wide range of readers interested in the protection of life, health, human and civil rights and freedoms, property, security and law enforcement from criminal encroachments.
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Milud, Mohamed. Oil and gas terminology: the experience of linguistic description. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1894396.
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The monograph is devoted to the study of the structural and semantic features of the terminological vocabulary of the oil and gas industry. The results of the interaction of different languages in this area are considered. The term-forming processes and structural types of lexical units of this terminology are described in some detail. The question of partial belonging of terms of the oil and gas sublanguage is studied, a review of Russian-French dictionaries of oil and gas terms is conducted. Being the most unique, this terminology continues to be one of the most complex and little-studied term systems to date.
For students, postgraduates and teachers of philological universities and faculties, as well as a wide range of readers interested in non-gas terminology.
Book chapters on the topic "Teachers of non-Linguistic disciplines"
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Goltsev, Evghenia, Galina Putjata, and Anastasia Knaus. "Teachers with Migration Background in German Discourse: Insights into Research on Education, Professional Integration and Self-Perception." In To Be a Minority Teacher in a Foreign Culture, 125–38. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_9.
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AbstractThis chapter presents the state of the art focusing on the so-called teachers with “migration background” in Germany. Applying the method of the literature review, we summarize current and emerging research trends as well as understudied areas in Germany. The chapter provides the reader with a critical survey of the extensive literature produced in the past decade and a synthesis of current thinking on the topic at hand across disciplines and methodological approaches. The chapter opens up with a concise presentation of the context, objectives and the methodology of the study. These are followed by a critical synopsis of the findings and a closing conclusion. The results of the analysis reveal that a vast amount of research is focusing on the three following domains: Ascriptions and (Self-)perception of minority teachers’ role in education such as the responsibility of fostering the linguistic diversity) Minority teachers’ role for students and students’ own perspectives, e.g. the importance of the multilingual teachers for self-positioning of the students as migration-related multilinguals; as well as professional integration of minority teachers including access to the labour market and teacher education revealing an underrepresentation of minority teachers in schools. In the conclusion we point out new perspectives and areas in need of further research, such as the demand for new approaches on how to constructively include migration-related multilingualism in the course of teacher education.
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Ballarin, Elena. "Insegnare (lessico del)le microlingue: specificità nell’insegnamento e nelle strategie didattiche." In Competenza lessicale e apprendimento dell’Italiano L2, 97–108. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-403-8.08.
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In the teaching of micro-languages, vocabulary teaching constitutes the main challenge for teachers. The ideal micro-language teacher should be a competent professional both in the discipline of specialization and in the corresponding micro-language. This type of teacher should be a graduate in languages with specialized training also in a different disciplinary sector, or a specialist with language and teacher training. In the Italian educational reality the micro-language teacher is (it is hoped) a graduate in languages - but not necessarily specialized in language teaching. The teacher-learner relationship is vitiated by a sense of imperfection due to the teacher's lack of training in the discipline concerned and the learner's lack of training in the language. This limit can be overcome in the teaching of scientific-professional micro-languages by means of a collaborative teaching model. The challenge becomes more difficult, when teaching disciplinary micro-languages, because learners do not have full mastery of the non-language discipline they are acquiring. This contribution aims to explore the specificities that arise when different didactic realities manifest critical aspects.
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Ng, Chiew Hong, and Yin Ling Cheung. "Non-Native Language Teacher Identity across Theoretical Conceptions and Developmental Stages of Teachers." In Advocacy for Social and Linguistic Justice in TESOL, 92–106. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003202356-8.
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Han, Jinghe. "Pragmatic Transfer: Reflecting on the Use of EMI Lecturers’ Pragmatic Markers." In SpringerBriefs in Education, 83–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_6.
