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Статті в журналах з теми "Primary school language":
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Yusof, Zairosni, Mohd Ra’in Shaari, and Adenan Ayob. "PEDAGOGY GRAMMAR SELECTION PRACTICE AMONG MALAY LANGUAGE PRIMARY TEACHER IN PRIMARY SCHOOL." International Journal of Humanities, Philosophy and Language 3, no. 9 (March 15, 2020): 36–43. http://dx.doi.org/10.35631/ijhpl.39005.
This study focuses on the practice of selecting pedagogical grammar in primary school. In terms of objective, the study examines the selection of pedagogical grammar practices via contextual grammar by Malay Language teachers in primary schools. The objective of this study was to identify the selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school. The research question is: What is the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school? This study uses quantitative design through the survey method. The instrument was a set of a questionnaire containing 10 items using the Five Points Likert Scale. This study used quota sampling that consisted of 149 teachers who teach the Malay Language in primary schools. A total of 26 schools in the National School (SK), eight schools in the Chinese National Primary School (SJKC) and seven Tamil National Primary Schools (SJKT) in the Gombak district have been identified as the study locations. Data were analyzed descriptively presented in the form of mean and standard deviation. The result shows that the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by Malay Language teacher in primary school is high; mean values ranged from 3.73 to 4.03, and standard deviations ranged from 0.57 to 0.75. The implications of this study highlighted that teacher can improve those practices in teaching and learning (PDP) in primary schools through a planned curriculum involved.
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Iwashita, Noriko, and Irene Liem. "Factors affecting second language achievement in primary school." Australian Review of Applied Linguistics 28, no. 1 (January 1, 2005): 36–51. http://dx.doi.org/10.1075/aral.28.1.03iwa.
Abstract This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates who have some exposure to the LOTE outside school. In order to examine whether home language use has any impact on achievement, we developed a test of four skills and administered it to Year 6 students in two primary schools in Melbourne. The results showed that Chinese background students scored much higher than non-Chinese background students in all four areas. However a close examination of the data revealed that other variables such as Chinese study outside school and the number of years of study at school also influenced the test scores. This research has strong implications for developing a LOTE curriculum for both background and non-background speakers.
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Deda, Silvija Hanžić. "Metacomprehension Awareness of Primary School Plurilinguals." Sustainable Multilingualism 19, no. 1 (November 1, 2021): 141–72. http://dx.doi.org/10.2478/sm-2021-0017.
Summary This qualitative-quantitative study examines the level of metacomprehension awareness in international primary school students before, while, and after reading narrative texts. The first part of the study brings a short overview of theoretical background and previous research pertaining to metacognition and metacognitive strategies, reading comprehension, and plurilingualism in the context of formal education. The second part describes the participants, along with their diverse personal experiences regarding language and education. Two tests and a brief questionnaire were used for collecting the majority of information. A semi-structured interview was conducted to inquire about the participants’ attitudes towards reading narrative texts and the languages to which they give preference while reading such texts. The findings reveal that, at the age of ten, plurilingual students demonstrate a certain amount of metacomprehension awareness while reading narrative texts in English. No major differences were found between two language-specific groups defined by the students’ mother tongues, but certain differences occurred between boys and girls. Established reading language and language preferences for reading narrative texts seem to play an important role in effective reading comprehension, whereas age seems to be a more critical factor in the development of metacomprehension awareness of plurilingual 10-year-olds.
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Shilova, Lyudmila, Svetlana Masterskikh, Elena Mensh, and Maria Zemlyanova. "Learning English language in primary school." International Journal of Educational Management 34, no. 9 (August 29, 2019): 1475–89. http://dx.doi.org/10.1108/ijem-03-2019-0115.
Purpose The purpose of this paper is to determine the level of intrinsic motivation of primary-school-age children alongside the factors that influence these levels when learning English. Design/methodology/approach This goal was reached through a study that was conducted in four educational establishments of Tyumen. The study benefits from qualitative and quantitative methods. The qualitative part consists of an experiment in a group setting. Two groups of students were learning under two different programmes and the teachers were making records of student outcomes, interest in learning and motivation. The findings demonstrate that the level of motivation/interest is higher when interactive techniques (appropriate for the age of students) are in use. The quantitative part involved a survey to identify intrinsic motivations by completing which the students revealed high and medium levels of motivation/interest to learn. Findings The findings can be used when updating or re-designing education programmes and when creating new methods for teaching English in Russian educational establishments. Originality/value Giving the schoolchildren a motivation to learn is, without any exaggeration, one of the central problems in modern school. Teaching English as a foreign language to students of younger age (schoolchildren) requires a special approach due to special psychological and mental characteristics that these students have. The scholars have established that learning of foreign languages happens best at a very young age. However, without proper methods of teaching, teachers will not be able to reach the learning objectives, which they were attempting to reach. The reason for this effect is simple. The way the subject is taught is expected to spark interest but with the lack of interest in the subject, students will not feel sufficiently motivated to actually learn something. Hence, motivation is essential for learning any foreign language. In the home setting, motivation to learn, as well as a positive learning environment, is the responsibility of parents.
