Littérature scientifique sur le sujet « Hebrew language, textbooks for children »
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Articles de revues sur le sujet "Hebrew language, textbooks for children"
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Roubalová, Marie, Roman Kralik et Peter Kondrla. « Importance and method of teaching biblical Hebrew and aramaic in religious education of children and adults ». Journal of Education Culture and Society 12, no 1 (17 juin 2021) : 59–67. http://dx.doi.org/10.15503/jecs2021.1.59.67.
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Aim. The aim of this paper is to show and explain the meaning and the importance teaching biblical Hebrew and Aramic in religious education. Method. The paper presents a descriptive study of philosophy of teaching Biblical Hebrew and Aramaic as an integral part of religious education, and at the same time it points out the main problems of this education which are connected with the fact that the original language of the Tanakh (one of the basic textbooks for religious education) is not the native language of the students being taught (even Israelis whose native language is Hebrew do not speak Biblical Hebrew) and studying it demands knowledge of Biblical Hebrew and Aramaic. Results. However, as the ideal method for teaching a foreign language does not exist, the choice of teaching methods must be based on the fact that each student or teacher prefers different method of work.
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ChungHyeSeung. « Analysis of Question Characteristics of the Israeli National Language Textbooks : Focusing on Hebrew language textbooks of primary school ». korean language education research 51, no 4 (décembre 2016) : 215–37. http://dx.doi.org/10.20880/kler.2016.51.4.215.
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Bloch, Gali. « Heritage Hebrew in Finland : Insights from Multilingual Families ». Languages 9, no 6 (13 juin 2024) : 216. http://dx.doi.org/10.3390/languages9060216.
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This study addresses the research gap in heritage Hebrew in Nordic countries, focusing on the perspectives of Hebrew-speaking immigrant parents in Finland. The objective is to understand family language policies and the use of Hebrew within multilingual families, exploring factors influencing parental decisions on heritage Hebrew transmission to the children. Employing a mixed qualitative–quantitative approach and the FLP analysis method, the research explores language management and the dynamic use of Hebrew within families, examining factors that influence heritage Hebrew maintenance in Finland. A survey of 36 families revealed a shift away from Hebrew towards the majority languages in Finland, with approximately a third of the children having poor or non-existent oral Hebrew skills. Despite the emphasis on Hebrew literacy by many parents, the reported proficiency levels were low, with slightly over 10% of children demonstrating good or excellent reading and writing skills, while 43% were entirely illiterate in the language. A third of respondents cited challenges in accessing Hebrew education, attributing it as the primary reason for the children’s illiteracy, as only 26.3% of children received external Hebrew teaching. While the connection between the birth order of the children and their heritage Hebrew skills presented diverse patterns, the survey revealed a notable shift towards Finnish as the primary communication language among siblings. A unique connection was found between parents’ birthplace and language choices, indicating reduced Hebrew transmission among repatriated parents. These insights contribute to understanding heritage Hebrew dynamics in Finland, with potential implications for informing policies supporting language transmission in similar contexts and practical application in multilingual families worldwide. Furthermore, by analyzing the dynamics of maintaining heritage Hebrew in Finland and investigating the language policies of immigrant Israeli families in the Nordic context, this study expands the theoretical understanding and contributes to the advancement of the fields of heritage languages and family language policies.
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Nahir, Moshe. « Micro language planning and the revival of Hebrew : A schematic framework ». Language in Society 27, no 3 (juin 1998) : 335–57. http://dx.doi.org/10.1017/s0047404500020005.
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ABSTRACTSupported by contemporary evidence, this study discusses the revival of Hebrew a century ago (within two or three decades), with a focus on the actual total shift of pre-Israel Palestine's Jewish community from Yiddish and several other languages to Hebrew as an all-purpose means of communication. First, four “factors” that prevailed prior to and during the revival are discussed: the “communicative”, “political”, “religious”, and “literary.” The study then proposes schematically that the shift to Hebrew evolved in a cycle consisting of four consecutive albeit partially overlapping “steps”: (1) The children are instilled with desired language attitudes. (2) The children acquire the code, Hebrew. (3) The children transfer Hebrew, now a second language, out of the schools. (4) With these children now adults, their newly born receive Hebrew as a first language. Finally, the study suggests that, in the absence of a central authority, the revival can be seen as a case of “micro language planning,” in which potential speakers constituted “language planning agents” active in “language planning cells.” (Language revival, Hebrew, language planning, language shift, vernacular)
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Soesman, Aviva, Joel Walters et Sveta Fichman. « Language Control and Intra-Sentential Codeswitching among Bilingual Children with and without Developmental Language Disorder ». Languages 7, no 4 (26 septembre 2022) : 249. http://dx.doi.org/10.3390/languages7040249.