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AbstractAcknowledging the critical nature of EMI lecturers as bi- or multilinguals, this Chapter continues the investigation into cross-linguistic influence now turning attention to its pragmatic features. It focuses on the Chinese lecturers’ metalinguistic skills, particularly the L1 (Chinese) to L2 (English) transfer in their use of pragmatic markers (PMs). The investigation is informed by current studies arguing that highly proficient L2 language users do not necessarily make the most effective teachers, and the capacity to employ pragmatic strategies is essential to engage students’ learning; and that from amongst all the competencies in which lecturers should be proficient, one of the most essential is pragmatic competence. This Chapter provides an analysis of the participating EMI lecturers’ verbal characteristics of the PMs they implemented in their teaching. Whilst acknowledging individual differences, the trend of PM use and the degree of pragmatic transfer revealed in this group’s EMI teaching can be explained in terms of their pedagogical ideologies and subsequent practice, culturally influenced teacher-student relationships, the EMI discipline and its relevant subject matter and the lecturers’ language cognition as L2 users.
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Zanazanian, Paul. "From the Ideal-Type Historian and its Associated Conceptions of Teaching History to a More Embodied and Practical Life Approach." In Teachers and the Epistemology of History, 353–67. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-58056-7_19.
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AbstractIn his commentary, Zanazanian identifies two areas of reflection with two concomitant tensions that emerge from the book’s chapters and from the broader scholarship in history education on epistemological beliefs about history and its epistemic uses when teaching. Given the evidently strong overreliance on history-as-discipline for viewing history and its workings and the consequent assumption of a direct influence between epistemological beliefs and how (disciplinary) history should be taught, Zanazanian calls for scholars to self-reflexively problematize their thinking patterns and to be open to transforming their unintentional preferences and normative assumptions when conducting research in the field. By espousing a more embodied and practical life approach to history, Zanazanian argues, the inclusion of other (non-disciplinary) epistemologies, along with newer thoughts and practices, can emerge.
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Hecht, Ana Carolina. "Argentina: Minority Indigenous Teachers of Bilingual Intercultural Education." In To Be a Minority Teacher in a Foreign Culture, 233–49. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_15.
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AbstractIn the province of Chaco (northeastern Argentina) bilingual and intercultural school models emerged to help meet the educational needs of indigenous children. Bilingual intercultural education schools implemented a system in which two teachers coexist in the same classroom: a non-indigenous teacher and a minority indigenous teacher. However, in recent decades, indigenous languages are being displaced by Spanish, which is becoming widespread as a means of daily communication for indigenous families. In this scenario, the role of indigenous teachers is currently focused on linguistic revitalization and the teaching of the indigenous language as a second language. Considering this complex sociolinguistic panorama, this chapter analyzes specific aspects of these new practices among the Toba/Qom teachers whose pedagogical tasks have shifted from teaching the indigenous language to reversing language shift. Additionally, it examines the experiences and knowledge of the native tongue among these minority teachers, who range from fluid bilingual speakers to less competent ones. As a consequence, from an anthropological perspective, the question of Bilingual Intercultural Education is raised because one of its principal objectives (bilingualism) is blurred. The findings are drawn from observations and ethnographic records from fieldwork conducted in 2016/2017 in a school in a Toba/Qom neighborhood in Chaco, and in-depth interviews with thirty-six teachers who identify as Toba/Qom.
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Li, Chengchen, and Jean-Marc Dewaele. "Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment." In Individual Differences and Task-Based Language Teaching, 84–110. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/tblt.16.03lic.
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This study aims to conceptualize and measure task-specific enjoyment and examine its links with general foreign language enjoyment. A 23-item Task Enjoyment Scale was developed based on interview data obtained after the completion of an L2 oral task. The scale was subsequently validated with two cohorts of Chinese university EFL learners. Exploratory factor analysis revealed three dimensions: task enjoyment-self, task enjoyment-task characteristics, and task enjoyment-social. Further confirmatory factor analyses confirmed a 10-item Task Enjoyment Scale representing the three-factor structure. Correlation analyses revealed varying positive relationships between task enjoyment, foreign language enjoyment, and their dimensions. We highlight that task enjoyment may be the foundation of foreign language enjoyment, and that learners may also bring enduring foreign language enjoyment to a specific task, contributing to the temporary experience of task enjoyment, which may be linked to task performance. We conclude that enjoyment, whether task-specific or general, is vital, and a primary non-linguistic goal for L2 teachers is to make L2 tasks/learning as enjoyable as possible.
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Schauer, Gila A. "Results: Aspects of Modern Foreign Language Teaching in Higher Education." In Intercultural Competence and Pragmatics, 71–94. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44472-2_5.