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Kurniasih, Eka. "Teaching the Four Language Skills in Primary EFL Classroom." JET (Journal of English Teaching) 1, no. 1 (September 19, 2016): 70. http://dx.doi.org/10.33541/jet.v1i1.53.
English teachers in Indonesian primary schools are often in doubt about the ‘what’ and the ‘how’ to teach because most English teachers training colleges do not provide them with specialized training in how to meet the needs of primary school students; TEYL is a new and highly dynamic field; the status of English in the curriculum of primary schools in Indonesia is a local content, and thus the National Education Ministry does not provide English syllabus for primary school. Since the objective of teaching English in primary school is to provide a good basis for communicative competence as a foundation to study it in secondary school; the development of the four language skills should be made the focus of all learning activities. This paper provides some guidelines, which are adapted from some publications and discussions concerning TEYL for teaching the four language skills in primary schools.
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Bray, E. "Macro Issues of Mikro Primary School." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 10, no. 1 (July 4, 2017): 1. http://dx.doi.org/10.17159/1727-3781/2007/v10i1a2791.
Mikro Primary School is an Afrikaans medium public school whose governing body refused to accede to an order of the Western Cape Department of Education to change the language policy of the school so as to convert it into a parallel medium Afrikaans/English school. The Supreme Court of Appeal held that section 29(2) of the Constitution of the Republic of South Africa, 1996, means that everyone has a right to be educated in an official language of his or her choice at a public educational institution to be provided by the State if reasonably practicable, but not the right to be so instructed at each and every public educational institution, subject only to it being reasonably practicable to do so. The court held that the language policy and admission policy of Mikro were not contrary to any provision of the Constitution, the South African Schools Act 84 of 1996, the Western Cape Provincial School Education Act 12 of 1997 or the Norms and Standards. The MEC and the department were prohibited and restrained from compelling or attempting to compel the school or its principal to admit learners for instruction otherwise than in compliance with its language policy and applicable provisions of the Schools Act and the Norms and Standards. The court declared the conduct of the department’s officials to be an unlawful interference with the government and professional management of the school in contravention of section 16 of the Schools Act and prohibited and restrained them from interfering unlawfully. The court rejected a previous interpretation of the term “organ of state” and relied on the Constitution which determines that any institution exercising a public power or performing a public function in terms of any legislation is an organ of state (section 239(b)(ii)). This means that the public school (acting through its governing body) is clearly an organ of state because as an institution it exercises a public-education power and performs public-education functions in terms of the Schools Act, for example.
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Gibbons, John. "Depth or breadth? some issues in lote teaching." Australian Review of Applied Linguistics 17, no. 1 (January 1, 1994): 1–22. http://dx.doi.org/10.1075/aral.17.1.01gib.
Abstract The prevailing pattern of second language instruction in NSW schools is one in which the available time is distributed across several languages (a ‘breadth’ approach). With the impending introduction of second languages into many primary schools, a window of opportunity has opened: if all the available curriculum hours are devoted to a single language in primary and secondary school (a ‘depth’ approach) there is a possibility of most students attaining a communicative proficiency in a LOTE. This possibility can be increased (a) if the second language is a language spoken in the home (b) if certain classroom processes are adopted, and (c) if the language is more easily learnable. A case study of a school is presented which includes information and opinions gathered from parents on these issues, and an outline ‘depth’ curriculum for this school.
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Datskiv, Olha, and Sofia Datskiv. "Primary school inclusive foreign language teaching features." Scientific and methodological journal "Foreign Languages", no. 3 (September 30, 2021): 44–50. http://dx.doi.org/10.32589/1817-8510.2021.3.241160.
