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1
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.
Повний текст джерелаАнотація:
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.
2
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.
Повний текст джерелаАнотація:
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.
3
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.
Повний текст джерелаАнотація:
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.
4
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.
Повний текст джерелаАнотація:
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.
5
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.
Повний текст джерелаАнотація:
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.
6
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.
Повний текст джерелаАнотація:
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.
7
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.
Повний текст джерелаАнотація:
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.
8
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.
Повний текст джерелаАнотація:
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.
9
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
11
Johnstone, Richard. "Modern languages at primary school." Language Teaching 29, no. 4 (October 1996): 231–34. http://dx.doi.org/10.1017/s0261444800008533.
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Kupisch, Tanja, Nadine Kolb, Yulia Rodina, and Olga Urek. "Foreign Accent in Pre- and Primary School Heritage Bilinguals." Languages 6, no. 2 (May 24, 2021): 96. http://dx.doi.org/10.3390/languages6020096.
Повний текст джерелаАнотація:
Previous research has shown that the two languages of early bilingual children can influence each other, depending on the linguistic property, while adult bilinguals predominantly show influence from the majority language to the minority (heritage) language. While this observed shift in influence patterns is probably related to a shift in dominance between early childhood and adulthood, there is little data documenting it. Our study investigates the perceived global accent in the two languages of German-Russian bilingual children in Germany, comparing 4–6-year-old (preschool) children and 7–9-year-old (primary school) children. The results indicate that in German the older children sound less accented than the younger children, while the opposite is true for Russian. This suggests that the primary school years are a critical period for heritage language maintenance.
13
Bagila, Sabdenova, Abdullah Kok, Aziya Zhumabaeva, Zharkynbike Suleimenova, Asima Riskulbekova, and Elmira Uaidullakyzy. "Teaching Primary School Pupils Through Audio-Visual Means." International Journal of Emerging Technologies in Learning (iJET) 14, no. 22 (November 29, 2019): 122. http://dx.doi.org/10.3991/ijet.v14i22.11760.
Повний текст джерелаАнотація:
Recognition of Kazakh language as the state language of the Republic of Kazakhstan by the Constitution of the Republic of Kazakhstan, adoption of ‘State programme of functioning and development of languages for 2011–2020’, the Law of the Republic of Kazakhstan ‘On languages of the Republic of Kazakhstan’, ‘The State programme on education and science development for 2016–2020’ allowed our native language to develop and prosper. Nowadays, special attention is paid to the problem of teaching the Kazakh language. In today's organised pedagogical environment, it is not fully examined the need for the development of communication skills of elementary school students and scientifically-based and practical communication to solve this problem via audio and graphic tools. Therefore, this article focuses on the need to teach elementary school students to work with audio and graphic materials and technology issues on the use of practical materials. Provided that the theoretical foundations for the development of communication skills of elementary school students through audio-visual aids hold true, the structural-substantial model will allow the development of each student’s individual abilities and creativity. Taking into account the foregoing, we have set up a positive outline of the effectiveness of the work with audio equipment through the organisation of practical work, practice-assemblage, research, diagnostics, practical work in elementary school teachers through specially organised thematic seminars
14
Botturi, Luca, Daniela Kapler, and Lucio Negrini. "Digitally-supported language exchanges in primary school: The AlpConnectar project." Studies in Second Language Learning and Teaching 8, no. 4 (December 30, 2018): 795–843. http://dx.doi.org/10.14746/ssllt.2018.8.4.5.
Повний текст джерелаАнотація:
This article presents the design, implementation and outcomes of AlpConnectar, a Swiss project that exploits technologies for digitally-supported language exchange (LE) in primary schools. Launched in 2013, the project involves three Swiss cantons where different languages are spoken (namely German, French and Italian) and respectively taught as foreign languages since the third grade of primary school. In the first section of the paper the linguistic composition of Switzerland is briefly presented and the current methodologies and approaches in foreign language teaching in the country are introduced. After a literature review of online LE practices, the AlpConnectar project is presented, along with a LE example to illustrate how it works. The final sections present the results of the project, based on data collected from both pupils and teachers. The results seem to suggest that while digital technologies offer significant benefits for LEs, they are no silver bullet, and their impact depends on a number of contextual variables.
15
Shelestova, T. "The implementation of early English language teaching in primary school (on the example of the schools of Karaganda)." Bulletin of the Karaganda University. Pedagogy series 97, no. 1 (March 29, 2020): 76–84. http://dx.doi.org/10.31489/2020ped1/76-84.