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AbstractIn this chapter, I analyse the results of questions 1, 4, 5 and 6 on the survey about intercultural competence and pragmatics that was given to the language teachers; these relate directly to teaching, and were answered using a five-point Likert scale from very unimportant to very important. I begin with question 1: How important is it for you to teach the following skills and competencesin L2language teaching? This features nine skills and competences to be evaluated separately, mainly academic skills but also including pragmatic and intercultural aspects of teaching. I then discuss the findings of question 6: How important is it for you to teach the following language aspects when teaching a foreign language? This includes 19 items from acronyms and abbreviations to specific vocabulary, as well as some pragmatic items. Then I analyse the responses to question 4, which includes 16 items covering a variety of non-linguistic aspects: How important is it for you to teach the following facts/information about the countries and cultures in which the L2 is an official language or native language? Question 5 focuses on materials used in classes and features 11 items including texts on culture shock, study abroad and diversity issues.
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Besedová, Petra. "Zur Bedeutung der Didaktik der nicht-linguistischen Disziplinen im FSU." In Empirische Studien und didaktische Implikationen der modernen Fremdsprachenforschung: am Beispiel des Deutschen, 37–53. Ksiegarnia Akademicka Publishing, 2021. http://dx.doi.org/10.12797/9788381384902.02.
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IMPORTANCE OF THE DIDACTICS OF NON-LINGUISTIC DISCIPLINES IN FOREIGN LANGUAGE TEACHING Learning does not mean anything but learning with all your senses and feelings. The young generation lives nowadays in a complex media world to which foreign language didactics also has to respond. Educators and teachers should use numerous materials that do not only develop language skills, but also conveycultural approaches. The teaching of non-linguistic disciplines plays a key role in foreign language teaching, and foreign language teaching is currently very modern in its cultural context. The paper attempts to outline the existence of the so-called didactics of non-linguistic disciplines in foreign language teaching in the Czech Republic. On the basis of a questionnaire survey among foreign language teachers, the extent to which foreign language teachers are confronted with the content of didactics of non-language subjects was examined. The authors were also interested whether there are differences between teachers of different foreign languages (English, German, Russian, French), and which preferences teachers of these foreign languages manifest when choosing their teaching material. We believe that the content of the didactics of non-linguistic disciplines is an essential part of foreign language teaching and can greatly enrich this field.
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Guzmán, Rosa Julia, and Johanna Chocontá. "The Didactic in Initial Literacy." In Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development, 26–39. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5022-2.ch002.
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This chapter presents reflections derived from various investigations carried out with both children and teachers about the literacy process in school. There is a tendency to extrapolate results from different disciplines such as psychology and sociology, among others, to direct application in the classroom. Teachers follow different trends, without adapting to the teaching and learning needs of reading and writing. The great absence in these discussions is usually didactics, a discipline that deals with studying teaching practices. In advanced research, it has been found that teachers ignore pedagogy, put didactics as an adjective and the activity as a noun; however, although the proposed activities are very interesting, if they are not articulated around an objective that gives them meaning, they do not favor learning. Hence, it is necessary to understand the teachability of reading and writing, which implies didactic knowledge of the content and refers to what is teachable and how it can be taught.
Conference papers on the topic "Teachers of non-Linguistic disciplines"
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ZELENOVSKAYA, A. V., E. R. KOLEEVA, and I. D. ZAYCHENKO. "TO THE ISSUE OF MIDTERM ASSESSMENT IN THE DISCIPLINE “FOREIGN LANGUAGE” FOR STUDENTS OF NON-LINGUISTIC FACULTIES." In СЛОВО, ВЫСКАЗЫВАНИЕ, ТЕКСТ В КОГНИТИВНОМ, ПРАГМАТИЧЕСКОМ И КУЛЬТУРОЛОГИЧЕСКОМ АСПЕКТАХ, 497–501. Chelyabinsk State University Publishing House, 2024. http://dx.doi.org/10.47475/9785727119631_497.