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The present study investigated bilingual language control among preschool children in a sentence repetition task containing unilingual stimuli and codeswitched stimuli within prepositional phrases (PPs). Cross-language errors, that is, codeswitches that were not part of the stimulus sentences, were taken as evidence of difficulties in language control. Specifically, we investigated cross-language errors as a function of stimulus sentence type (codeswitched or unilingual), CS site within the PP, directionality (English or Hebrew stimulus sentences), and group status (children with typical language development (TLD), and children with Developmental Language Disorder (DLD)). We also examined cross-language errors in terms of word class and locus in the sentence. The participants were 65 English (home language)–Hebrew (societal language) bilinguals with TLD and 13 with DLD, ages 5;5–6;10 (M = 5;11). Stimulus sentences contained five codeswitch conditions within prepositional phrases, for example, a codeswitched preposition (P) or a codeswitched preposition, determiner and noun (P+DET+N), and a ‘no switch’ condition. The stimuli were 36 English and 36 Hebrew sentences (+24 fillers) matched for semantic content and syntax. English sentences contained switches to Hebrew, and Hebrew sentences contained switches to English. The results showed more cross-language errors for codeswitched than unilingual sentence stimuli. The children with TLD showed a directionality effect, producing more cross-language errors in Hebrew sentence stimuli than in English, but the children with DLD did not. The children with DLD had more cross-language errors than their peers with TLD for English stimuli. Most cross-language errors appeared in the sentence-final, adverbial temporal phrase. Findings are discussed in terms of language co-activation and competition in order to account for the difference in performance on unilingual versus codeswitched stimuli and in light of sociopragmatic and psycholinguistic factors to account for the directionality effect among children with TLD and the lack thereof among children with DLD.
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Marcinkowski, Roman. « Hebrew as a Subject of Research and Teaching in Poland from the Early 16th Century to the 20th Century. A Contribution to Further Reflections ». Verbum Vitae 41, no 2 (12 juin 2023) : 309–37. http://dx.doi.org/10.31743/vv.13715.
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The paper explores the history of Hebrew studies in Poland from the early 16th century to the 20th century. The beginnings of academic studies and thorough research into biblical Hebrew can be traced back to the 16th century as the first lecturers of classical languages appeared at the Kraków University. They were also the first to write textbooks for learning this language, and some of tchem translated biblical books from their original languages. Jewish printing houses had a significant impact on the growing interest in Hebrew studies, both in the Jewish and Christian communities. Passion for Hebrew was still observed in Poland in the 17th and 18th centuries. In turn, the late 18th century and the 19th century were the times of the Jewish Enlightenment (Haskalah) and disputes about the shape of Hebrew. At universities theological studies included biblical Hebrew courses. The 20th century saw the emergence of numerous centres for Hebrew studies at leading Polish universities, offering full-time Bachelor and Master’s programmes, conducting interdisciplinary research, developing scholarly publications in the field and establishing organizations aiming to promote research on Jewish history, culture and language.
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Meir, Natalia, Joel Walters et Sharon Armon-Lotem. « Bi-directional cross-linguistic influence in bilingual Russian-Hebrew children ». Linguistic Approaches to Bilingualism 7, no 5 (4 mai 2016) : 514–53. http://dx.doi.org/10.1075/lab.15007.mei.
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Abstract This study examines cross-linguistic influence of L1 on L2 and L2 on L1 and the extent to which age of L2 onset (L2 AoO) is linked to the acquisition of morpho-syntactic properties in both languages of bilingual children who acquire L1-Russian as a heritage language and L2-Hebrew as a majority language. Our investigation of L1-L2 influence focuses on morpho-syntactic features, whose configurations vary in Russian and Hebrew. Definiteness is realized in Hebrew (but not in Russian), aspect is selected in Russian (but not in Hebrew), and [ACC] case is realized in both languages (but the mapping is different across the two languages); finally, the features of [Person], [Number] and [Gender] are mapped onto verbal inflections in both languages. A total of 110 Russian-Hebrew bilingual children aged 5;5–6;5 with varying ages of L2-Hebrew onset (0–60 months), 20 Hebrew-speaking monolinguals and 20 Russian-speaking monolinguals participated. Results demonstrate cross-linguistic influence, showing that it is bi-directional (L1 on L2 and L2 on L1). The patterns of cross-linguistic influence were similar: bilinguals performed similarly to monolinguals on features, with similar configurations in L1 and L2 (i.e., subject-verb agreement) but performed lower for properties realized differently in L1 and L2 (i.e., [DEF] articles in L2-Hebrew; [PERF] aspect and [ACC] case inflections in L1-Russian). The results also showed an effect of L2 AoO on the acquisition of both L1 and L2. Children with earlier AoO to L2-Hebrew (before 24 months) achieve better mastery in L2-Hebrew and performed lower in L1-Russian. Conversely, later AoOs to L2, led to better mastery of L1 and weaknesses in the acquisition of L2. Findings are discussed in light of the Feature Re-assembly Hypothesis.
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Abdulameer NAYYEF ALHUDEEB, Faeza. « THE IMAGE OF JERUSALEM IN HEBREW CHILDREN'S LITERATURE : THE PLAY (JERUSALEM TO ME) AS A MODEL ». International Journal of Education and Language Studies 03, no 01 (1 mars 2022) : 58–69. http://dx.doi.org/10.47832/2791-9323.1-3.5.