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Tann, Sarah, M. Meek, and C. Mills. "Language and Literacy in the Primary School." British Journal of Educational Studies 39, no. 4 (November 1991): 467. http://dx.doi.org/10.2307/3121001.
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Krasnikova, Olesya N. "Integrated foreign language lessons in primary school." Art Logos, no. 1 (2022): 67–78. http://dx.doi.org/10.35231/25419803_2022_1_67.
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Krasnikova, Olesya N. "Integrated foreign language lessons in primary school." Art Logos, no. 1 (2022): 67–78. http://dx.doi.org/10.35231/25419803_2022_1_67.
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Fletcher, Marion. "Collaboration in Glasgow's Primary School Language Units." International Journal of Language & Communication Disorders 33, S1 (January 1998): 575–80. http://dx.doi.org/10.3109/13682829809179488.
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20
Kokot, Shirley J. "The Primary School Child's Language of Emotions." Educational Psychology 9, no. 4 (January 1989): 273–85. http://dx.doi.org/10.1080/0144341890090401.
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21
Martin, Cynthia, and Rosamond Mitchell. "Foreign language assistants in the primary school." Language Learning Journal 8, no. 1 (September 1993): 32–34. http://dx.doi.org/10.1080/09571739385200331.
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22
Stephens, David. "Language and literacy in the primary school." International Journal of Educational Development 9, no. 1 (January 1989): 73–74. http://dx.doi.org/10.1016/0738-0593(89)90013-8.
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23
Kapalbek, B. S., and A. M. Kenzhekozhaev. "Akhmet Baitursynov's principles of primary school education." Bulletin of the Karaganda University. Pedagogy series 104, no. 4 (December 29, 2021): 30–36. http://dx.doi.org/10.31489/2021ped4/30-36.
Повний текст джерелаАнотація:
The article analyzes the position of the teacher of the nation, Akhmet Baitursynov, in primary school education. In the article «Еlementary school» by Akhmet Baitursynov the conclusions and principles were outlined, the concept of the alphabet and the subjects were studied at the initial stage, and were compared with the system of knowledge, provided by the updated program at the modern initial stage. The features and contradictions of the native language and the alphabet were analyzed in Baitursynov’s work. It was indicated that textbooks published before the thirties were developed in accordance with the nature of the language. Akhmet Baitursynov himself taught at the school for fourteen years, on the basis of this experience he wrote a textbook of the alphabet. He was a great reformer who not only enlightened the people, but also created knowledge about what needs to be learned. By this time, forty different alphabets had been published. The «Alphabet» of Akhmet is being used these days. The Kazakh school lost its way a little, dropped the «Alippe» («Alphabet») and «Ana tili» («Mother tongue»), and released the subject «Sauat ashu» (Literacy) (textbook) as part of the updated program. In the first year of school, one needs to learn his native language. The modern native language is a real integrated subject, which in the second grade is divided into literary reading and the Kazakh language. It is wrong to teach it in the second half of the first grade with the Kazakh language of instruction. Today, there are many unnecessary subjects in the first class (self-knowledge, knowledge of the world, natural science, English, Russian). We prove that we integrate the subjects that give the child a real functional education (ABC + native language + Kazakh). The importance of conducting disciplines at the origins only in the Kazakh language is proved. The quality of transmitted functional knowledge in primary subjects in modern schools is analyzed. The ideas of his contemporaries and other scientists about Akhmet Baitursynov are taken as a basis, the viability and suitability of textbooks and methodological manuals published by scientists to the modern education system is proved. It is shown that Akhmet Baitursynov brilliantly analyzed the then situation in the Kazakh steppe, the two systems of education in it, their benefits and harms. Unlike Russian schools, its everyday problems and the fact that the knowledge gained from it in modern language is not functional can be compared with today's.
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Sharofjon Kizi, Kamola Oltiboeva. "CHARACTERISTICS OF ORGANIZATION OF PRIMARY SCHOOL MOTHER TONGUE LESSONS." International Journal of Pedagogics 02, no. 04 (April 1, 2022): 21–27. http://dx.doi.org/10.37547/ijp/volume02issue04-06.
Повний текст джерелаАнотація:
This article is about the specifics of organizing elementary school native language classes. The role of mother tongue and literature in general secondary education is invaluable. The main goal of the science of mother tongue and literature is to develop a person who is logical and free-thinking, has a broad outlook, creative and artistic thinking. As our scholars say, "all the virtues of the world permeate the human heart, first of all, with the unique charm of the mother tongue." Therefore, the ideas of eternal love for the motherland, patriotism, humanity are realized, first of all, in the process of teaching students the native language. This is a testament to the responsibility of the mother tongue and literature teacher in the development of the younger generation.