An integral part of the formation of the New Ukrainian School is an inclusive component, which forms a new philosophy of society based on the understanding of diversity and equality for all. Involvement in education and constant support of children with special educational needs should take place at all stages of receiving complete secondary education, especially in primary school. The paper discusses the features of inclusive foreign language teaching in primary school. Based on the research analysis, pedagogical observation of the educational process in English lessons in inclusive classes, the conclusion is made that it is important for primary school English teachers to use clear and comprehensive instructions before doing exercises and tasks, introduce and maintain the learning routine (greeting, a permanent place for writing homework, questions at the beginning and at the end of the lesson, etc.), change the types of tasks frequently, adapt previously used exercises to the new learning conditions, use scaffolding strategies. The article presents a set of exercises and tasks to use in English lessons when studying the topic “My home” in an inclusive 3rd grade of a general secondary education institution, as well as checklists for self-and peer evaluation of the inclusiveness of the learning environment for English teachers. The exercises and tasks of the set were tested in the 3rd-B grade of Ternopil schools No. 16 and No. 7. The final assessment of the educational achievements of students in English in the second semester of the 2020 / 2021 academic year confirmed the effectiveness and appropriateness of using these exercises and tasks in the English lessons. Checklists for self-and peer evaluation of the inclusiveness of the learning environment were tested and approved by English teachers and recommended for use in the educational process by foreign languages teaching methodology groups.
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Lujić, Rea, and Silvija Hanžić Deda. "Plurilingual Primary School Students and Their Language Use." Sustainable Multilingualism 12, no. 1 (May 1, 2018): 114–29. http://dx.doi.org/10.2478/sm-2018-0005.
Summary This case study examines the perspective of plurilingual primary school students on three aspects of their language use: code switching, positive language transfer and translation. In other words, the research question attempted to be answered in this paper is whether plurilingual primary school students use their communicative repertoires purposefully and strategically for their communication, acquisition, and learning of the languages. The research was conducted in a class of eighteen third-graders who attended an international primary school in Zagreb, with the average age of 9. Two questionnaires and a semi-structured interview were used to collect data about the students’ language background, their language use, and their motives for engaging in code-switching, positive language transfer, and translation. In this research, the majority of the participants reported code-switching, the use of positive language transfer and translation. The findings also suggest the students are aware of the benefits that accompany plurilingualism, and that most of the participants possess significant metalinguistic awareness regardless of their young age. To sum up, this case study brings a valuable insight into the plurilingual world of primary school children and the development of their metalinguistic awareness.
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Akil, Mansur. "MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS." ALQALAM 27, no. 3 (December 31, 2010): 452. http://dx.doi.org/10.32678/alqalam.v27i3.1054.
The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature.
Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.
Alhassan, S. "Language alternation in the Ghanaian primary school clasroom." Thesis, University of Edinburgh, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.640370.
Although UNESCO 1953 recommends the use of students' mother tongue in education especially during the formative years, educators by no means agree on the extent to which local and international languages should be employed in primary school teaching. In Ghana language in education policy requires the use of L1 medium in the first three years, but prohibits the simultaneous alternating use of the target language (L2) and the learners' mother tongue (L1) in classrooms. However, classroom practice presents a quite different picture. A major concern of this study is the examination of the classroom language of twelve primary school teachers with the aim of describing language alternation and its motivation in the classroom discourse of Ghanaian primary school teachers. Through an in-depth study using audio recordings the study provides evidence to show that most teachers disregard the policy restrictions and alternate two languages in class. Teachers' actual classroom language use in the first three years one of language alternation with a tendency to greater use of English. After the first three years (classes 4-6), where the policy requires the use of English, again the pattern is that of alternation between English and Ghanaian languages with emphasis on English irrespective of the status of locality of the school. A national survey of teachers' opinion about what language they use in classrooms, also confirms the use of language alternation with emphasis on the use of English at both levels. Interestingly, the alternation shows dual direction. Teachers alternate from English into L1 (L2→L1) and from L1 into English (L1-L2). The present study also provides some evidence that language alternation in Ghanaian primary classrooms may be educationally beneficial. In general terms, for example, it was found that the teacher's acceptance of pupils' use of the mother tongue in combination with loan words interestingly enabled some of the pupils to participate fully in classroom discussions and learning.
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Chiang, Oi-kit Kezia. "Dictation in a local primary school." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752431.
Zulaiha, Siti. "Primary school foreign language learning, teaching, and assessment : perceptions and challenges /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18958.pdf.
Lau, Siu-ting. "A study of language attitude and language attainment with reference to primary school students in Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36855753.