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The article considers midterm assessment in the discipline “Foreign language” for undergraduate students of non-linguistic university faculties in the aspects of regulation, contents and control. The importance of discipline mastery control is justified in the article. Based on the regulatory requirements of the government and the local educational organization within the competence approach to education, the assessment tools for midterm assessment in the discipline “Foreign language” in the form of situational tasks for oral and written business communication are described. The criteria for determination of competence formation levels among the students based on the assessment of situational tasks are provided, as well. The conclusion is made about the importance of conducting midterm assessment for both students and teachers; the results of the midterm assessment act as a criterion for the level of development of UK-4 among students, and also serve as an assessment of the effectiveness of the teaching methods used by the lecturer.
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Kunschak, Claudia, and Birgit Strotmann. "Unbounded Languages – Translanguaging as the New Language." In GLOCAL Conference on Mediterranean and European Linguistic Anthropology Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/comela22.4-7.
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With globalization, multilingualism has replaced monolingualism as the prevalent paradigm across the disciplines, from sociolinguistics to linguistic anthropology to applied linguistics to education, be it from the angle of superdiversity (Blommaert and Rampton 2011), metrolingualism (Pennycook and Otsuji 2015) or translanguaging (GarcÃa and Wei 2014). We are witnessing an era where multilingualism from below, which has always existed, is increasingly supported by multilingualism from above in language policy and planning via plurilingual pluricultural competence (Council of Europe 2018), innovative language pedagogy such as Content and Language Integrated Learning (CLIL) (Coyle, Hood and Marsh 2010), and creative use of English as a Lingua Franca (Seidlhofer and Widdowson 2009; Jenkins 2017). However, it is not just English that serves this purpose, but also French and Arabic in the Mediterranean region, and Spanish (Godenzzi 2006) or Chinese further afield (Li 2006). The study examines these new language constellations at the example of three multilingual degree programs at a small, private university in Spain with a strong international projection, a multilingual student population, and equally multilingual / multicultural faculty. Superimposed on the already multilingual and multivarietal structure of the Spanish peninsula, with its largest foreign cohort speaking Latin-American varieties, the languages and language combinations emerging from this study include students' home languages, languages of study, lingua francas, and creative language practices. It was the purpose of the study to identify affordances and challenges in developing translingual transcultural competence (Geisler et al. 2007), that is, the ability to operate between languages, reflect on the world and self through another language and culture, as well as develop critical language awareness and social sensitivity. Based on a survey conducted among students from fresher to graduating class, interviews and focus groups with students, teachers, and administrators, as well as a document analysis of study plans and language requirements, the study aims to document emerging language practices and translingual transcultural competence as well as the factors that support or hinder this development. While English and Spanish are clearly the dominant languages, third and fourth languages play a significant role among both students and faculty. It will be argued that translingual dispositions (Lee and Canagarajah 2019) are widely held, and that instead of cultivating a series of discrete linguistic stills, “translanguaging is the language of the future†as one of the subjects quipped.
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Е.С., Сайнюк. "Formation of a value-semantic attitude towards non-core disciplines among students of a music university." In Современные подходы в системе высшего образования на примере творческого вуза. Преподавание непрофильных дисциплин в вузе: актуальные проблемы и их решение на современном этапе, 8–18. Crossref, 2024. http://dx.doi.org/10.61908/modern_art_education.2024.saynuk.
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В статье автор анализирует важность формирования ценност- но-смыслового отношения к непрофильным дисциплинам у студентов в обра- зовательном процессе музыкального вуза, раскрывает сущность и значение не- профильных дисциплин, а также обобщает педагогический опыт преподавателей кафедры музыкальной педагогики и гуманитарных дисциплин Петрозаводской государственной консерватории по формированию ценностно-смыслового отно- шения к непрофильным дисциплинам у студентов-музыкантов. In the article, the author analyzes the importance of forming a valuesemantic attitude to non-core disciplines among students in the educational process of a music university, reveals the essence and significance of non-core disciplines, and summarizes the pedagogical experience of teachers of the Department of Music Pedagogy and Humanities of the Petrozavodsk State Conservatoire on the formation of valuesemantic attitude to non-core disciplines among music students.
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Lukina, Oksana, Anheliena Dubskikh, Yulia Savinova, and Ann Butova. "ORIENTED FOREIGN LANGUAGE E-COURSES: ELABORATION AND ASSESSMENT (BASED ON EXTEND PROJECT EXPERIENCE)." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-136.