25
Herawati, Ida. "SIKAP BERBAHASA SISWA SEKOLAH DASAR DI KOTA SINGKAWANG: KAJIAN SOSIOLINGUISTIK." tuahtalino 15, no. 1 (July 27, 2021): 133. http://dx.doi.org/10.26499/tt.v15i1.3403.
Повний текст джерелаАнотація:
The phenomenon of using language in educational institutions, especially elementary schools, attracted the attention of many sides because it was pointed out that several educational institutions use foreign or regional languages during learning and teaching process. The problem in this study is how the use of language and language attitudes of elementary school students in Singkawang. The aim of this study is to describe the use of language and language attitudes of elementary school students in Singkawang. The method used is descriptive with quantitative and qualitative approaches. Collecting data conducted by observation, interviews, and distributing questionnaires to several primary schools in Singkawang. The number of questionnaires distributed was 50 copies with details: respondent, the use of language, language attitudes, language activities, and attitudes towards neighboring countries. The analysis focus was related to language use and language attitudes. The analysis result showed that the use of Indonesian was more dominant than other languages, ranging between 28%-74%, local languages 24%-28%, and foreign languages 2%-28%. Elementary school students' language attitudes in Singkawang described the use of Indonesian 82.7% -96.2%, local languages 1.9% -13%, and foreign languages 1.9%-40.4%.
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Susiani, Ketut. "Maintenance Efforts of Bali Culture and Language Through Local Content in Primary Schools." Bisma The Journal of Counseling 5, no. 1 (May 30, 2021): 9. http://dx.doi.org/10.23887/bisma.v5i1.34228.
Повний текст джерелаАнотація:
This study uses a qualitative case study approach, which is a study that aims to describe a condition that is happening in the real world. The research procedure adopted the case study research procedure by Yin which includes (1) design the case study protocol; (2) Conduct the case study; (3) Analyze case study evidence: and (4) Develop conclusions, recommendations, and implications based on the evidence. The subjects of this study were elementary school teachers and students, and school documents were examined related to the maintenance of Balinese culture and language through local content carried out in schools. The data collection technique was carried out by structured interviews using interview guidelines related to maintaining Balinese language culture and Balinese local content. Observations were made with a participatory observation approach, and documentation studies were carried out by collecting documents related to the maintenance of Balinese culture and Balinese language in schools. Qualitative data analysis techniques began with grouping data based on primary data sources and secondary data. The results of this study indicate that the application of local content in elementary schools is one of the contents that can be used in maintaining, preserving and preserving the Balinese language culture in schools. The results of surveys, observations and interviews at SD Buleleng indicate that the maintenance of Balinese culture and language has many weaknesses, seen from the use of local languages that are not used in communication and Balinese culture which is fading due to the influence of other cultures. This can be seen in the language used in schools not using Balinese in daily communication in the sense that many do not understand the meaning of the Balinese language used because SOR is Singgih Bahasa. The results of study have and important implication to the teaching learning contents of Balinese language in elementary school in Bali, Indoensia.
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Ayuningtias, Diah Ikawati. "Teaching English at Primary School." NOBEL: Journal of Literature and Language Teaching 8, no. 2 (September 3, 2017): 129–40. http://dx.doi.org/10.15642/nobel.2017.8.2.129-140.
Повний текст джерелаАнотація:
There is a fear that teaching foreign language to primary school students may distract the growth of nationalism feeling of the students. It is due to the fact that children within 6 to 12 years old are vulnerable. They are easy to be influenced or shaped by other cultures. Within this age, they are still in the process of developing themselves, in the aspect of personality and social life. However, research conducted on this matter does not prove that teaching foreign language to primary school students can obstruct the growth of students’ nationality feeling. The aim of this article is to present literature review related to the questions whether teaching English as a foreign language may distract students’ growth of nationality feeling. Then it goes further on the explanation on the requirements that policy maker must prepare when deciding to include English lesson as one of the subjects taught at primary school level.
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Yancheva, Milena. "APPLYING CLIL TEACHING METHOD IN PRIMARY SCHOOL CLASSES." Education and Technologies Journal 12, no. 2 (August 1, 2021): 454–57. http://dx.doi.org/10.26883/2010.212.3644.