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The Zionist movement, in all its stages, relied on Hebrew literature in order to achieve its aggressive and colonial goals. The celebration of Hebrew literature, in its various expressive and poetic forms, was a celebration of describing the conditions of the Jews, and directing them to emigrate to Palestine. Hebrew education books at various school levels described many Zionist concepts and in accordance with smart educational policies. Likewise, Hebrew literature directed at children played an important and vital role that differs from the rest of other literatures, as it carried with it Zionist ideological orientations according to ideological and political ideas and thus succeeded in creating children of a nature. Especially, Jewish writers focused on raising children through literature and focused on important historical issues and special educational trends. All this led to the success of the Zionist project. Zionism began caring for the Jewish child from the beginning, as it issued newspapers for children next to public libraries, and the movement began to revive the Hebrew language and enrich Hebrew children's literature from 1890-1891. Many Hebrew works directed to children have appeared, including story, poetry, and drama. In 1893, the first Hebrew magazine directed at children was published, entitled ( ולם קטן) (a small world). The Zionist movement did not neglect those who direct and take care of children’s literature because the child is the first building block of the state. Therefore, it placed the Jewish child within the framework of its project to accommodate the various Jewish immigrations to Palestine and the production of Hebrew children's literature. With the revival of the Hebrew language at the end of the nineteenth century and the increase of the Zionist presence in Palestine, it became one of the goals of Zionism to make the Hebrew language a language of dialogue between children and to consolidate the values of secular Zionism. One of these methods was to stage theatrical performances in the Hebrew language in front of young children. In this research, I will deal with the play (Jerusalem is mine) by the writer Galia Yei, as this play is concerned with Jewish assimilation in Jerusalem and linking the past with the present. And the Hebrew theater tried to prove the Jewishness of Jerusalem through historical events
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EVIATAR, ZOHAR, et RAPHIQ IBRAHIM. « Bilingual is as bilingual does : Metalinguistic abilities of Arabic-speaking children ». Applied Psycholinguistics 21, no 4 (décembre 2000) : 451–71. http://dx.doi.org/10.1017/s0142716400004021.
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The study explores the effects of the relationship between exposure to two languages in childhood and metalinguistic abilities. Arabic-speaking children who had been exposed to both spoken and literary Arabic were compared to Russian–Hebrew bilinguals and Hebrew monolinguals. All of the children were in kindergarten or first grade. The tests included language arbitrariness, phonological awareness, and vocabulary. As compared to the Hebrew monolinguals, the Russian–Hebrew bilinguals revealed the following pattern: higher performance on arbitrariness and phonological awareness tasks and lower performance on the vocabulary measure. The results of the Arab children mimicked those of the Russian–Hebrew bilinguals and differed from those of the Hebrew monolinguals. We conclude that exposure to literary Arabic requires the same intensive language analyses as those demanded of children exposed to languages as different as Russian and Hebrew.
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ARMON-LOTEM, SHARON. « Between L2 and SLI : inflections and prepositions in the Hebrew of bilingual children with TLD and monolingual children with SLI ». Journal of Child Language 41, no 1 (26 novembre 2012) : 3–33. http://dx.doi.org/10.1017/s0305000912000487.
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ABSTRACTVerb inflectional morphology and prepositions are loci of difficulty for bilingual children with typical language development (TLD) as well as children with Specific Language Impairment (SLI). This paper examines errors in these linguistic domains in these two populations. Bilingual English–Hebrew and Russian–Hebrew preschool children, aged five to seven, with TLD, and age-matched monolingual Hebrew-speaking children with SLI, were tested using sentence completion and sentence imitation tasks in their L2 Hebrew. Our findings show that, despite the similarity in the locus of errors, the two populations can be distinguished by both the quantity and the quality of errors. While bilingual children with TLD had substitution errors often motivated by the first language, most of the errors of monolingual children with SLI involved omission of the whole morpheme or feature reduction. This difference in the nature of the errors is discussed in terms of bilingual processing vs. impaired representation.
Thèses sur le sujet "Hebrew language, textbooks for children"
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Parry, Justin Tyrel, et Justin Tyrel Parry. « Analyzing Hebrew Textbooks : Differing Goals and Identities in Language Classrooms ». Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/623154.
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Among a rich variety of studies in second language acquisition research, relatively few have investigated the role of textbooks for language teachers and learners, in spite of their nearly universal importance in language classrooms (Kramsch, 1988; Plews & Schmenk, 2013). This three-article dissertation examines this issue for the context of Hebrew as a less commonly taught language (LCTL), through considering the goals and identities of four types of teachers (Native, Ethnic Heritage Language [HL], Linguistic HL, and Foreign Language [FL]teachers)and three types of learners (Ethnic HL, Linguistic HL, and FL learners). In order to explore these diverse goals and identities, this research included a mixed-methods approach in three stages: (a) a nationally distributed survey that included 18 teachers and 36 students in first- and second-year Hebrew courses; (b) a case study involving surveys, observations, and select interviews with 65 students and 5 teachers at two universities in the US; and (c) an analysis of the content related to goals and identity within five commonly used Modern Hebrew textbooks. Due to this unique context and research focus, these instruments are partially homegrown and partially adapted from past related studies (e.g. Allen, 2008; Burns Al Masaeed, 2014; Ducar, 2006). The first article of this dissertation consisted of a general analysis of these Hebrew textbooks, the second article focused on portrayals of pronunciation within Hebrew textbook pronunciation guides and explanations, and the third article on multimedia that accompanies Hebrew textbooks. Each of these textbook areas was compared to the goals and identities of the Hebrew teachers and students involved in the study. Findings included a general consensus that Modern Hebrew textbooks were lacking in many ways as far as meeting these goals and identities, although diversity in motivations and backgrounds led to a range of responses. Results also present several implications to improve the contexts of Hebrew, LCTLs, and language teaching in general.