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In the modern world the role and the quality of the international communication has changed greatly. In the past decades globalization of economy, science and development of communicative technologies resulted in expansion of international connections and engaging a great number of scientists, teachers, students and staff of national and international companies into international communication. The professional activity of all these people is impossible without foreign language proficiency. Thus, communication in foreign languages is becoming a key component of future professional activity. In this regard, the role of the discipline "Foreign Language" in non-linguistic higher educational institutions has been significantly increased. A professionally-oriented approach to teaching a foreign language in technical universities is becoming especially relevant nowadays. This approach includes building students' foreign language capacity in specific professional, business and scientific situations, taking into account the peculiarities of professional thinking. The professionally-oriented education involves mastering professionally-oriented foreign language as well as developing personal traits of learners, their knowledge of the culture of the English speaking countries, and acquiring special skills, based on professional and linguistic knowledge. The use of new information technologies in teaching is one of the most important aspects of improvement and optimization of the educational process, upgrading of teaching tools and methods, which will allow to vary methods of work and make the learning process more interesting and exciting for students. The goal of the research is to examine new ways of using ICT in the process of elaboration of a new course "Professionally-Oriented Foreign Language" by the lecturers of NMSTU. The authors emphasize that ICT serve not only as a means to deliver materials, but as a means of control as well. They provide a high quality of the material presentation and use various communicative channels (textual, sensory, graphic, sound, etc). New technologies enable us to individualize and intensify the learning process, overcome the psychological barrier of a learner, who is not able to use the language as a means of communication. One more positive aspect of using ICT in the educational process is its ability to make the process of learner's assessment more objective (tasks with pre-set criteria of assessment help to avoid subjectivity of assessment).
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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.
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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.
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Catelly, Yolandamirela. "USING IT TO INTRODUCE IT - WITH PROFESSIONAL COMMUNICATION SKILLS IN ENGLISH ON THE HIDDEN AGENDA." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-089.
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Over the last decade, IT has been used in various ways and with different rationales in the teaching of many disciplines in tertiary education. Among them, the teaching of foreign languages has continuously been making use of these new and more and more complex technical means of pedagogic support, in spite of a certain degree of reluctance that might have characterized the teachers' attitude at the beginning. This is particularly more so if the trainees are, as the case is in the educational context taken into consideration in this study, engineering students - more precisely Computer Science bachelor level in a faculty having English as the medium of instruction. Therefore, the main aim of the paper is to draw the attention of the foreign language teaching community on the need to increase the students' awareness of the usefulness and versatility of IT for language teaching/learning and for learning in general. In the particular case presented in the study, namely a three-stage project entitled "I like IT" - inspired from a well-known TV programme in Romania - one interesting aspect is the fact that it is actually a combined IT focused activity. Thus, on the one hand, the topic of the project is making IT known via original TV show formats and, on the other hand, this is done by IT engineering students, using IT means in original combinations. The objectives of the proposal, which are at the same time the rationale for designing and teaching the activity, cover: developing the learners' communication skills in English similar to those they will most probably need in their career, by generating a quite authentic context and task for them to develop their own creativity, team spirit and competitiveness with fair play underlying it, as well as sensitizing the trainees on the importance of IT, their field of study and future work, as a crucible where pedagogical, linguistic, socio-affective components melt into a personality capable to face the expectations and requirements of today's knowledge society. A thorough description of the project stages is provided, with examples of the students' products and a discussion of the findings, with a view to submitting the approach to the arena of the (foreign language) teaching community debate.
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Yao, Zhang, Zhao Yating, and Yihang Du. "Construction of Comprehensive Evaluation Model for Non-Technical Skills of Art Teacher under Cross-Discipline." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002398.
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Non-technical skills (NTS) refer to the cognitive and interpersonal capability contributing to working performance according to occupation requirements. The NTS of arts education teachers improves education and teaching quality in the art discipline. To evaluate arts education teachers' NTS, we first designed a questionnaire analyzing four dimensions: decision-making, communication skills, self-management, and situational awareness. We extracted twelve indexes of NTS through the data analysis and established an evaluation model. Subsequently, we adopted the analytic hierarchy process (AHP) for weight calculation and constructed a comprehensive evaluation model of art teachers. This model can provide a practical method and basis for evaluating, training, and selecting art teachers in colleges and universities and improving their NTS.