Повний текст джерелаАнотація:
In today’s dynamic, rapidly evolving and changing world, there are a number of challenges facing various spheres of public life, in particular the educational process. Teachers find that nowadays a major problem in school education is the weak and declining motivation of students to learn. Teachers are looking for ways to increase students’ interest in the subject they teach. In the last 30 years, the only major development in foreign language teaching has been the introduction of information and computer technology in teaching. In this regard, the CLIL method can be said to be a means of overcoming the stagnation in the teaching of foreign languages and to increase students’ interest in both the topic studied and the language in which it is taught. This report reviews the history of the CLIL method, its theoretical foundations and applications. The legislative support of the method is indicated both by the educational policy of the European Union and by the foreign language curricula in Bulgaria. The main characteristics of the method, which make it an effective method for the development of skills in the 21st century, are also considered. The conclusions are based on twenty teaching practices, developed by the method in the Primary Stage of „Petko R. Slaveykov“ Secondary School, town of Varna. They illustrate its effectiveness, increased interest among students and lasting knowledge of the language and non-language subject. Opinions of parents and students and fellow teachers were analyzed.
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Ojwang, Frank. "Social injustice in learning of the second language among immigrant children in Finland: conventional narratives and perceptions." EUREKA: Social and Humanities, no. 5 (September 30, 2021): 82–100. http://dx.doi.org/10.21303/2504-5571.2021.002063.
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This is a comparative ethnographic research, comparing the primary school level migrant learners’ performance in the learning of the national language of the host countries in Finland and Tanzania. A response from nine teachers, drawn from Tanzanian International Schools, attended by expats’ children, was collected through structured interviews. Additionally, two In-Depth Interviews, targeting Tanzanian Swahili teachers at the international schools, was conducted using the narration approach. The study uses MAXQDA to comparatively analyze the findings of fourteen research articles on immigrant pupils’ learning challenges of the Finnish language as a second language in Finland, and gathered information from this study’s survey is used to analyze the use of Kiswahili as a second language in Tanzania. The research focuses on a comparative analysis of the learning and use of official languages of the host countries as second languages, used in facilitating learning among primary school learners. In Finland, the official language analyzed is Finnish, whereas in Tanzania, the official language analyzed is Kiswahili. The International schools in Tanzania offer Kiswahili lessons to all learners in primary school as guided by national education policy, whereas all public and international schools in Finland offer Finnish lessons for all learners under the education policy. The responses in both Finland and Tanzania are deconstructed qualitatively to illuminate the similarities and differences between European migrant learners and African migrant learners using a second language for learning, and to further deconstruct the nuanced epistemological injustice against minorities. The theories in this research are derived using the grounded theory approach.
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Nikolov, Marianne. "Modern Languages in the Primary School." Language, Culture and Curriculum 23, no. 1 (March 2010): 89–90. http://dx.doi.org/10.1080/07908310903415652.
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Djorovic, Danijela, and Natasa Lalic-Vucetic. "Some peculiarities of Italian language instruction at primary school age." Zbornik Instituta za pedagoska istrazivanja 42, no. 1 (2010): 150–64. http://dx.doi.org/10.2298/zipi1001150d.
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Instruction of Italian language at primary school level has not been studied more comprehensively in our expert and scientific literature so far, since Italian has been studied as a compulsory foreign language in Serbian schools since the school year 2001/2002. This paper discusses some peculiarities of learning and teaching a foreign language, with emphasis on the socio-cultural aspect and functional usage of the language as the primary task of instruction. The paper presents the results of one part of a larger empirical research that studies the attitude of primary school students towards learning Italian as a foreign language. The goal of the research refers to identifying the competences that students acquire by learning this language and the possibility of applying the linguistic knowledge and skills in real-life situations of students' interaction with the members of other culture, as well as identifying learning difficulties. The sample comprised 185 fifth grade students and 110 seventh grade students from three primary schools where the Italian language has been studied the longest. Research findings indicate that there is an initial positive attitude towards learning Italian and the sensitivity for extralinguistic and cultural elements of instruction of foreign language. Students pointed out to the need for a more active participation in instruction and selection of teaching contents, for more modern approaches to learning, and for a larger degree of applicability of linguistic knowledge and skills in real-life situations.
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Kirwan, Déirdre. "Utilising pupils plurilingual skills: a whole-school approach to language learning in a linguistically diverse Irish primary school." CEFR Journal - Research and Practice 3 (October 2020): 98–103. http://dx.doi.org/10.37546/jaltsig.cefr3-6.