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Goldberg, Scott J. « The relationship between English (l1) and Hebrew (l2) reading and externalizing behavior amongst Orthodox Jewish boys / ». Ann Arbor, Mich. : Xerox University Microfilms, 2004. http://wwwlib.umi.com/dissertations/preview/3110997.
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Thesis (Ph.D.) -- New York University, 2004. Xerox of original typescript, Ph.D thesis, The Steinhardt School of Education, New York University 2004.Publication no. AAT 3110997 New York University.
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Schwarzer, David. « Parallel development of writing in Hebrew, Spanish and English in a multilingual child ». Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/187477.
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This is a year long in-depth, longitudinal case study of Noa, a six-year-old female in a bilingual first grade class which documents and analyzes her literacy development in a multilingual setting. Data collection for the study includes: written artifacts, anecdotal records, informal interviews with Noa, formal interviews with Noa's teachers, and videotapes. The research questions and their answers are summarized as: (1) What types of written genres does Noa develop? Noa developed 25 different written genres. The genres were categorized according to the distinction between language as an end in itself and language as a means toward an end, based on Halliday's ideas of learning about language and learning through language. (2) How does Noa use Hebrew, English and Spanish in her writing development? English was Noa's predominant written language. Only 10% of Noa's writings were written in languages other than English. (3) How does Noa use technology in her literacy development? Noa used the computer for two main reasons: as a stylistic device and as an ownership device. (4) What kind of questions does Noa ask about language learning? Noa wondered aloud about language intensively during the duration of the study. (5) What types of tensions influence Noa's writings? Three types of tensions were documented: Language learning: between invention and convention. The genres categorized as language as an end in itself did not show any development throughout the year. In the genres categorized as language as a means toward an end, the tension between inventions and conventions were obvious and gave a clear sense of Noa's literacy development. Settings: between home and school. The settings in which Noa wrote impacted her writings. All of the genres related to language as an end in itself were explored in the school setting only. Important relations between Noa's writing experiences at home and in the school were discussed. Editing: between teacher centered and student centered. Noa's editing provides insight about teacher centered and student centered editing. Noa's assimilation and accommodation of the teacher's editing behaviors and the student centered editing were discussed.
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Baron, Vita. « Nutrition messages in elementary school textbooks : a study of language arts and math texts used in English schools in Montreal ». Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59565.
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This study examines references to foods mentioned in elementary school texts used in Montreal English schools. A study of 58 language arts and math texts used in grades 1-6 revealed a total of 4,391 references to foods in words and/or pictures. A large proportion of these references were to sugar-rich foods. A higher percentage of adult females prepared foods, followed closely by adult males. Boys were shown as eating food more frequently than any other group. Eating with one's peers was far more frequent than eating with the family, while a surprising number of children depicted in texts used in grades 1-3 consumed their food alone. The results of this study suggest that, because unintended information may influence childrens' nutritional habits, more attention should be paid to concomitant messages in elementary school textbooks.
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Oliveira, Luiz Carlos Gonçalves de. « Seleção de textos para coleções didáticas de Português no PNLD 2007 (1ª a 4ª séries) : poemas para quê ? Para que poemas ? » Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10092009-140721/.
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De acordo com os autores consultados, a gênese do livro didático de Português contemporâneo situa-se, historicamente, no encontro, nos anos 1950, de dois gêneros: a antologia e a gramática. A seleção de material textual e as propostas de atividades elaboradas a partir dos textos escolhidos é, ainda hoje, uma das principais características do livro didático de Português. Nesta pesquisa, investiguei alguns dos principais critérios implicados na seleção de textos que integraram as coleções didáticas de Português aprovadas no PNLD 2007, destinadas a alunos de escolas de 1ª a 4ª séries. Em uma primeira etapa, tomei como fonte dados sobre a natureza textual das coleções do PNLD 2007 levantados por pesquisadores do Projeto Integrado de Pesquisa O livro didático de Língua Portuguesa no ensino fundamental: produção, Perfil e Circulação, CNPq/Iel-Unicamp/Ceale-Ufmg. Nessa etapa, constatei que, mesmo com a variedade e diversidade de gêneros presentes nas coleções, o poema foi o gênero mais presente nos volumes referentes a todas as quatro séries do Ensino Fundamental. Na segunda etapa, tendo como corpus 12 volumes de diferentes coleções didáticas, escolhidos segundo critérios detalhados nesta pesquisa, investiguei o tratamento dado nesses volumes a quatro poemas, situados entre os mais frequentes no PNLD 2007. Contribuíram para esta pesquisa os pressupostos teóricos do ensino de língua materna fundamentados na perspectiva sócio-interacionista, apoiada sobretudo em Vygotsky e Bakhntin e transposta para o cenário educacional por trabalhos dos membros da chamada Escola de Genebra, entre os quais Joaquim Dolz, Bernard Schneuwly e Jean-Paul Bronckart. Das conclusões desta pesquisa, destaco que a significativa presença de poemas nas coleções didáticas deveu-se, entre outros fatores, ao atendimento às exigências do Edital do PNLD 2007, às orientações curriculares dos PCN, à adaptabilidade do gênero às características gráfico-editoriais das coleções, à exploração