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Slattery, Robyn Maree, Renea Anne Taylor, and Christian Daniel Doerig. "Duet Lectorials: An Engaging Approach to Interdisciplinary Teaching." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8125.
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Duet Lectorials were delivered to third-year students undertaking their final ‘cap-stone’ unit by two experts straddling two inter-related but distinct biomedical disciplines. This interdisciplinary teaching approach was introduced for two reasons: firstly, to address a gap in integrated learning at the interface between biomedical disciplines; and secondly, to support non- teaching focused, research experts, in the engaging delivery of lectures. Compared with traditional lecture delivery, students who had received Duet Lectorials reported an increase in their enjoyment of learning, a greater interest and engagement with the subject content, and, most importantly, improved in-depth understanding of the topic through an integrated perspective of the two disciplines. This positive outcome in student learning was further validated by improved performance in objective assessment tasks. Lecturers delivering Duet Lectorials reported a deepening of their own interdisciplinary knowledge that stimulated their enjoyment of teaching. Thus, interdisciplinary teaching using interactive Duet Lectorials emerges as a powerful approach to improve both student and teacher engagement and learning in the classroom, and brings a strong contribution to breaking the discipline-specific “silo” mentality in the teaching of complex aspects of biomedical sciences.
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Tudor, Sofia loredana, Maria magdalena Stan, and Mihaela Paisilazarescu. "INTEGRATION OF THE E-LEARNING IN TEACHING/ LEARNING COURSES AT PRESCHOOL AND PRIMARY PEDAGOGICAL TEACHER." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-142.
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E-Learning is an educational environment with continuous upward trend, a collaborative process aimed at increasing individual and organizational performance. Success in the educational field results not only in facilitating access to information and knowledge, modern forms of presentation and assessment, but also e-learning providing differentiated access the various categories of learners with specific training and professional individual needs. Averages open, participatory and social features offers both teachers and learners the opportunity to communicate, collaborate and connect with each other, thereby contributing to the change in the design of teaching strategies and teaching - learning and assessment. Therefore, during the last decade, there is an increase in the supply of electronic resources and tools in the educational environment, especially in the university, where students, as adults, have some experience in using electronic technologies. In this study, we analyzing how to implement modern technologies in teaching pedagogical disciplines of Foundations of Pedagogy and Theory and Methodology of Curriculum in Preschool and Primary Education in conjunction with the factors that pedagogical influence the acceptance and use of e-learning. Effective management of learning situations involves overcoming formal educational space and integration of new technologies, developing the ability to cooperate with others to make a good team. School should use elements which are performed abroad, at institutions that do not follow in priority formative purposes. To achieve the four pillars of education, "learning to know", "learning to do", "learning to live with others", "learning to be" , education must be responsive to influences to all learning environments. Without diminishing the role of school education, Lucian Ciolan appreciates that it should not be neglected contribution of other educational environments. "Profile of an individual's skills can be the cumulative result of a series of training experience and formal training, non-formal education, informal experiences of life. (...) It's rather a necessary revision of the traditional roles of school and classical vision that educational institutions have on offer (...)."
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Cohen Zilka, Gila. "Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4776.
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Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the productive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching practice during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online and, in addition, engaged in online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020-2021. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many preservice teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers’ descriptions show that in lessons taught in the format of lectures and communication of content there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students’ difficulties. Recommendations for Practitioners: The findings suggest that it is recommended to combine synchronous lectures and meetings with asynchronous learning that integrates 21st century skills. It is advisable to use collaborative tools, such as forums, shared files, and open content repositories, and to encourage meaningful dialogue between learners, and between learners and their teachers, to better deal with the physical distance. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers’ ability to deploy 21st century skills in an online environment depends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. The issue should also be studied from the perspective of lecturers in academia, teachers in schools, and school students. Future studies should examine whether the change that took place during the COVID-19 period in relation to the deployment of 21st century skills, as experienced by all parties, led to the continued use of these skills in the post-corona period. Continued use depends largely on past experiences, knowledge, skills, and attitudes toward these skills. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 141-159.] Click DOWNLOAD PDF to download the published paper. ***
Reports on the topic "Teachers of non-Linguistic disciplines"
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.