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Since the mid-1990s, schools in many parts of Ireland have experienced an unprecedented increase in the level of linguistic and cultural diversity among pupils. This paper describes an innovative approach to integrated language learning that was developed in a primary school in West Dublin in response to this phenomenon. To ensure inclusion of all pupils and to support them in reaching their full potential, pupils’ plurilingual repertoires are welcomed. Two overarching goals to language teaching and learning inform the whole-school language policy that seeks to: • ensure that all pupils become proficient1 in the language of schooling • exploit the linguistic diversity of the school for the benefit of all pupils (Council of Europe [CoE] 2001: 4; Garcia 2017: 18). Classroom procedures that facilitate inclusion of home languages in curriculum delivery and the needs of pupils who are endeavouring to learn English as an additional language are described. The importance of literacy is highlighted as is teacher, pupil, and parent cooperation. In addition to high levels of achievement in standardised tests of English and Maths, additional outcomes are identified including enhancement of the Irish language, a developing culture of learner autonomy, and the cultivation of pupil confidence and social cohesion.
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Murovanaya, Nonna N., Yulia Y. Kurbangalieva, Tatiana N. Korenyakina, Bella V. Rykova, and Nailya I. Abdullaeva. "Speech behavior of bilingual primary school children in a multinational region." SHS Web of Conferences 103 (2021): 01047. http://dx.doi.org/10.1051/shsconf/202110301047.
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Historically, the Russian language has become a common means of communication in the Russian Federation. The Republic of Crimea is a place where the population is represented by a multinational community. At that, some areas are densely populated with a single nation, where children speak the Tatar language, that is, are essentially everyday bilinguals. The most characteristic type of bilingualism in Russia is the national Russian language, which is learned both through training and direct communication with the Russian-speaking population. Early everyday bilingualism is common when the assimilation of the native and Russian languages develops almost in parallel. The authors have received new information on the peculiarities of the acquisition of Russian and native Tatar languages in primary school children raised in a multilingual environment. It is proved that speech therapy examination of speech disorders in bilingual children should be conducted in two languages. The article presents developed recommendations for teaching bilingual children in a Russian-language school, depending on the degree of proficiency in Russian and the presence of speech disorders.
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Hassan, Ismail Noor, Nurmida Chaterine Sitompul, and Nunung Nurjati. "Hologram Technology For E-Learning Arabic Language Pre-Primary And Primary School." Akademika 10, no. 02 (November 30, 2021): 277–90. http://dx.doi.org/10.34005/akademika.v10i02.1487.
Повний текст джерелаАнотація:
The objective of this study was finding the starting grade class in pre-primary and early primary school that adjustable with e-learning hologram technology for e-learning Arabic language.This experimental design research used a mixed (1) quantitative method for score of control groups- traditional learning and experimental groups-hologram e-learning of primary school (2) qualitative method for descriptive assesement reports, interview and observation of pre-primary school. The population was taken from 2 IBS with total 68 participants. The validation quantitative data was analyzed by SPSS software: t –test and else Mann–Whitney test, meta-analysis to describe result for conclusion. The qualitative uses triangulation of descriptive data for validation. The result shows that 1st grade, the sig. (2tailed) result 1.00 > 0.05 and 2sc of primary school, the sig. (2tailed) result 0.843 > 0.05 with hologram are indicating no significant gap with traditional learning, same effectiveness, but for pre-primary school with hologram is less-classical completeness 52.5% < 85%. The conclusion is hologram technology of e-learning Arabic language subject adjustable for primary school starting 1st grade and 2sc, but yet, not for pre-primary school which lean to the content attractiveness.
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Owusu, Edward, and Charles Senior Afram. "An Application of Grosjean’s (2001) Bilingual’s Language Modes on English Language Teaching as Medium of Instruction in Ghanaian Primary Schools." International Journal of Linguistics, Literature and Translation 3, no. 7 (July 31, 2020): 133–38. http://dx.doi.org/10.32996/ijllt.2020.3.7.15.
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Bialystok (2015) argues that the bilingual’s cognitive benefit is related to the continuous supervision and the need for conflict resolution that happens when dual languages are co-activated. One framework that clearly projects the experience of the bilingual, in terms of swapping languages is the bilingual’s language modes (BLMs) by Grosjean (2001). In this review paper, we have highlighted the policy of medium of instruction for teaching English in primary schools in Ghana. Again, we have briefly described the tenants of the BLMs, and demonstrated how these modes can be applied on the Ghanaian bilingual primary schools. On the basis of the BLMs, we argue that the most suitable medium of instruction for teaching and learning of English as a second language at the primary level (primary 1 - 6) of a diverse Ghanaian multilingual society should be English language, and the mother tongue of the community within which the school is situated. This argument is in conformism with Anyidoho (2009), and Owusu et al. (2015). Consequently, this paper would enable the key stakeholders of Ghanaian primary schools, to reexamine the policy of instruction for teaching English in Ghanaian primary schools, by placing prominence on the first language of the various speech communities in Ghana.