temática dos poemas nas coleções aprovadas e à concepção de leitor-modelo pressuposto nas coleções didáticas.According to the studied authors, the genesis of contemporary Portuguese language textbooks is placed historically in the convergence in the 1950s of two genres: anthology books and grammars. The selection of textual material and the proposals of activities elaborated on the basis of chosen texts are, still today, one of the main characteristics of Portuguese language textbooks. In this research, I investigated some of the main criteria present in the selection of texts integrated to textbook Portuguese language collections approved by PNLD (National Program of Textbooks) 2007, for 1st to 4th grade schools. In a first stage, I examined data on the textual characteristics of PNLD 2007 collections gathered by researchers of Projeto Integrado de Pesquisa O livro didático de Língua Portuguesa no ensino fundamental: produção, Perfil e Circulação, CNPq/Iel-Unicamp/Ceale-Ufmg (Integrated Research Project Portuguese Language Textbooks for Elementary Education: Production, Profile and Circulation, CNPq/Iel-Unicamp/Ceale-Ufmg). At this stage, I observed that, despite the variety and diversity of genres present in the collections, poem were the most common genres in volumes for all the four grades of Elementary School. At the second stage, having as a corpus 12 volumes of different collections chosen according to criteria presented in detail in this research, I investigated the way these volumes explored four poems which are among the most used in PNLD 2007. This research was based on theoretical principles for mother language teaching of the social-interactionist perspective based in Vygotsky and Bakhtin and transposed to the educational sphere through works of the members of the so-called Geneva School, among them Joaquin Dolz, Bernard Schneuwly and Jean-Paul Bronckart. From the conclusions of this research, I emphasize, among other things, that the significant presence of poems in the collections was due, among other causes, to complying with the requirements of PNLD 2007 Announcement, to the curricular guidelines of PCNs (Brazils Curriculum Guidelines), to the adaptability of the genre to graphic-editorial characteristics of the collections, to the exploration of poems themes in the approved collections and the conception of model reader followed by the studied textbook collections.
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Langhan, David Patrick. « The textbook as a major source of difficulty in the teaching and learning of geography through the medium of English in Standard 3 in black primary schools ». Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1002017.
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This dissertation provides evidence to suggest that teaching/learning difficulties with geography in Std 3 are largely attributable to textbooks which fail as well constructed discourse and include uninterpretable illustrations. The discourse properties most likely to affect the readability of textbooks intended for ESL/EFL pupils are identified. Selected passages from two widely used Std 3 geography textbooks are analysed in terms of these properties, and are shown to fail extensively as well constructed discourse. Following classroom observation and informal interviews which confirmed the inappropriacy of the texts for Std 3 pupils, the passages were re-written, following the necessary properties of well constructed expository discourse. The readability of these two sets of texts was then tested on a group of nine Std 3 teachers in two structured interviews. The findings reveal that the re-written passages are significantly more readable than the textbook passages. Recommendations that affect education authorities, curriculum designers, syllabus makers, textbook authors, publishers and teacher training colleges are provided
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Lima, Ana Paula de. « Análise de propostas de avaliação de rendimento em livros didáticos de inglês para o Ensino Fundamental I ». [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269802.
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Orientadores: Matilde Virgínia Ricardi Scaramucci, Claudia Hilsdorf RochaDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: O ensino de língua inglesa tem se iniciado cada vez mais cedo nas escolas regulares brasileiras (SCHEIFER, 2008; COSTA, 2008). A expansão desse ensino incentiva as pesquisas na área, que revelam, dentre outras coisas, a escassez de estudos sobre o livro didático de língua inglesa (RAMOS; ROSELLI, 2008) e sobre avaliação em língua estrangeira para crianças (REA-DICKINS; RIXON, 1997; SCARAMUCCI et al., 2008; COSTA, 2008). Esses dados nos chamaram a atenção, tendo em vista a forte influência dos livros didáticos no processo de ensino-aprendizagem de línguas (RICHARDS, 2002; PINTO; PESSOA, 2009; DIAS, 2009, dentre outros), bem como das avaliações na vida dos alunos, no ambiente escolar e na sociedade como um todo (SCARAMUCCI, 1998/1999; 2000/2001; 2004; 2006; HUGHES, 2003; SHOHAMY, 2004; MCNAMARA, 2000), podendo causar tanto impactos positivos quanto negativos. Propomo-nos, então, neste trabalho qualitativo e de cunho interpretativista, a analisar as avaliações de rendimento sugeridas por alguns livros didáticos de inglês voltados para alunos do Ensino Fundamental I. Como as avaliações de rendimento visam a observar se os objetivos de ensino foram alcançados, nosso objetivo é analisar se as concepções de linguagem, ensino e aprendizagem que as fundamentam são as mesmas que embasam o ensino, bem como se os objetivos de ensino são contemplados na avaliação. Analisamos, ainda, se as avaliações propostas por esses materiais estão em consonância com o que as pesquisas na área de avaliação consideram adequadas para a condução do processo de ensino-aprendizagem-avaliação nesse segmento. A análise revelou desencontros entre o que se ensina e o que se avalia, tendo em vista que nem todos os conteúdos ensinados são avaliados e que as habilidades orais, apesar de enfatizadas pelos materiais, são pouco recorrentes nas avaliações. Observamos também que, apesar da maioria das avaliações refletir as visões de linguagem, ensino e aprendizagem que embasam o ensino, essas concepções estão muito distantes das visões mais contemporâneas, segundo as quais a aprendizagem ocorre por meio da interação significativa e a língua é entendida como um sistema holístico de comunicação e de reflexão que permite ao indivíduo "agir no mundo" (SCARAMUCCI, 2006, p. 59)