Abudarham, Samuel. "The receptive lexicon of dual language Gibraltarian primary school children." Thesis, City University London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307884.
Chan, How-kei. "Academic achievement among secondary school students : the effects of language of instruction during primary school years /." [Hong Kong] : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14400285.
Young, Ka-yi Deon. "Anxiety and language learning voices from primary six students in a primary school in Hong Kong /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38762870.
Kwan, Che-ying, and 關之英. "Syntactic development of primary school children in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244324.
Lee, Hoi-lam Caroline. "Orthographic awareness in primary school children in Hong Kong." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207627.
Thesis (B.Sc)--University of Hong Kong, 2000. "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.
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Cumming-Potvin, Wendy M. "A socio-cultural analysis of language learning and identity transformation during a teaching experiment with primary school students /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16168.pdf.
Grigg, Russell. "Language, literacy, and communication skills." In Becoming an Outstanding Primary School Teacher, 283–307. 3rd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003138396-12.
Bracke, Evelien. "Six ‘how-to’ questions on teaching Latin and ancient Greek language at primary school." In Classics at Primary School, 71–100. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003229742-4.
Young, Andrea S. "Language Awareness, Language Diversity and Migrant Languages in the Primary School." In The Routledge Handbook of Language Awareness, 23–39. First edition. | Abingdon, Oxon ; New York :: Routledge, 2017. http://dx.doi.org/10.4324/9781315676494-2.
Halliday, M. A. K. "Language and Learning in the Primary School." In Aspects of Language and Learning, 53–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-47821-9_4.
Cobb, Wendy, and Virginia Bower. "Language awareness." In Language Learning and Intercultural Understanding in the Primary School, 10–27. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003129738-2.
Kambatyrova, Assel, Bayan Assylbekova, and Bridget Goodman. "Primary School English Language Education in Kazakhstan." In English for Young Learners in Asia, 48–64. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003016977-4.
Menyuk, Paula, and Maria Estela Brisk. "Early Childhood Language Education: The Primary School Years." In Language Development and Education, 102–17. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230504325_6.
Cobb, Wendy, and Virginia Bower. "Language and gender." In Language Learning and Intercultural Understanding in the Primary School, 84–98. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003129738-6.
Cobb, Wendy, and Virginia Bower. "Language and wellbeing." In Language Learning and Intercultural Understanding in the Primary School, 67–83. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003129738-5.
Tellier, Angela, and Karen Roehr-Brackin. "2. Raising Children’s Metalinguistic Awareness to Enhance Classroom Second Language Learning." In Learning Foreign Languages in Primary School, edited by María del Pilar García Mayo, 22–48. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098118-004.
Тези доповідей конференцій з теми "Primary school language":
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Ellis, Kirsten. "Multimedia for primary school children learning sign language." In the 21st Annual Conference of the Australian Computer-Human Interaction Special Interest Group. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1738826.1738843.
Hubackova, Sarka. "GERMAN AS A FOREIGN LANGUAGE IN PRIMARY SCHOOL." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2023.
Negrini, Lucio, and Luca Botturi. "TECHNOLOGY ENHANCED SECOND LANGUAGE LEARNING IN PRIMARY SCHOOL." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1534.
Sukma, Elfia, Ritawati Mahyudin, Rahmatina Rahmatina, and Ari Suriani. "Problems in Oral Language Teaching in Primary School." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.63.
Ward, Monica. "Using Irish NLP resources in Primary School Education." In Proceedings of the First Celtic Language Technology Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics and Dublin City University, 2014. http://dx.doi.org/10.3115/v1/w14-4602.
Laarmann-Quante, Ronja, Lisa Prepens, and Torsten Zesch. "Evaluating Automatic Spelling Correction Tools on German Primary School Children’s Misspellings." In 11th Workshop on Natural Language Processing for Computer-Assisted Language Learning (NLP4CALL 2022). Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp190010.
Most existing spellcheckers have been developed for adults and it is yet understudied how well children’s texts can be automatically spellchecked, e.g. to build tools that assist them in spelling acquisition. This paper presents a detailed evaluation of six tools for automatic spelling correction on texts produced by German primary school children between grades 2 and 4. We find that popular off-the-shelf tools only achieve a correction accuracy of up to 46% even when local word context is taken into account. For many misspellings, the desired correction is not even among the suggested candidates. A noisy-channel model that we trained on similar errors, in contrast, achieves a correction accuracy of up to 69%. Further analyses show that this approach is very successful at candidate generation and that a better re-ranking of correction candidates could lead to a correction accuracy of ~90 %. Most of the remaining misspellings are so distorted that they are hard to correct without broader context. Furthermore, we analyze how the tools perform at different grade levels and for misspellings with different edit distances.