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Pryke, David. "Primary School Study Reading." Literacy 26, no. 3 (November 1992): 30–36. http://dx.doi.org/10.1111/j.1467-9345.1992.tb00071.x.
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Lungu, Iuliana. "The Controversial Issues Experienced by the English Language Teachers in Primary Schools Worldwide Echoing into the Romanian Language Education Context." Logos Universality Mentality Education Novelty: Philosophy & Humanistic Sciences 9, no. 1 (December 12, 2021): 45–55. http://dx.doi.org/10.18662/lumenphs/9.1/56.
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The present article aims to outline the framework for this debated topical issue, focusing its scientific efforts on the critical and relevant aspects of the teaching problems faced by the English language teachers worldwide echoing locally, in the Romanian primary schools. The choice of the field of analysis was not at all accidental, coming mainly from a growing to find answers to a series of personal dilemmas, such as educational field, mainly teaching foreign languages in primary education, especially in the current conditions, when the universe of language teaching is constantly changing. The changes are caused by factors such as the complex policies in the field of education (it is often assumed that it is better to start learning foreign languages early), the political and labor market changes, where it is essential to have a competitive English-speaking workforce. Finally, individual reasons resulting from parents’ desire their children to develop English language skills from an early age. Hence, there are several serious challenges that need to be considered when it comes to teaching English to young primary school students. The present research is an investigative approach that is based on a larger study exploring the practices of teaching English to young school children worldwide, a study conducted by the British Council in 2013 and published a year later, and it also refers to the policy and practice of teaching English in primary schools in Romania. The purpose of this article is to identify the key challenges faced by English teachers in primary school both globally, in several countries involved in the study, and locally, respectively in Romania.
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Adhikari, Deepika. "Status of English language teaching in secondary level under different school interventions." Journal of NELTA 24, no. 1-2 (November 30, 2019): 162–77. http://dx.doi.org/10.3126/nelta.v24i1-2.27686.
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Language is the primary medium of communication and expression of thoughts and ideas. In India, there are two official languages- Hindi and English. English has-been occupying a dominant position since independence. There have been serious attempts to integrate English language in the school curriculum since 1980s. In the schools of West Bengal, English is taught either as a first language or second language. The present study intends to find the status of teaching English language in the secondary schools of Siliguri (West Bengal) where the schools with three different boards, ICSE, CBSE and state boards are chosen. The sample consisted of 50 teachers and 50 students from a total of 25 schools. A survey method and observation inventory was used for collection of data. The conclusion is that English language teachers need to abreast themselves with the latest developments in the context of language teaching. The co-operation from the school, teachers, parents and students yield fruitful results in improving the status of English language teaching.
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Ritter, M. "Digital Games in Primary School English Language Education." Anglistik 33, no. 1 (2022): 29–41. http://dx.doi.org/10.33675/angl/2022/1/6.
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Hopkins, Leeston, Mary Kanaris, Carl Parsons, and Jon Russell. "Primary School Teachers' Attitudes toward Speech-Language Pathology." Australian Journal of Human Communication Disorders 16, no. 2 (December 1988): 87–97. http://dx.doi.org/10.3109/asl2.1988.16.issue-2.07.
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Kirsch, Claudine. "Developing children's language learner strategies at primary school." Education 3-13 40, no. 4 (September 2012): 379–99. http://dx.doi.org/10.1080/03004279.2012.691372.
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Ivashkevych, Ernest, and Nataliia Antyukhova. "THE PROBLEM OF USING FAIRY-TAILES TO TEACH PUPILS ENGLISH AT PRIMARY SCHOOL." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 215–19. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-215-219.
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In this article it was shown that studying a foreign language was not possible without the formation of pupils’ socio-cultural competence. Foreign-language socio-cultural competence is the knowledge of the cultural features of native speakers, their habits, traditions, norms of behavior, etiquette, and the ability to understand and adequately use them in intercultural communication, while remaining a model of behavior of a person of another culture. Socio-cultural competence is formed on the materials of fairy-tales determined the success of communication with representatives of foreign language culture, allowing pupils from primary school to feel confident and convenient in a foreign-language environment. It was shown that various kinds of fairy-tales, each of which revealed a particular aspect of the culture of a foreign-language country, became to a teacher a method in helping him/her to form socio-cultural competence of pupils. Choosing a fairy-tale a teacher should take into account the educational objectives of the lesson, so that it becomes a successful means of learning a foreign language. The linguistic material of fairy-tales is based on principles of easy and creative learning. Here the thematic approach is combined with grammatical and semantic ones, and language models and speech patterns are gradually becoming more complex. One and the same sentence scheme can be used in different situations, since talking with a child uses fabulous scenes that do not prevent the emergence of a large number of analogous expressions.