Abstract: Even though the teaching of foreign languages is not mandatory in Elementary School in Brazil, English has been taught since early schooling (ROCHA, 2006; SCHEIFER, 2008; COSTA, 2008). The interest in this area has increased and research has shown the scarcity of studies about English textbooks (RAMOS; ROSELLI, 2008) and assessment (REA-DICKINS; RIXON, 1997; SCARAMUCCI et al. 2008; COSTA, 2008) for children. Considering the influence of textbooks (RICHARDS, 2002; PINTO; PESSOA, 2009; DIAS, 2009) and assessments (SCARAMUCCI, 1998/1999; 2000/2001; 2004; 2006; HUGHES, 2003; SHOHAMY, 2004; MCNAMARA, 2000) in the teaching-learning process, we conducted this qualitative and interpretive study to analyze the tests proposed by some English textbooks for elementary level students in order to observe the concepts of language teaching and learning that underlie them; in addition, we investigated whether the learning objectives are included in the assessment. We also analyzed whether the tests proposed by these materials are in line with what the research in the language assessment area consider appropriate to conduct the teaching-learning-assessment process in this segment. This study shows that there is a mismatch between teaching and assessment: the content taught is not totally assessed and the oral skills, although emphasized in the material, are not usually evaluated in the tests. Most of the tests reflect the views of language, teaching and learning that underlie the teaching process. However these concepts are not on a par with contemporary views, in which learning occurs through interaction and meaningful language is understood as a holistic system of communication and reflection that allows the individual to "act in the world" (SCARAMUCCI, 2006, p. 59)
Mestrado
Lingua Estrangeira
Mestre em Linguística Aplicada
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Koike, Yuko. « Communicative competence through music in EFL for Japanese middle school students ». CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/2564.
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chih-che, Chen, et 陳志哲. « The application of Lin Liang''s children literature to elementary school language textbooks ». Thesis, 2003. http://ndltd.ncl.edu.tw/handle/24166991264084296120.
Texte intégralRésumé :
碩士國立花蓮師範學院
語文科教學碩士班
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Mr. Ling Liang has been devoting to children literatures for a long time. The high quality of his lots of works appeals to children. In addition to writing, he has contributed to editing elementary school textbooks for twenty-four years. Therefore, his extensive experiences of editing are kinds of valuable resources for elementary school teachers and language teachers in creative teaching skills. With a view to discussing Mr. Lin’s theories of children literatures and its relation to textbooks, the research is based on the methods of analyzing references and compositions content as well as conducting interviews. According to the researchers of Lin Liang, the characteristics of Lin’s children literature are: benevolent perspective, detailed observation, and sources adopted from daily life. The features of form contain: accessible language use, delicate modifiers, and graceful rhythm. From the questionnaires filled out by 108 textbook users, when comparing Mr. Lin’s texts with the previous one (version of year 57’), 55.5% of users think Mr. Lin’s texts have more benevolent perspective, 49.7% think the content has more detailed observations, 54.2% think the texts are closer to daily life, 66.4% think his texts are more accessible in selecting words, 58.3 % agree that the modifiers are more delicate, and 58.5% consider the rhythm is more graceful. Therefore, that Mr. Lin applies the theories of children literature to elementary language textbooks is highly admired by educators who use Chinese textbooks. While composing language-teaching materials, Mr. Lin always puts consideration into the bright side of human nature with hopes that enrich children’s mind and body either in topics constructing or in contents’ describing. The delicate techniques in the story depicting stimulate children to arousing their senses of curiosity and cultivating their logical thinking abilities. Through the guidance in various words, children not only learn how to observe the environment around them, but also are encouraged to explore their imagination which will be more helpful to develop their own potentials individually. Besides, materials based on life experience could lead children to arouse their learning motivation and associate with their own previous experiences; therefore, they may help children be ready to acquire new knowledge and prepare themselves for the future. Similarly, through his works children will have more understanding about life. It is a good way to experience and adapt themselves to the world they live. In the aspect of word choosing and modifying, Mr. Lin prefers to use the “plain, simple words”, which are fluent and accessible for children to read and understand about the story. Hence his works are widely accepted by the public. In terms of literature appreciation, Mr. Lin’s various, skillful modifiers provide good learning context as well. Again, in views of literature skills, his modification in his works offers the best model for children to imitate and learn the language naturally. Mr. Lin enriches texts by dealing with different word rhythms, which make children feel interested in the process of recitation. It is more meaningful for guiding the children to experience and appreciate the harmony of sounds of word rhythm and enhance their own abilities when they would like to express what they really feel through their own observation. According to the analyses and conclusion of this research, it generalizes that the characteristics and skills of Mr. Lin’s theory of children literature that apply in language textbooks could be the reference for the elementary school teachers in language textbooks’ selecting, editing, or teaching.
Livres sur le sujet "Hebrew language, textbooks for children"
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Sloviḳ, Shemuʼel Mosheh. "ha-Melamed" adam daʻat "Ṿe-tinoḳ le-lamdo sefer" ha-shalem : Le-ḥanekh et yalde Yiśraʼel li-ḳeriʼah be-ofen hadragati. Yerushalayim : Sh. M. Sloviḳ, 1993.