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Zhang, Lina, and Han Yin. "Research on the Transition from Kindergarten Language Education to Primary School Language Education." In Proceedings of the 2018 3rd International Conference on Modern Management, Education Technology, and Social Science (MMETSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mmetss-18.2018.64.
Bozhovich, E. D. "Language Competence Of Children Ordering Preschool And Primary School Ages." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.16.
Ravasco, Carla. "SECOND LANGUAGE TEACHING IN PORTUGUESE PRIMARY SCHOOL - SOME LEGAL NOTES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2104.
Reis, Rosa, and Paula Escudeiro. "Educational software to enhance English language teaching in primary school." In 2011 International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2011. http://dx.doi.org/10.1109/ithet.2011.6018684.
Звіти організацій з теми "Primary school language":
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Abufhele, Alejandra, David Bravo, Florencia Lopez-Boo, and Pamela Soto-Ramirez. Developmental losses in young children from pre-primary program closures during the COVID-19 pandemic. Inter-American Development Bank, January 2022. http://dx.doi.org/10.18235/0003920.
The learning and developmental losses from pre-primary program closures due to COVID-19 may be unprecedented. These disruptions early in life, when the brain is more sensitive to environmental changes, can be long-lasting. Although there is evidence about the effects of school closures on older children, there is currently no evidence on such losses for children in their early years. This paper is among the first to quantify the actual impact of pandemic-related closures on child development, in this case for a sample of young children in Chile, where school and childcare closures lasted for about a year. We use a unique dataset collected face-to-face in December 2020, which includes child development indicators for general development, language development, social-emotional development, and executive function. We are able to use a first difference strategy because Chile has a history of collecting longitudinal data on children as part of their national social policies monitoring strategy. This allows us to construct a valid comparison group from the 2017 longitudinal data. We find adverse impacts on children in 2020 compared to children interviewed in 2017 in most development areas. In particular, nine months after the start of the pandemic, we find a loss in language development of 0.25 SDs. This is equivalent to the impact on a childs language development of having a mother with approximately five years less education. Timely policies are needed to mitigate these enormous losses.
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ZATONA, D. S., and I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.
The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, the use of which at the lessons of native language contributes to the development of students’ communicative skills are described in the article. The authors also analyze and summarize the experience of using digital technologies at native language lessons by primary school teachers. The researchers conclude that the use of various opportunities of the modern digital educational environment allows individual teaching methods and differentiated approach to students, creating opportunities for the development of their communicative skills and abilities.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Singh, Abhijeet, Mauricio Romero, and Karthik Muralidharan. COVID-19 Learning Loss and Recovery: Panel Data Evidence from India. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/112.
We use a near-representative household panel survey of ∼19,000 primary-school-aged children in rural Tamil Nadu to study the extent of ‘learning loss’ after COVID-19 school closures, the pace of recovery in the months after schools reopened, and the role of a flagship compensatory intervention introduced by the state government. Students tested in December 2021, after 18 months of school closures, displayed severe deficits in learning of about 0.7 standard deviations (σ) in math and 0.34σ in language compared to identically-aged students in the same villages in 2019. Using multiple rounds of in-person testing, we find that two-thirds of this deficit was made up in the 6 months after school reopening. Using value-added models, we attribute ∼24% of the cohort-level recovery to a government-run after-school remediation program which improved test scores for attendees by 0.17σ in math and 0.09σ in Tamil after 3-4 months. Further, while learning loss was regressive, the recovery was progressive, likely reflecting (in part) the greater take up of the remediation program by more socioeconomically disadvantaged students. These positive results from a state-wide program delivered at scale by the government may provide a useful template for both recovery from COVID-19 learning losses, and bridging learning gaps more generally in low-and-middle-income countries.
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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.
In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
6
Language stability in primary school-aged children hinders catch up for those with language disorders. ACAMH, May 2018. http://dx.doi.org/10.13056/acamh.10552.
In 2017, the Journal of Clinical Psychology and Psychiatry published the latest results of the Surrey Communication and Language in Education Study (SCALES), in which Courtenay Frazier Norbury and colleagues investigated language growth and stability in a population cohort of children with varying degrees of verbal and nonverbal cognitive abilities and a wide range of additional diagnoses.