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Seng Thah, Soon. "Malaysian Language Teachers' ICT Competencies." International Journal of Computer-Assisted Language Learning and Teaching 12, no. 4 (October 1, 2022): 1–15. http://dx.doi.org/10.4018/ijcallt.310081.
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This study was conducted to determine the level of ICT competencies among Malaysian language teachers at both primary and secondary schools. The focus of this study was on four specific domains: 1) technological concepts and operational skills; 2) pedagogical skills; 3) professional skills; and 4) social, ethics, and security skills. These skills were developed based on the guidelines provided by the International Society for Technology in Education (ISTE). The sample comprised 761 teachers. The findings of the study showed significant differences (p<.05) between primary and secondary school teachers in their ICT competencies with significant differences in the domains related to technological concepts and operational skills and social, ethical, and security skills. However, there were no significant differences (p>.05) in terms of pedagogical and professional skills between primary and secondary school teachers.
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Nemeth-Jajić, Jadranka, and Petra Božanić. "Linguistic terms in contemporary textbooks of Croatian language." Školski vjesnik 71, no. 1 (2022): 139–55. http://dx.doi.org/10.38003/sv.71.1.1.
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Since 2019, when the Croatian language subject curriculum was introduced, until today, new textbooks of Croatian have been written, and the aim of this paper is to investigate how consistent they are in the use of linguistic terminology. Previous research has pointed to the lack of uniformity and consistency in the use of linguistic terminology in Croatian language textbooks, which is reflected, among other things, in many pairs and sequences of synonyms, causing difficulties in school practice. In the first phase of the research, which is presented in this paper, all primary school textbooks for grades 5-8 were analyzed, focusing on the terms at the phonological, morphological, syntactic, lexicological, and orthographical levels. The results of the textbooks analysis were compared with the terminology in contemporary school grammar books and Croatian orthography and spelling books, with the 2006 Primary School Curriculum, and with the 2019 Croatian language subject curriculum entitled the Curriculum of the Subject Croatian Language for Primary Schools and Grammar Schools. Although certain different linguistic terms can be found in new textbooks at all mentioned levels, it can still be concluded that contemporary textbooks are more consistent than previous textbooks regarding the use of linguistic terms.
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Denham, Kristin. "Linguistics in a Primary School." Language and Linguistics Compass 1, no. 4 (June 5, 2007): 243–59. http://dx.doi.org/10.1111/j.1749-818x.2007.00017.x.
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Numfor Nchang, Comfort. "ATTITUDE AND PERCEPTION OF TEACHERS ON THE USE OF MOTHER TONGUE IN ESL CLASSROOM IN CAMEROON." International Journal of Education Humanities and Social Science 05, no. 03 (2022): 62–73. http://dx.doi.org/10.54922/ijehss.2022.0387.
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Education in the local languages can be one of the means for improving the living conditions of the disadvantaged rural population. The obstacle to Education remains the use of foreign languages for teaching and learning in the early years of primary education. The advent of independence was considered the gateway to complete eradication of the colonial past. On contrary, colonial teaching practices, involving the use of foreign languages, continue to dominate the classrooms. This article revisits the issue of language of instruction in the early years of primary schools in Bafut after many years of mother tongue education implementation. It examines the effect of using English, a foreign language in teaching indigenous Bafut children, in the suburbs who do not have the opportunity to acquire English to the level necessary for effective engagement with the curriculum. The study investigates the opinions and attitude of primary school teachers toward teaching using an indigenous language (Bafut). The researcher used triangulation, involving a variety of data sources including classroom observation, interview, focus group discussion and documentation. Data was collected from twenty four primary school teachers from six purposively selected primary schools in Bafut. The findings revealed attitudinal barriers to using the mother tongue as language of instruction in early years of education. After many years of sensitization, and many admirable polices developed throughout Africa, the efficiency of their implementation is questionable. English and French continue to receive exclusive attention in the classroom as the language of instruction and examinations, whereas the role of Mother Tongue has remained undefined. This had yielded ample evidence to question current practices and suggest the need to adopt new approaches in language use in education.
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Rohmani Nur Indah and Galuh Nur Rohmah. "The Communicativeness and Critical Thinking Devices of Language Supplementary Materials for Primary School." RETORIKA: Jurnal Ilmu Bahasa 6, no. 2 (October 29, 2020): 165–72. http://dx.doi.org/10.22225/jr.6.2.2300.165-172.