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Krengel, Moshe. Sefer ha-Sulam : Le-tashbar : li-lemod otiyot, neḳudot u-ḳeriʼah be-derekh ḳal uve-harbeh ḥazarah. Brooklyn, N.Y : M.Y. Ḳrengil, 1995.
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Ganin-Epstein, Naomi. [Apples and zebras]. T.A. [z.o. Tel Aviv] : Shemaʻ, 1993.
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Scharfstein, Sol. Let's learn prayer. [New York?] : Ktav Pub. House, 1985.
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Blau, M. V. Amirah neʻimah : Seder ḳeriah yomit le-tashbar ... Bruḳlin, N.Y : Mekhon Ḳeriʼah Neʻimah, 2011.
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Ḥarash, Yeḥiʼel. Em la-Miḳra : Sefer limud haḳnayat ha-ḳeriʼah le-t. sh. b.r ʻal ṭohorat ha-ḳodeh ka-muva u-mevoʼar be-sef. ha-ḳ peri nisayon shel ʻaśrot shanim be-haḳnayat ha-ḳeriʼah la-tashbar. Ashdod : [Yeḥiʼel Ḥarash], 2007.
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Alex, Kaminetsky, Winter Magda et Zeldich Arieh 1949 ill, dir. [Derekh ḥokhmah] = : Prayer reading skills. West Orange, N.J : Behrman House, 1988.
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Kaye, Terry. Managing the New Siddur program : The educational directors guide. West Orange, NJ : Behrman House, 1994.
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Kipper, Lenore C. A teacher's guide to the Alef-bet of blessing. New York, N.Y : UAHC Press, 1991.
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Biblical Hebrew : A living language. Lexington, KY] : Hélène M. Dallaire, 2016.
Trouver le texte intégralChapitres de livres sur le sujet "Hebrew language, textbooks for children"
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Schwartz, Mila, Victor Moin et Manal Klayle. « Parents’ Choice of a Bilingual Hebrew-Arabic Kindergarten for the Children ». Dans Successful Family Language Policy, 23–51. Dordrecht : Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7753-8_2.
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Singh, Kundan, et Krishna Maheshwari. « Mill’s Colonial-Racist Discourse in School Textbooks ». Dans Colonial Discourse and the Suffering of Indian American Children, 179–214. Cham : Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57627-0_5.
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AbstractJames Mill was the first colonial to write a comprehensive history of India. Soon after its publication, he became a high-ranking employee of the East India Company. In no time, he became its chief at India House, the headquarters of the Company. His rank and popularity in British society ensured that the History of British India became the paradigm determiner of India studies, its people, culture, and traditions. The framework behind the creation of grade-school discourse on India and Hinduism currently bears a complete reflection of the narrative set in motion by Mill more than two hundred years ago. Given the political power that Britain wielded over India, there was no need for Mill to camouflage his language in describing India, Hinduism, and the Hindu people. The times have changed, and the language must be politically correct. The current-day school discourse reproduces Mill’s narrative, minus his language of savagery and uncivilization of the Hindu people. This chapter exposes Mill’s stamp on the India-and-Hinduism discourse in American middle schools.
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Dunajeva, Jekatyerina. « From “Unsettled Fortune-Tellers” to Socialist Workers : Education Policies and Roma in Early Soviet Union ». Dans Social and Economic Vulnerability of Roma People, 65–77. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_5.
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AbstractThis chapter embeds Roma identity formation in the politics of early Soviet Union, by examining the role schools played in delineating boundaries of belonging and the sense of nationhood. I analyze education policies and politics towards minorities in the 1920s and ‘1930s through textbooks in Romani language from the time. I show that textbooks, often through educating basic grammar to children, sought to alter their identities from “unsettled fortune-tellers” to working Roma. Roma way of life was equated with oppression of the old, pre-revolutionary times, while new, Socialist life that Roma were to become part of was characterized by equality and work. What was seen as the traditional Roma way of life was incompatible with the goals of the state, and schools were to “transform” Roma children into productive Socialist workers. Socialism, therefore, was seen as the emancipation and empowerment Roma needed in order to leave their “backwards” habits in the past.
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Armon-Lotem, Sharon, Susan Joffe, Hadar Abutbul-Oz, Carmit Altman et Joel Walters. « Language exposure, ethnolinguistic identity and attitudes in the acquisition of Hebrew as a second language among bilingual preschool children from Russian- and English-speaking backgrounds ». Dans Input and Experience in Bilingual Development, 77–98. Amsterdam : John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tilar.13.05arm.
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Shandler, Jeffrey. « Education ». Dans Yiddish, 108–19. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190651961.003.0010.
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This chapter traces the dynamics of learning Yiddish and of its role as a language of instruction, beginning with its traditional role in the study of sacred texts in Hebrew and Aramaic. Formal instruction in Yiddish begins among Christian humanists in the seventeenth century, who wrote the first textbooks for learning the language. The establishment of secular Yiddish-language schools for Jewish children is largely a twentieth-century phenomenon. This development reflects major shifts in Jews’ social and political circumstances as well as their cultural and linguistic literacy. This period also witnessed the advent of academic research on Yiddish language, literature, and culture.
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Ravid, Dorit Diskin. « Principles and Strategies in Language Acquisition and Language Processing ». Dans Language Change in Child and Adult Hebrew, 90–129. Oxford University PressNew York, NY, 1995. http://dx.doi.org/10.1093/oso/9780195088939.003.0005.
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Abstract In discussing the task-specific tactical measures in Chapter 4 above we saw that children used such ad-hoc strategies differently from adults, and that there were certain similarities between the measures of children and of low SES adults. Young children typically used context-dependent strategies, relying on semantic and pragmatic cues rather than on structural ones. These findings are compatible with early strategies demonstrated by various researchers (e.g. Clark 1973a, Cromer 1976, Wilcox & Palermo 1974/5), as based on broad cognitive principles that are not necessarily linguistic in nature, e.g. the Probable Event Strategy (Strohmer & Nelson 1974) or the Appropriate/Inappropriate Contexts Strategy (Dewart 1975).
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Schleicher, Regina. « World Knowledge in Textbooks for French-Language Teaching in the Nineteenth Century in Germany ». Dans The World of Children, 81–92. Berghahn Books, 2019. http://dx.doi.org/10.2307/j.ctv1dwq1fh.8.
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« Contrasting Arabic and Hebrew textbooks in Israel : A focus on culture IAIR G. OR AND ELANA SHOHAMY ». Dans Language, Ideology and Education, 123–40. Routledge, 2015. http://dx.doi.org/10.4324/9781315814223-15.
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Schleicher, Regina. « Chapter 3 World Knowledge in Textbooks for French-Language Teaching in the Nineteenth Century in Germany ». Dans The World of Children, 81–92. Berghahn Books, 2022. http://dx.doi.org/10.1515/9781789202793-006.
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Levie, Ronit, Dorit Ravid, Tal Freud et Tova Most. « Spelling Abilities in Hebrew-Speaking Children with Hearing Loss ». Dans Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems, 70–84. Oxford University Press, 2014. http://dx.doi.org/10.1093/acprof:oso/9780199827282.003.0006.
Texte intégralActes de conférences sur le sujet "Hebrew language, textbooks for children"
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Lebedeva, M. Y., T. S. Veselovskaya, L. Y. Zhiltsova, O. F. Kupreshchenko et A. N. Laposhina. « LEXICAL PROFILES OF RUSSIAN TEXTBOOKS FOR L1 AND L2 LEARNERS : COMPARATIVE CORPUS STUDY ». Dans International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-1036-1048.
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This corpus-based study investigates the vocabulary of modern Russian textbooks for primary school children with different language proficiency in Russian (L1, L2 and bilingual children). As there are very limited requirements for this kind of educational materials and no official frameworks of language proficiency for very young learners of Russian, we suppose that the objective analysis of current coursebooks can show the present state of the field and reveal the areas of improvement. In this paper we focus on a detailed frequency analysis of vocabulary items and collocations within different sections of textbooks. For the research purposes a special textbook corpus TIRTEC has been created and annotated. By comparing the lexical content of textbooks, we endeavour to reveal the methodological approach to language teaching of children with different educational needs. Also the data from textbooks is compared to the words frequency range according to Russian National Corpus, so it permits to evaluate modern Russian textbooks in terms of their affinity to the “real” language.
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Nebera, M. V. « VERBALIZATION SPECIFICS OF VALUE CATEGORIES «ATTITUDE TO CHILDREN» AND «ATTITUDE TO ADULTS» (BASED ON RUSSIAN AS A FOREIGN LANGUAGE TEXTBOOKS) ». Dans Proceedings of the IX (XXIII) International Scientific and Practical Conference of Young Scientists. TSU Press, 2022. http://dx.doi.org/10.17223/978-5-907572-04-1-2022-67.
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Ionita, Mirela, et Veronica Pastae. « OBSOLESCENCE AND THE E-LEARNING ELEMENT IN THE CONTEXT OF TEACHING AND ACQUIRING FOREIGN LANGUAGES ». Dans eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-081.
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The “lifespan” of a textbooks is dependent on a wide range of factors-of linguistic, social, psychological, technological and even political nature. These factors have implications in the selling process, in the socio-cultural impact, as well as in the erosion of a textbook. The e-learning element is the latest feature added to the process of teaching and acquiring foreign languages. However, it seems to be the subject of high-speed changes and reshaping. These complex phenomena are in connection with the rapid technological progress and evolution of the society itself. Hence some challenging questions arise: how should traditional way of learning blend with these new trends and how could the obsolescence factor affecting both textbooks and e-learning be best estimated and dealt with? 1.1. The lifespan of any textbook is limited to some extent. Both contents and graphics are perishable. Designed for teaching and learning purposes, any textbook is bound to become obsolete in the end. The viability of a textbook is in close connection with its usage - after this it becomes outdated. Quality is a dynamic feature constantly affected by the passage of time. 1.2. Language textbooks tailored for teaching and learning purposes are, in our opinion, a special kind of educational outcome. The market provides at least two types of products: school textbooks and independent methods, which are not restricted in any way by official curricula. Despite the fact that both these products are vulnerable and subject to change, school textbooks are the ones primarily altered by educational policies. 1.2.1. We will focus solely on those textbooks addressed to a public that is willing (not forced) to learn foreign languages. Regardless of the age group it targets (for instance, children, teenagers, adults) or their degree of proficiency (beginner, intermediate, advanced), such a textbook has to be accepted; it cannot be imposed. Consequently, its potential beneficiary can be extrapolated beyond borders, but not beyond time.