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Studies show that teaching materials can be integrated with critical thinking skills for enhancing successful learning. However, the integration is not always clear as the communicativeness aspect of the materials also contributes to the goal of effective learning. This study focuses on critical thinking devices and the aspect of communicativeness fulfilled or violated in Indonesian primary school supplementary materials for language courses. It employs content or document analysis on the supplementary materials of the first graders on courses of English, Indonesian and Javanese languages. The analysis is based on the assumption that critical thinking tools and communicative aspects are the two main pillars that characterize the quality of language teaching materials in elementary schools. In addition, critical thinking tools are linked with communicative aspects of language teaching materials to target targeted competency standards. The results show that the communicativeness aspect is supported by the use of real context and authenticity of the materials. In terms of critical thinking device, the supplementary materials are supported by clear purpose in presenting key information. The evaluation on the supplementary materials concerns with the effort to improve the quality of primary school student’s cognitive attainment and critical thinking through communicative supplementary materials.
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Emslander, Valentin, Jessica Levy, Ronny Scherer, and Antoine Fischbach. "Value-added scores show limited stability over time in primary school." PLOS ONE 17, no. 12 (December 28, 2022): e0279255. http://dx.doi.org/10.1371/journal.pone.0279255.
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Value-added (VA) models are used for accountability purposes and quantify the value a teacher or a school adds to their students’ achievement. If VA scores lack stability over time and vary across outcome domains (e.g., mathematics and language learning), their use for high-stakes decision making is in question and could have detrimental real-life implications: teachers could lose their jobs, or a school might receive less funding. However, school-level stability over time and variation across domains have rarely been studied together. In the present study, we examined the stability of VA scores over time for mathematics and language learning, drawing on representative, large-scale, and longitudinal data from two cohorts of standardized achievement tests in Luxembourg (N = 7,016 students in 151 schools). We found that only 34–38% of the schools showed stable VA scores over time with moderate rank correlations of VA scores from 2017 to 2019 of r = .34 for mathematics and r = .37 for language learning. Although they showed insufficient stability over time for high-stakes decision making, school VA scores could be employed to identify teaching or school practices that are genuinely effective—especially in heterogeneous student populations.
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Romanovskaya, Ekaterina I. "Foreign language phonological ability of a primary school student as an object of acquisition in primary foreign language education." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 2, 2020 (2020): 222–26. http://dx.doi.org/10.31862/2218-8711-2020-2-222-226.
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The article deals with the foreign language phonological ability as a methodological phenomenon in teaching a foreign language in primary school age. The concepts of «phonemic hearing», «phonetic hearing», «phonological ability» are analyzed. The article describes the structural components of a foreign language phonological ability and its importance for developing foreign language speech abilities in primary school children.
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Cicėnaitė-Milaševičiūtė, Akvilė Dominyka, and Agnė Juškevičienė. "DEVELOPMENT OF PRIMARY SCHOOL STUDENT LANGUAGE SKILLS: APPLICATION OF PRINCIPLES OF NEURODIDACTICS IN LITHUANIAN LANGUAGE CLASSES." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 12, no. 2 (December 15, 2020): 58–76. http://dx.doi.org/10.48127/spvk-epmq/20.12.58.
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Neurodidactics, which is grounded on integration of neurosciences into the educational process, and its contribution to education have been more and more extensively analysed lately. The scholarly literature distinguishes four principles of neurodidactics: linking of new information with the already possessed one; revision; positive emotions; information assimilation employing several senses is important for development of school learners’ linguistic abilities. Taking into account significantly lower learning outcomes of Lithuanian as the state language, which were observed among national minority learners, and responding to the unified primary education curriculum of Lithuanian language for schools with Lithuanian as the language of instruction and for national minority schools, which entered into force in 2016, attempts are made to search for well-targeted and neuroscience-based ways of language education. Therefore, the goal of the research is to theoretically substantiate and empirically investigate the development of primary learners’ linguistic abilities applying neurodidactic principles. The phenomenographic research strategy was used to attain the research goal employing the semi-structured interview with Lithuanian teachers from national minority schools. The empirical data was analysed applying the content analysis. The obtained results allow stating that during the lessons only two senses (i.e., sight and hearing) are mainly considered aiming at development of linguistic abilities. While revising the material learnt in the classroom, all the linguistic abilities are developed but revising this material at home the focus is laid only on one of the abilities. It was also revealed that speaking the state language evoked negative emotions to national minority learners. Keywords: development of linguistic abilities, application of neurodidactic principles, primary school learners, schools of national minorities.